Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

Afternoon Session Descriptions | 1:00 - 4:15pm

Morning Session Descriptions

C: LEARNING TECHNOLOGIES

C.1  

Creating Immersive Learning Experiences Using 360° Video and Lightboard | Robert Bertschi and Leigha Covell, Faculty of Engineering and Applied Science

This presentation will explore two innovative educational technologies, 360° video and Lightboard, that are currently in use by the Faculty of Engineering and Applied Science’s Teaching and Learning Team. A showcase of uses, examples, and equipment will highlight the pedagogical foundations supporting the application and suitability of these technologies in fostering student engagement and immersive learning experiences.

C.2  

Don’t Be a Robot”: Humanizing Online Learning Through Blogging | Cheryl Cline, Faculty of Health Sciences; Ernesto Figuero-Filho, Department of Biomedical and Molecular Sciences; and Lynel Jackson, Faculty of Health Sciences

In relationship-centred teaching, forging personal connections with students is at the heart of the course design process. In this first year online humanities course, we piloted an educational blogging network in order to deepen the bonds in our classroom. The CampusPress blogging network is a digital platform that enables students to develop their own professional looking blog pages in minutes, with no technical experience. Using this platform, each student was invited to create visually engaging, multimedia writing assignments visible to faculty alone.  As both a scholarly and creative activity, we hoped that blogging would supercharge engagement while creating new opportunities for deeper human connection through the feedback process. The experiment was a success; not only were student blog posts at their best more personal, evocative and intellectually rigorous than we anticipated, but they also enabled us to transform our comments into conversations that unfolded over the process of learning. In this presentation, we look at some of the educational theory that informed this approach, provide practical “how-to” advice, share some student examples, and report on student satisfaction.

C.3  

Assessing Group work with GRASP (GRoup Assessment of Self and Peers) | Scott Whetstone, Smith School of Business

The use of group projects is becoming more prevalent as a means of assessment in higher education. Unfortunately, in some cases, students do not get suitable credit for their work. GRASP can help overcome these problems by providing a mechanism that allows for both formative and summative assessment. This presentation will give an overview of how GRASP can provide individualized feedback and can be used to calculate an individualized grade based on the effort put forth by each group member.

C.4  

Exploration and Generation in Online and Classroom Learning | Greg Lessard, French Studies; and Michael Levison, School of Computing

Our first thesis is simple: that learning can be facilitated by the relatively unguided exploration of materials in a framework where feedback indicates what is possible and what is not (but not why) and that learners can adduce rules from this feedback. This can happen both individually, or in a small group, either physical or virtual. For a series of courses in French Studies, we have built a variety of tools based on this concept, using a combination of HTML5, CSS and JQuery.

At the same time, we believe that a generative framework, where examples are created 'on the fly' according to some specification (in other words, a grammar) relieves instructors from creating all examples in a canned framework, permits more detailed analysis of learner productions, and opens the door to adaptive instruction where the results of previous questions inform subsequent materials. This model is embodied in the VinciLingua software we have created. We will illustrate these theses with a variety of materials, many of which are already used by Arts and Science Online, ranging from drag-and-drop constructions, to click-based exploration, to generative examples and self-correcting quizzes.

C.5  

Aropa: A solution to online Peer Review | John Szendrey, Department of Biomedical and Molecular Sciences

This presentation will overview the main features of the peer review tool Aropa, and will describe the Bachelor of Health Sciences experience with the tool.

C.6  

Building and Integrating Open Educational Resources to Support Your Teaching | Rosarie Coughlan and Mark Swartz, Queen’s Libraries

This session will explore:
•    What are Open Educational Resources?
•    Where can I find high quality OERs to either supplemental and / or integrate into my teaching?
•    Approaches to using Open Educational Resources (OERs) to create flexible course materials for your face-to-face and online classroom
•    What’s is happening at Queen’s to support the creation and development of OERs
•    Why should you (as an educator) get involved with (using) OERs?

D: COURSE AND CURRICULUM DESIGN

D.1  

Building Better Together | T. Claire Davies and Elizabeth Delarosa, Department of Mechanical and Materials Engineering; and Catherine Donnelly and Susanne Murphy, School of Rehabilitation Therapy

This presentation will highlight an ongoing initiative between mechanical engineering students and occupational therapy students.  Through two courses, in two separate programs of study, the students worked with end-users on a collaborative design process that addresses the complex interplay of personal factors and assistive technology design.  Developing interdisciplinary teams in the design of assistive devices increased awareness, knowledge and communication skills of both engineering and occupational therapy students.

D.2  

Re-inventing ENSC203: Using Inquiry Based Learning to Promote Ecological Citizenship | Allison Goebel, School of Environmental Studies; Alice Hovorka, Department of Geography and Planning; and Colin Khan, School of Environmental Studies

Our presentation will give an overview of changes made to ENSC203 Environment and Sustainability made possible through the Principal's Dream Course Award. These changes utilized an inquiry-based learning approach to develop online modules taking students through different steps and stages towards becoming an ecological citizen. We will address what we felt worked, what needs improving and some of the biggest challenges.

D.3  

Student Learning in a Design Versus Non-Design Experiment in a Physics Laboratory Course | Bei Cai, Department of Physics, Engineering Physic and Astronomy

STEM departments devote considerable resources to equipment-intensive laboratory courses, but their impact on learning is not clear.  In addition, to increase the uniformity of the experience for students, instructors tend to reduce the laboratory experience to a list of set instructions that students are required to follow closely. For our second-year physics lab course, we have transformed an experiment previously given with a set procedure into an activity where students design the lab. Student behaviours are compared to those in the non-design labs where the students are provided with a detailed procedure. We will report our findings in this talk and discuss our plan to implement similar activities over the whole laboratory curriculum, and how to assess its success.

D.4  

Settler and Indigenous Stories of Kingston/Cataraqui: Reflections on an Ongoing Experiment | Laura Murray, Department of English

In this presentation, I will report on the first iteration of an interdisciplinary research-based seminar course (history, creative writing, literature, geography, etc.) in which students worked collectively to research and share information and thought about Kingston’s history. Assignments included journaling, walking around the city, writing book reviews for the use of other students, and a final project designed for public presentation. Fourth-year undergraduates also worked with graduate students in Cultural Studies and benefitted from several presentations from artists and Indigenous knowledge-keepers and scholars. As I will be repeating the course, the showcase will be a useful occasion for reflection.

D.5  

Collaborative Program Improvement: Making Meaningful Change | Jake Kaupp and Brian Frank, Faculty of Engineering and Applied Science

Recent trends in program evaluation, cyclical review and accreditation have placed significant focus on outcomes-based assessment and continuous program improvement. The Queen’s cyclical review process (QUQAP) has been focused on the early stages of a continuous improvement process: establishing outcomes, mapping the curriculum, and identifying assessment opportunities. These ideas are relatively new to programs, and can lead to confusion and reluctance from instructors. Managing this change, collaboratively, is key to implementing a continuous process that can be used to improve teaching and learning. In this session, we will share approaches used in engineering to build a collaborative program improvement process that focuses on the people, processes and systems to help effectively manage change and foster a culture of improvement.

D.6  

LISC 300 The Process of Discovery in the Biomedical Sciences: Did We Empower Our Students to Experience the Joy of Discovery? | Ken Rose, Department of Biomedical and Molecular Sciences; and Nader Ghasemlou, School of Medicine

LISC 300 is designed to be a novel version of the ‘flipped’ class. In the standard version of the flipped class, students are charged with the task of learning the content of the course outside of the class (via readings, posted videos, etc selected by the instructors) and the classroom time is devoted to the application of this knowledge through problem solving and group discussions. In LISC 300 the students are not only responsible for learning the content of the course outside of the classroom (there are no lectures), they also assume primary responsibility for choosing the content. Our ultimate goal is to empower our students to experience the joy of discovery by actively participating in the core stages of the discovery process: collection and assimilation of information, identification of the critical issues that must be addressed to resolve outstanding questions, and dissemination of the insights gained during these tasks.
LISC 300 was launched in January 2017 as part of the third year of the honours Life Science and Biochemistry degree programs.  Fifty-two students, with the support of 18 undergraduate mentors and 3 graduate TAs, enrolled in this course. I will briefly describe our fears and aspirations at the start of the course, whether these fears and aspirations were justified, and the answer to the question: did we empower our students to experience the joy of discovery?

Morning Session Descriptions