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In This Issue....
“LEARNING TO BRIDGE
University Without
Walls:
THE DISTANCE”
Distance and
Distributed Learning Learning to Bridge the Distance . . . .
Distance Education
Makes My
A teacher in Cumberland House, a firefighter in La Ronge, a farmer in
Dream a Reality Lucky Lake, and a single mother in Saskatoon . . . what do they have in
common? They can all take University of Saskatchewan classes without
leaving their homes. Microcomputers in Agriculture or Europe from the
The Loneliness of the Renaissance to the Present or Introduction to Native Studies—all in their
Long-Distance Instructor
family room.
Teaching, Technology But if the array of distance courses is wide, these students can often
and Learning choose from an equally broad range of delivery options, including off-
in the Distance Library campus face-to-face classes; multi-mode; televised; online; or independent
study. It’s a good thing staff at Extension Credit Studies are there to
shepherd them along the way and to ensure that their needs are fulfilled:
Mentoring New Faculty
at the University of course materials, assignments, and of course exams.
Saskatchewan
Equipped with a computer (very likely), printed course notes (probably),
and an indomitable desire to earn a university degree, these students
Good Teaching: depend on the skill and support of their instructor, but also on a number
Student-Centred/ of U of S experts: instructional designers from the extension division;
Technology-Enhanced
multi-media and web developers from DMT; the bookstore; and the
library.
SPRING into
TEACHING INSTITUTE This issue of Bridges focuses on the teachers, students, and academic and
administrative staff who are helping to bridge the distance between the
campus and the learner.
Eileen M. Herteis
Ron Marken
TLC Director “The best teachers, it seems to me, are those who know that education
Phone (306) 966-5532 happens in the exchanges that occur amongst learners, themselves
Ron.Marken@usask.ca included, teachers who facilitate the exchange of ideas and enthusiasm
through their own desire and excitement for life-long learning.
Eileen Herteis
TLC Programme Director & Bridges
From my time in the classroom and from the experiences that my own
Editor
Phone (306) 966-2238 children have had in classrooms from kindergarten to university, I know
Fax (306) 966-2242 how important the teacher is to student engagement and success. One
eileen.herteis@usask.ca study at an American university revealed that the majority of students
chose their majors based on their experiences in their classrooms.
Christine Anderson Obach Teaching is a social contract. Sometimes, through the years, I have
Programme Coordinator found the responsibility that social contract implies to be intimidating,
Phone (306) 966-1950 but always I find it rejuvenating!”
Christine.Anderson@usask.ca
Dr. Wendy Schissel
Corinne Fasthuber
Assistant
To read Wendy’s entire teaching philosophy statement, visit the TLC web
Phone (306) 966-2231
corinne.f@usask.ca site at www.usask.ca/tlc. On page three of this issue of Bridges, we
feature Wendy’s article, University Without Walls: Distance and
Joel Deshaye Distributed Learning
Instructional Technology Consultant
(306) 966-2245
2
UNIVERSITY WITHOUT WALLS:
DISTANCE AND DISTRIBUTED LEARNING
Dr. Wendy Schissel, Women’s and Gender Studies
3
with all the other sites by telephone from wherever I I am interested in online learning for a more
am. As anyone who has known the frustrations of important reason when it comes to equity for students
conference calls can attest, teleconferencing is not in distance/distributed learning settings. I think the
the most effective way to facilitate learning. We single biggest factor contributing to students’
spend a good ten to fifteen minutes of every two-hour questions about quality and their feelings of
class just dealing with technical difficulties. How can disaffiliation originate in the lack of degree programs
students feel that their best interests are being served, offered “off campus.” Site coordinators can put
that learning is occurring as it should, or that their together a standard kind of first two years in many
money is well spent when faced with such difficulties? areas of study in Arts and Sciences, but beyond that
there is little to offer. I remember being amazed by
To my knowledge, there are only three such multi- how many students at Prince Albert declared
mode courses being offered this year. I hope that themselves to be social work students. It was
means they are a dying breed! There is another and because, they told me, the Bachelor of Social Work
more reliable way of delivering them: as distributed offered by the University of Regina was the only
learning, online courses or some hybrid version degree program they could take there. They used
thereof. This year I am doing University of Saskatchewan
an introductory Women’s and courses, such as my Women’s
Gender Studies course online: and Gender Studies course, as
my first, the department’s first, The University of they could to fill out that program.
and the first to be offered under Saskatchewan has a I am well aware that this does not
the TEL (Technology Enhanced seem like a monumental problem
Learning) initiative for course
long and proud to resource-wearied departments
development. As I have heritage of providing or colleges, or to those who still
discovered in doing my “extension” courses, believe that a U of S student
homework for online course should have the “campus
development and delivery, credit and non-credit, experience,” but from the
there is much disagreement throughout the perspective of students out there it
about digital delivery and is very important. I have asked
much yet to be known about
province, so new students in a WGST course at
the effectiveness of such initiatives can only Prince Albert how many of them
courses and the supposed extend student equity would be in social work if there
gender divide within them. I were other options and several
am more troubled by other in ways that remind us responded that they would not.
concerns of equity and that our institution is However, given family
accessibility with regards to responsibilities, financial concerns
Aboriginal students. BUT I am
“the people’s particularly as tuition fees go up,
becoming a convert to the university.” or problems associated with
potential of online courses to driving to Saskatoon for courses,
deliver material in ways far they have no choice.
superior to independent studies
(correspondence) courses, to offer opportunities for The University of Saskatchewan has a long and
discussion and exchange, to foster improvement in proud heritage of providing “extension” courses,
writing, and to create active learners. In fact, this credit and non-credit, throughout the province, so
year I have created WebCT sites for all of my other new initiatives can only extend student equity in ways
courses, too: face-to-face on the main campus, that remind us that our institution is “the people’s
independent studies, multi-mode: the latter too late to university.” I am cheered by the response of my
be of much help! online WGST students who recently came together in
Saskatoon for a focus group on their course. Asked if
It is early in my training and experience of online they thought that they were getting as good an
teaching, but I have great hopes that it can supplant education online as they would be getting on
the kind of multi-mode course I am teaching now. I campus, they responded with an immediate “Yes! . . .
think we will find hybrid courses of all kinds that use Better!” Their rationales made sense to those of us
computer-assisted learning in functional and who listened to them, but the most important thing to
appropriate ways a new means of keeping critical come out of their comments is the knowledge that
pedagogy and active learning at the forefront of they will not be the ones asking that disturbing but
what goes on in a class. necessary question about quality of us.
4
graduated from the Teacher Assistant
course in June, 2002. Halfway through
the course, I discovered that I could
take university classes here and get my
degree in Social Work. So I took an on-
5
usually get a chance to interact like that
even in face-to-face classes. Ironically,
distance made our classes seem more
THE LONELINESS OF THE
personal because it allowed more
disclosure and intimacy than I have
found in a face-to-face class. On-line
LONG-DISTANCE
chat frees the students to disclose
something about themselves if they
wish. In a lecture theatre of 300—you
INSTRUCTOR
are just a body, not even a face. People By Paula Jane Remlinger
tend to be afraid of the technology at
first, but after a month the computer
becomes your friend.
6
students who clearly prefer minimal communications via email. Technology communication with students, whether
contact. also enables students to create a virtual via the phone, email, or in the
community, where typically they would development of course materials.
One of the positive aspects of distance be working in isolation. This situation Expectations and deadlines are no less
education is that students can work has both advantages and important in distance-education courses
through the materials at their own pace disadvantages depending on a than in regular courses and it is
and fit their studies into their busy student’s preferred learning style. Some important to convey these early in the
schedules. Of course, this advantage students love the interaction and gain a term. At the same time, it’s necessary
also means that students can find tremendous amount from being able to to be flexible, respect the needs of adult
themselves in a situation where four share ideas; others find it to be learners, and to be aware of the
weeks of the term have passed and they additional work that takes time but may difficulties some students may
have not yet opened the course not add much to their learning experience as independent learners.
package. Although this may be true of experience. For the students who are in Just as students are likely to work on the
some students in all courses, students print-based courses, many experience a course in short bursts of energy,
don’t have the constant contact with an strong sense of control over their instructors have to be careful not to
instructor to remind them of where they learning. They often feel more “forget” about the course during those
should be in the course. Often this confident about requesting information weeks when students don’t seem to
situation results in needing to be flexible or about taking assignments in a new need any assistance. It’s important to
with deadlines, which means that my direction. Many students are in a stay current in the area you are
marking schedule has to be flexible as position to apply the course content to teaching and to remain familiar with the
well. their work situations and therefore feel course materials, even if it’s a course
that they have a stronger stake in the you’ve taught many times before.
Benefits material. For some students, it also
There are some wonderful advantages provides them with the opportunity to Ultimately, the most important thing in
to be gained from distance-education develop a one-on-one relationship with any course is to maintain a positive and
courses, especially those that an instructor; as there is the illusion that professional relationship with your
incorporate technology to connect each student is the only student in the students while helping them attain the
students with the instructor and with class, he or she may see this as a knowledge and skills that they need to
each other. I’ve taught students from all chance to use the instructor as a mentor succeed. In a distance-education
across Canada and from as far away or guide. It’s a wonderful position for course, it just might take some students
as Europe and South America. Other an instructor to be in when students are a little longer to reach out for that help.
students in the class have been able to genuinely interested in your But when they do, I’ll
benefit from the first-hand knowledge understanding of and experiences with be here waiting by
and experience of classmates who are the course material. For me, distance- the phone.
halfway around the world or across the education has added a new dimension
country. There are also the clear to my teaching. It has made me acutely (Paula Jane teaches
advantages of almost instantaneous aware of the need for clear TEFL 14 for the
Extension Division)
7
TEACHING, TECHNOLOGY AND LEARNING
IN THE DISTANCE LIBRARY
Kevin Stranack, Off-Campus Library Services Coordinator
New technologies
provide the opportunity
Technology has changed university to study and conduct To ensure students were able to take
teaching dramatically. For many faculty research anywhere in advantage of the new technology, the
members, this has meant rethinking how Library, working together with the
they design their courses, including the
the province, the Extension Division and several regional
development of web pages, online country, or the colleges, set up computer labs with
discussion boards, web-based world. high-speed Internet in communities
instruction, and more. throughout the province, including
Prince Albert, La Ronge, Yorkton,
Teaching in the university library has research, relying instead upon having Kindersley, North Battleford, and
also been changed by technology, and their topic researched by Library staff, Melfort. These labs were an attempt to
librarians have needed to be equally who would search for relevant bridge the “digital divide” and ensure
creative in taking advantage of the materials, select the best (in their we were not excluding any of our
many opportunities for enhancing opinion, not the student’s), and mail students.
student learning. them to the student’s home.
These developments largely solved the
As with other classes at the university, This clearly served the students’ needs problem of allowing students to conduct
library instruction is increasingly for information for their research their own research, but teaching them
happening at a distance. While face-to- papers, but it did not fulfill the Library’s how to use them effectively and
face interaction is still the most common mandate of teaching life-long research critically remained a problem. In
communication method, new and information literacy skills. addition to the existing telephone
technologies are allowing more of our support and in-person teaching
students to learn from any off-campus The growth of new technologies, sessions, the Library created web-based
location. however, has provided a new set of instructional guides and e-mail
tools for creating a more effective assistance.
While this can be highly convenient for learning environment.
students in Saskatoon, northern and These technologies certainly provided
rural students are most directly affected The most significant development has another method of instruction, but they
by these developments. New been the rise of the Internet. Through suffered from not being immediate or
technologies provide the opportunity to the web, the Library has been able to personal enough to meet the needs of
study and conduct research anywhere make many of its research tools, such many students. We know that students
in the province, the country, or the as the catalogue and article indexes, learn best at the “point of need”, which
world. available to students anywhere in the may or may not coincide with when a
world. librarian is available.
In the past, teaching distributed students
the research and information literacy Many of the Library’s journal We also know that many students
skills they needed to be academically subscriptions are also moving to an benefit from collaborative learning. The
successful was a significant challenge. online format, as are a small, but need for direct human contact is a
This primarily took place through one or growing selection of electronic books. significant problem for many distance
two face-to-face classroom lectures each The content of these books and journals students, who can feel isolated from
year, and telephone support throughout are available to current University of their instructors, their co-students, and
the rest of the term. While this was no Saskatchewan students, faculty and staff the Library.
doubt valuable for many students, it from any computer with an Internet
was not considered sufficient by the connection. For instructors, this has Some new teaching technologies under
Library. meant that course readings and development that will help the Library
research assignments could be based overcome some of these shortcomings
Most frustrating was the distance on resources that are available and provide even better service for all
students’ inability to conduct their own anywhere, anytime. of our students (and distributed learners
8
in particular) include live virtual reference, WebCT modules, and
interactive video guides. Critical Thinking and
Live virtual reference is a chat-based service which allows students
anywhere to interact with a librarian in real-time. In addition to simply
the Scholarship of
chatting, live virtual reference allows both parties to share a browser Teaching & Learning
window as well as the control over the mouse and keyboard. In this
way, a student and the librarian can explore information resources
together, develop search strategies, and evaluate the results. This can
significantly increase the opportunities for learning. Presentations by
Visiting Scholar
Live Virtual Reference can also be used as a virtual classroom, where
multiple students are invited to a real-time library skills session, Dr. Craig Nelson,
complete with live, interactive demonstrations and discussions. Indiana University,
Because it is in real-time, there is again the opportunity for
participation, collaboration, questions, and immediate feedback.
May 1st, 2003
WebCT is another technological innovation that is becoming an Fostering Critical Thinking Across the
important part of the academic learning environment, with many Disciplines (9:30 am-12:30 pm)
faculty members developing online content for their courses. The The basic question with critical thinking is: Why
Library is also involved in development of online content, and through is it so difficult for students to acquire? To
funding from the Technology Enhanced Learning (TEL) program, is promote students’ critical thinking, teachers must
building library research modules that can either stand alone or consider the ways we structure content, the ways
(preferably) be directly integrated into a variety of WebCT courses. we present it—with and without technology—and
the ways we structure the social systems that our
For example, an online Sociology course could include a library classrooms inevitably are.
research module that would focus on the best resources for that
course, or even guides to researching a particular assignment. How We Defeat Ourselves:
Dysfunctional Illusions of Rigor—Some
Making WebCT modules an effective part of student learning,
Key Lessons From The Scholarship Of
however, requires collaboration between librarians and faculty. The
Teaching & Learning (1:45-4:30 pm)
Library needs to be an active partner in university courses with a
From reading the pedagogical literature and
research component, ensuring the library skills being taught are
watching his own classes, Craig Nelson slowly
immediately useful and relevant to the course objectives and student
realized that much of his pedagogy, though
needs.
standard practice, was having the opposite of its
We know that students are most motivated to learn about research intended effect. Thus began a search for changes
and the Library when they see the direct need, based on their that would increase the number of students whose
coursework, rather than being based on unrelated examples or performance earned an A grade in his courses
quizzes (for no credit). without lowering the expectations. Would Craig’s
changes work for you?
A final innovation currently under development is the creation of
interactive tutorials in streaming video, which would add animation Craig Nelson has been a Carnegie Scholar since
and sound to the largely static world of web-based guides. These 2000. He was named “Outstanding Research
video guides invite participation, and demonstrate, rather than simply and Doctoral University Professor Of The Year
describe, how to use a particular resource, conduct a successful 2000” by the Carnegie Foundation for the
search, or evaluate a particular book, journal article, or web site. Advancement of Teaching and the Council for the
Advancement and Support of Education (CASE).
If you are currently teaching or developing a web-based course, Indiana University awarded him its President’s
consider visiting the Library to find out more about making use of Medal for Excellence (“the highest award given
these new online learning tools at the University of Saskatchewan. by Indiana University”) in 2001.
For more information, contact Kevin For complete session details and
registration information, visit our
Stranack at 306-966-6004 or web site www.usask.ca/tlc
kevin.stranack@usask.ca. Funding for this event has been granted by the
Technology-Enhanced Learning Fund.
9
MENTORING NEW FACULTY AT THE
UNIVERSITY OF SASKATCHEWAN
Eileen M. Herteis, The Gwenna Moss Teaching & Learning Centre
10
about mentoring at the TLC’s Fall that it benefits the organization, mentor, mentoring. In Sorcinelli & Austin (eds.)
University Teaching & Learning Institute. and associate; it invigorates the “old” Developing New and Junior Faculty. San
• Early in September, the TLC will invite teacher and assists the new. Francisco: Jossey-Bass, 51-63.
all new tenure-track faculty to attend an
According to the University of Texas at Herr, K. (1994). Mentoring faculty at the
information session.
departmental level. In Wunsch, M. (ed.)
• Around the same time, there will be a Houston, mentoring reflects an
Mentoring Revisited: Making an Impact on
training session for mentors. institutional philosophy that new people Individuals and Institutions. San Francisco:
• Soon after these two individual matter and that the administration— Jossey-Bass, 81-91.
meetings, there will be two joint from President to department chair—is
sessions for mentors and associates. concerned with their success; mentoring Holmes, S. (2002). The matchmakers’ tale:
The content of these will include case helps with the retention of faculty; and it Three years of mentoring at Dalhousie
studies of teaching issues to create can result in increased teaching and University. The 23rd Annual Conference of
dialogue and discussion. Associates research quality and enhanced job the Society for Teaching and Learning in
satisfaction, especially for women and Higher Education, McMaster University,
will then be able to choose their own
Hamilton, ON.
mentors based on approach. Even minorities.
though most of the pairs will self-select, Johnsrud, L. (1994). Enabling the success of
individuals may also be matched by the Finally, it should be emphasized that junior women faculty through mentoring. In
TLC. while mentoring is not a “guaranteed Wunsch, M. (ed.) Mentoring Revisited:
• Pairings will not be based on ticket to success” (Johnsrud, 1994) and Making an Impact on Individuals and
discipline. The literature shows no Institutions. San Francisco: Jossey-Bass, 53-
significant impact of gender, race or 65.
discipline, except perhaps as they
New faculty, especially women
relate to the comfort of the two and minority faculty, often feel Kerka, S. (1998). New Perspectives on
isolated and disconnected Mentoring. ERIC Digest (ED418249).
participants (Boice, 1992). As Kay
Herr says, what mentors do is much during the first few years of Luna, G. & Cullen, D. (1995). Empowering
more important than who they are their work and may leave the Faculty: Mentoring Redirected and
(1994). before receiving tenure. While Renewed. ERIC Digest (ED399888): Based
• Pairs will establish a written most are certainly not treated on a full-length report in the ASHE-ERIC
agreement of mutual expectations. Higher Education Report Series 95-3.
badly, they feel as if they do
There is unanimity in the literature on not belong, and endure a kind
the importance of this. University of Nebraska at Lincoln.
of “benign neglect” (Johnsrud, Expectations of a Mentor. http://
• Pairs will meet regularly throughout
1994; Luna & Cullen, 1995; extension.unl.edu/humanres/
the semester. At the University of mentorexp.html
Hawaii, for example, all pairs meet University of Wisconsin).
each month, and mentors meet University of Oregon. The Mentor Profile.
together with a programme http://www.uoregon.edu/~lbiggs/
coordinator monthly, as do all that ultimately each faculty member is menpro.html
associates (Johnsrud, 1994). responsible for his or her own career
• The programme will be reviewed at development, the literature and informal University of Sussex. Guidance on
the end of the first year, using a discussions with new faculty on this Mentoring.http://www.susx.ac.uk/Units/
campus suggest that mentoring is an staffing/staffdev/policies/mentor.html
participant survey.
important addition to our programmes
University of Texas-Houston Health Science
Benefits that support and encourage new faculty
Center. Report of the Task Force on
Mentoring provides an opportunity for at the University of Saskatchewan. Mentoring, July 29, 1997.
experienced faculty to contribute back http://www.uth.tmc.edu/ut_general/
to teaching and to build alliances with If you are interested in becoming a admin_fin/planning/development/mentor/
new, junior colleagues. Many of them mentor to new faculty, please contact mentrpt.html
find this invigorating and a boost to Eileen at 966-2238
their productivity and enthusiasm. (Eileen.Herteis@usask.ca). University of Wisconsin-Madison. Women
Faculty and Staff Issues. http://
Furthermore, mentoring is valuable and
References www.wisc.edu/provost/women/what.edu
mentors must be valued. Their on-going
Barton, B. (2001). Mentoring at Dalhousie.
contribution should be recognized in Wunsch, M. (1994). Developing mentoring
Focus on University Teaching & Learning
promotion and merit decisions as (Vol. 10, No. 4). Office of Instructional programs: Major themes and issues. In
service to teaching or to the university. Development & Technology: Dalhousie Wunsch, M. (ed.) Mentoring Revisited:
University. Making an Impact on Individuals and
Luna & Cullen (1995), in an influential Institutions. San Francisco: Jossey-Bass, 27-
ASHE-ERIC report on mentoring, say Boice, R. (1992). Lessons learned about 35.
11
POINT OF VIEW
Good Teaching: Student-Centred/Technology-Enhanced
Margareth Peterson, Extension Division
In August 2002 issue of Bridges In distance education, the that students must be active participants
(“Limits on Infinity: The Internet and in the learning process; they must
key question becomes interact with one another, their
Distance Learning”), Joel Deshaye
questioned whether the Internet met “how does one use instructor, and their environment to
the needs of teaching. In this article, technology effectively to create knowledge and meaning. That
he quoted Hubert Dreyfus, who writes, is, learning is “a dynamic process—an
“it may mean that distance teaching create a good learning interchange that involves teacher and
not only may produce poorer learning experience?” students as co-inquirers” (Meyers &
opportunities, but it may produce Jones, 1993, p. 5). It follows from this
poorer teachers” (Dreyfus, 2001, p. that good teaching is no longer simply
58). support teaching and learning is what’s a transmission of knowledge. Rather,
most important. Phipps and Merisotis good teaching promotes communal
The use of technology in education is suggest that the technology debate has dialogue and active learning on the
here to stay. And, despite the fact that caused us to consider an even more part of the student (Meyers & Jones,
distance education has been viewed important question: “What is the best 1993).
as a poor substitute for “real way to teach students?” (p. 8).
education,” distance education, (and, The Computer Mediated Conferencing
therefore, distance teaching) is here to In distance education, the key question (CMC) tools that are part of the Internet
stay. In fact, the advent of a variety of becomes how does one use technology are tools that, when used appropriately,
learning technologies has made effectively to create a good learning facilitate dialogue among students and
distance learning a more visible and experience. Bates (1995) argues that between students and instructor. There
viable option in the field of higher “…a good understanding of what is is a growing body of literature
education. But, these new technologies required to teach a particular subject describing ways in which this tool is
no more determine the kind and needs to be combined with good being used for collaborative learning,
quality of learning than does the knowledge of the pedagogic strengths and indeed, to facilitate many other
chalkboard: and weaknesses of different media” active learning strategies. Harasim et al
(p. 8). Using technology to recreate the (1997) argue that CMC requires and
… technology is not nearly as lecture-based classroom does not take supports active learning of all
important as other factors, such as advantage of the pedagogic strengths participants and the quality of
learning tasks, learner characteristics, of the media available to us through the participation is improved because users
student motivation, and the instructor. Internet. Bates (1995), again provides have more time to reflect before
The irony is that the bulk of the some wisdom: responding. It is this technology that will
research on technology ends up transform the world of distance
addressing an activity that is Technology does provide an education from a print-based model to
fundamental to the academy, namely opportunity to teach differently, in a a very interactive model of education.
pedagogy—the art of teaching…. Any way that can meet the fundamental
discussion about enhancing the needs of a new and rapidly changing Dreyfus’s observations as quoted by Mr.
teaching-learning process through society…. This, however requires new Deshaye that online courses may
technology also has the beneficial approaches to teaching and learning produce both poorer students and
effect of improving how students are that exploit the unique features of teachers may be true if your idea of
taught on campus (Phipps and different technologies in order to meet online teaching is to recreate the
Merisotis, 1999, p. 8). the widely different needs of many transmission model of classroom
types of learners (p. 17). teaching. But if we consider a model of
Whether distance learning is as teaching and learning that is student
effective as face-to-face opportunities Bate’s call for new approaches to centred, a model that recognizes that
will not be debated here. That debate teaching and learning parallels another students learn by critically analyzing,
takes place elsewhere. What seems to growing body of research: research on discussing, and using content in
come out of these debates is that cognition and learning that challenges meaningful ways, we may find that
technology is not the important factor. traditional ways of teaching. The online courses will improve both
Rather, how we use the technology to current constructivist approach holds teaching and learning!
12
May our focus be the student. If our
teaching is student-centered, then we
will find ways to use technology to
facilitate learning rather than to
HUNTING FOR RESOURCES
recreate the traditional classroom.
Looking for summer reading? The Teaching and Learning Centre has just
References: acquired some new books in its resource room.
13
Teaching & Learning — Special Event
Research and Scholarship:
A Symposium on Teaching with Technology
May 12 -14, 2003
Instructional Technology Training Event
May 26 - 27, 2003 The Impact of
at the University of Saskatchewan e-learning on
KeynoteSpeakers: Universities
Arshad Ahmad, Concordia Dawn Howard Rose,
University “Reflections on Collaboration for Online Higher
Promoting a Student-Centered Education and Research
Learning Environment” (COHERE) “Integrating e-Learning with David Kirby
Research into the Research Culture
of the University”
University of Manitoba
April 23, 2003
How has Technology Enhanced Learning (TEL) impacted on teaching and
research? How are teachers integrating technology into their teaching and
1:30 - 3:30 pm
scholarship? Once integrated, how is it rewarded in promotion, tenure, and Room 146 Kirk Hall
merit decisions? Where does technology fit into the Teacher-Scholar model?
Participants will also explore and share best practices in teaching with The emergence of e-learning
technology. The Symposium will showcase several TEL courses. is one of the major factors
Some of the other presentations include currently contributing to the
• Action Research for Techology Enhanced Learning (ARTEL) uncertainty facing Canadian
• “Both Sides Now”: A Discussion of the Gains and Losses Inherent in the
Integration of Technology into the Classroom
institutions. This presentation
• Do dinosaurs use chalk? A discussion on the impacts of TEL on will sketch the impact of e-
promotion and tenure decisions in institutions of higher learning. learning on institutions from
• Learner-centered Instructional Design and Development: the perspective of the
Two Examples of Success organization as a whole,
• Facilitating Online Interaction with and among Students
• Smart Ideas in the Classroom
faculty members, students and
• Bibliography and Research Techniques in the Context of Computer- community. It will identify
Enhanced Teaching and Learning: The Pearls and Perils of Technology where and how we can
May 14th will focus on and showcase the progress being made and the work anticipate change and ask
being done in several innovative TEL research projects. whether we can be pro active
in helping the institution adapt
May 26 - 27 Instructional Technology Training Event will offer in a constructive manner.
novice and advanced instruction in Dreamweaver and WebCT. The
program will also showcase effective use of multimedia in teaching and
learning on the web including use of: digital photography, Flash, DVD
and streaming video. This workshop is being planned
through the Instructional Design
All members of the University of Saskatchewan and University
Group, Extension Division. For
Regina communities, including graduate and undergraduate
more informtion please call
students, are invited to attend. We also welcome participation
Kathleen Matheos at
from SIAST, regional colleges and the Aboriginal Colleges.
966-5297.
Brochures and registration information will be
distributed in early April. Registration will be on-line
early April at www.usask.ca/tlc. This event is funded
through the Technology Enhanced Learning Fund (TEL).
14
SPRING INTO TEACHING INSTITUTE, MAY 5-9
1. What is Good Teaching 3. How Are Your Questioning benefits and challenges of using
Anyway? and Responding Skills? humour as a teaching tool. A number of
Eileen M. Herteis, Gwenna Moss Dr. Edwin G. Ralph techniques will be discussed with
Teaching & Learning Centre College of Education examples of how and where to
Mon., May 5th, 9:30 – 11:30 am Tues., May 6th, 9:30 – 11:30 am incorporate humour into your materials,
If you were giving someone the recipe Attendees will assess their own oral- such as course outlines, handouts,
for good teaching, what would be the questioning and responding skills in homework problems and exams. The
ingredients . . . Preparation, classroom their teaching, by comparing their presenter will draw on personal
management, instructional activities, current performance in these areas with experience as well as insights gained
and a pinch of panache? This lively, recognized standards for proficiency from two workshops attended at the
interactive session will examine the derived from the educational literature. Society for Teaching & Learning in
component parts of good teaching and Participants will be invited to share Higher Education Conference.
provide plenty of opportunities for techniques they have found successful.
discussion and comparison. Then, ways of enhancing one’s 5. Keeping Balance
instructional questioning/responding Maureen Reed (Geography);
2. The Ethics of Teacher-Student will be summarized. Trever Crowe (Engineering); and
Relationships Lynn Corbett (Counselling
Co-Presenters: Gordon Barnhart, Special event: Services)
University Secretary Roundtable: Orientation for Wed., May 7th, 9:30 – 11:30 am
Carole Pond, Coordinator of Future Assessors of Prior Faculty run a gauntlet of competing
Discrimination & Harassment Experiential Learning responsibilities, personal and
Prevention Services Facilitator: Dr. Angie Wong, professional: establishing themselves at
Mon., May 5th, 1:30 – 3:30 pm (Extension Division) Chair, PLAR the institution; getting research funding;
Even the perception of unethical Working Group publishing articles; preparing and
behaviour can compromise teacher- Tuesday, May 6, 12 noon- 1pm teaching new classes; supervising
student relationships, diminish trust, and This session is intended to orient future graduate students; serving on college or
impact on student learning. This faculty assessors to the U of S university committees. How to keep
informative session will examine the Challenge for Credit Policy and provide balance in the face of these demands?
rights, responsibilities, and obligations opportunities for discussion about the
of the teacher, student, and institution. recommended administrative process. 6. Concept Maps
You will explore questions like You will receive a kit that includes Marcel D’Eon, College of
• What expectations exist with respect information about roles and Medicine
to appropriate teacher-student responsibilities, administrative forms, Wed., May 7th, 1:30 - 3:30 pm
relationships at the University of profiles of potential applicants and their Most of us have the stated objectives of
Saskatchewan? hopes of how PLAR (prior learning helping our students to understand the
• What can go wrong, intentionally or assessment and recognition) can benefit concepts that we are teaching. We are
unintentionally? them, as well as suggested references not satisfied when students can just
• How should teachers or students for further self-directed exploration of recite definitions and remember
respond to behaviour or comments that relevant topics. information. Several approaches to
are sexually, racially, or politically ASPA and SEDS staff who advise U of S teaching and learning can help students
inappropriate? students are warmly encouraged to to learn with understanding. One of
• What are the consequences of attend this session Bring a bag lunch. those is Concept Maps. If you attend
inappropriate behaviour or comments? Complimentary coffee, juice and this workshop you can expect to be
• How can teachers create an cookies will be provided. able to (1) describe concept maps, (2)
environment that encourages ethical, explain their advantages and
professional, courteous behaviour 4. Teaching with Humour disadvantages and why we might use
inside and outside the classroom? Tammi Feltham, College of them, and (3) identify ways in which
Commerce they can be used in your courses and
Tues. May 6th, 1:30 – 3:30 pm lectures. As well, you will make plans to
The purpose of this workshop is to use this strategy as part of your
introduce participants to the potential teaching.
15
7. Assessment and Grading of Since 1993, I have taught a small
Please don’t be a session “no-show”!
Student Performance animal clinical nutrition elective to our
Don Saklofske and Ivan Kelly final year students. In 1994, I Our sessions have limited registration
Educational Psychology, College relinquished the role as an evaluator to and there are frequently waiting lists.
of Education the students and took on the role as a If you cannot make it to a workshop,
Thurs., May 8th, 9:30 – 11:30 am facilitator providing them with resource contact the Centre immediately to ensure
There are multiple ways for instructors materials and the tools to solve that someone else can participate.
to assess their students work. This nutritional problems. The students at the Phone 966-2231 Fax 966-2242
workshop will highlight the general start of the elective set out their personal Email: corinne.f@usask.ca This courtesy
guidelines for test development and will goals and at the end of the elective they will ensure that we do not incur costs
for refreshments or materials for people
discuss how to determine what type of evaluate their performance in reaching
who do not show up, that presenters
assessment will best determine student these goals. Not only do they assign are not dissapointed by the lower-than-
learning. themselves a numerical grade but they anticipated attendance; and that we can
also evaluate their learning experiences open up reserved spots quickly to other
8. Second Annual Bright Ideas within the elective. interested participants. Thank you.
Showcase
Thurs., May 8th, 2:00 – 4:00 pm
University of Saskatchewan teachers
are resourceful and creative, but much
REGISTRATION FORM
too modest. The Gwenna Moss
Name: ____________________________________________________________
Teaching & Learning Centre is planning
another Showcase of the bright ideas Department: ________________________________________________________
that are illuminating complex concepts
and encouraging student learning On Campus Address: ________________________________________________
across campus.
•Some teachers have invented __________________________________________________________________
crossword puzzles
•Others dress up and role play Phone: ____________________________________________________________
•Still others use music, art, building
E-mail: _____________________________________________________________
blocks, and real artifacts to enliven their
classes.
Proposals are still being accepted. ❐ Faculty ❐ What is Good Teaching Anyway?
Watch our web site for updates on
what the presentations will be. ❐ Sessional lecturer — May 5, 9:30 – 11:30 am