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Concurrent Sessions A
(Toggle All Abstracts)
| Room |
|
Session(s) |
| 0011 TEL |
a) |
Blending
Courses with Course Archives and "Webtexts"
Stephen Chen (Atkinson/ITEC)
|
| |
|
Online resources for ITEC 1620 3.00 and ITEC 2620 3.00 include course archives and "webtexts". The course archives include tutorials and old assignments, midterms, and finals. The "webtexts" include a series of links to on-line resources organized to match the presentation of the course. Strategies to integrate these resources into classroom lectures and observations about their use will be discussed. |
| |
b) |
Teaching
and Testing Problem Solving with Technology
Gary Spraakman (Atkinson/Administrative Studies)
|
| |
|
Large classes in accounting are time consuming. To compensate, instructors increasingly use multiple-choice examinations rather than the traditional problem-solving examinations; the latter are time consuming to develop given the multiple versions needed for use in large lecture halls. Multiple-choice examinations, however, are less effective in developing student problem solving skills. Excel spreadsheets can be used to custom develop problem-based examinations and randomly generate problem types for use on course web sites to provide students with practice. Participants will learn how to generate problems (accounting, mathematical, statistical, etc.) with Excel and how to request this technology from publishers. |
| 0013 TEL |
|
The Future of Learning Management Systems at York
Rob Finlayson & Lisa Caines Ogini (Learning Technology Services LTS, UIT)
|
| |
|
Computing and Network Services is undertaking a review of WebCT
as York's centrally supported learning management system. This
is the first review CNS has conducted since the initial selection
of the product in 1999. Since that time, WebCT use has grown exponentially,
however, with more than 1,400 courses and nearly 70,000 students
in them, we are now at the point of growing close to the upper
limits of our current version of WebCT, and need to consider our
options. Issues which inform the review process include:
- The purchase
of WebCT by Blackboard and the move to a single
product over the next few years
- Faculty interest in tools currently
not available with WebCT (blogs, wikis, eportfolios)
- Faculty
interest in a learning management environment that might
support collaborative spaces for research work
- The fact that open
source learning management systems are becoming a viable
option.
This
session will provide information on our plans and the pilot
environments we'll be making available for the fall. It is
also an opportunity for faculty and staff to participate in
the process and communicate their preferences and concerns. |
| 0014 TEL |
|
Bringing African Civil Society to York: An International, Web-based Course
Richard Saunders (Arts/Political Science), with students Caitlin Watkins & Aditya Devalia
|
| |
|
POLS 4576, "Civil Society and the State in Africa", brings students from York University together with students who work in civil society organizations in South Africa and Zimbabwe, providing unique opportunities for the class to apply critical theory to concrete problems and practical research. We will discuss the challenges of designing and implementing this web-based international course, from faculty training and course design to what really happens, online and off, once class begins. And how do you get to know your professor when he's thousands of kilometres away? |
| 0015 TEL |
a) |
Technology and Teaching Assistants: The Role of Learning Management Systems
Irena Knezevic & Denese Gascho (Arts/Communication Studies)
|
| |
|
Learning management systems such as Blackboard and WebCT are rapidly becoming a necessary component of higher learning. Large classes that allow little time for class discussion seem to be benefiting from this technology the most. Opening up virtual spaces for students where class materials can be taken a step further gives students a new sense of participation. This session will discuss advantages as well as challenges of learning management systems, specifically WebCT, as experienced by two York teaching assistants. |
|
b) |
Talking to the Laptops
Roger Fisher (Arts/Humanities)
|
| |
|
Every year more and more students arrive on campus equipped with laptop computers. This is having a significant, but largely unnoticed, impact on teaching and learning in the classroom, particularly in the Arts and Humanities. Further, it is evident that at present most laptops in the classroom are not being used for learning at all. In consequence, there are serious pedagogical questions that need to be addressed sooner rather than later, which include:
- What will happen when a majority if not all students are equipped with laptops?
- How should students be using their laptops in the classroom?
- How should we be talking to the laptops? Will faculty continue to lecture in the present manner?
- Is the common practice of downloading a lecturer's PowerPoint presentation (while the lecturer is in front of the class lecturing!) an adequate substitute for taking notes?
This presentation will raise such questions, propose some solutions, and reflect on the impact of the laptop in the classroom on the future of university pedagogy, including assessment in the form of handwritten exams. |
Concurrent Sessions B
(Toggle All Abstracts)
| Room |
|
Session(s) |
| 0011 TEL |
|
Program Evaluation
Methodology: Structure, Achievements & Challenges
Mina Singh, Gail Lindsay & Janet Jeffrey (Atkinson/Nursing)
|
| |
|
We developed a methodology for conducting a program evaluation of our new online MScN program that is participatory with both formative (improve the quality of the program) and summative (determine the worth of the program) components. Our findings to date about structure, faculty and inaugural student experiences with teaching and learning will be presented and discussion will be invited. |
| 0013 TEL |
a) |
Left Brain, Right Brain: Design and Art Education in a Technological World
Ronni Rosenberg (Fine Arts/Design)
|
| |
|
What are the new paradigms for teaching art and design? Technology has thoroughly redefined learning objectives and models within curriculums and the physical environment where learning takes place. This is especially true in the case of Design.
As a result, a kind of educational schizophrenia often reigns within design departments across the country. What can we learn from this condition, and how can we approach a resolution? |
|
b) |
Student Self-Documentation: Capturing the Learning Process
David Gelb (Fine Arts/Design)
|
| |
|
In this presentation, I will exhibit and discuss student works that implement web publishing as a medium for documenting coursework. Throughout the exploratory nature of these design courses, students record and publish their investigations in web-based format. These processes are useful tools for student presentation of project development and valuable for instructor evaluations, from a summative and formative perspective. |
| 0014 TEL |
|
Teaching and Learning Critical Thinking Skills Online: Lessons Learned and Best Practices
Diane Zorn (Atkinson/Philosophy)
|
| |
|
The presenter will share lessons learned and best practices of designing, implementing and managing an online critical thinking, skills-based course. From an analysis of the problems that the presenter encountered and then sought to resolve, and of student experiences of the course, this paper identifies foundations for good practice in the development and delivery of innovative online learning and teaching methods. |
| 0015 TEL |
|
Podcasting
Out of India
Renate Wickens & Denise Nuttall (Fine Arts/Cultural Studies) |
| |
|
In cooperation with York International, The Shastri Indo-Canadian Institute, and Mumbai University, FACS is launching its first Summer Abroad Series with a course entitled "The Arts of India." Professor Denise Nuttall (FACS) will take a group of approximately 15 students to Mumbai and surrounding areas in the state of Maharshtra so that student may experience, first hand, the diverse culture of that region. To capture the immediacy of this interactive learning experience, Professor Renate Wickens (FACS) has set up a daily audio podcasting option which visitors (at York and elsewhere) can readily access. Full details available at the session. |
Concurrent Sessions C
(Toggle All Abstracts)
| Room |
|
Session(s) |
| 0011 TEL |
a) |
Necessity is the Mother of the Virtual Lecture
Peter E. Cumming (Arts/Humanities)
|
| |
|
When a Course Director has to be two places at once, when course content and context make it difficult to bring in a substitute lecturer, what is a poor professor to do? This is the story of one quick experiment with, and student responses to, a "Virtual Lecture", including fireside chats, PowerPoint presentations with soundtracks, and film clips: you've listened to the lecture--now watch the DVD! |
|
b) |
Videoconferencing
as a Teaching Tool
Ian Greene & Kris Crawford-Dickinson (Arts/Political Science)
|
| |
|
For the past two years, I have taught a third-year political science course in Canadian constitutional law. It is videoconferenced from the Keele to Glendon campus so that students at Glendon can also take the course. This experiment has been largely successful. Lessons learned from this experiment will be discussed, and comparisons will be made to a graduate course in law that I teach that is videoconferenced to students in Victoria, Edmonton and Ottawa. |
| 0013 TEL |
a) |
What Does
Technology-Enhanced Learning Actually Enhance?
Stanley Jeffers (FSE/Physics and Astronomy) |
| |
|
In the decade of the 90's a staggering $70 billion dollars was
spent in the US educational system implementing computer based
learning techniques in the secondary and tertiary educational
systems. It is legitimate to ask-was this money well spent? The
ongoing debate regarding the efficacy or otherwise of technology
enhanced learning will be summarized. The author believes that
he has a unique database derived from teaching a large first year
Natural Science class that bears directly on this issue. The data
show that whatever it is that is enhanced by the widespread application
of modern technology in the teaching of such a course, it is not
the grade point average of the class. |
|
b) |
Laura Agonistes:
Adventures in Using New Technology in Teaching
Laura McLauchlan (Arts/English)
|
| |
|
My presentation will chronicle my efforts to employ technology
to help me light fires under my students. I propose to recount
my efforts in: setting up a website for EN 4803 3.00 The Ethics
of Publicity (with great start-up support), responding to student
email in four courses, lecturing using more scanned visual material,
and learning to use a new computer program to record grades. All
of this has been done without having a computer in my office.
This presentation will recount my pursuit of technological adventure
in the context of the imperfect world of sessional teaching. |
| 0014 TEL |
|
Oh
the Things You Can Think Of, If You Only Try!
Meron Hrycusko, Alex Neumann & Michael Street (Arts Academic Technology Services)
|
| |
|
Academic Technology Services will showcase a portfolio of various roles that technology has played in teaching and research within the Faculty of Arts. This session will illustrate faculty initiatives that move beyond the use of basic web pages to new innovative and dynamic web initiatives for research and teaching. The collaboration between faculty and support services and how these new concepts emerged will be examined. A short discussion period will be held upon the completion of the showcase. |
| 0015 TEL |
|
Pros and
Cons of On-line Testing for Languages Using Moodle
Norio Ota, Noriko Yabuki-Soh & Gergana Ivanova (Arts/DLLL), with Mike Street (Arts Academic Technology Services)
|
| |
|
This is an interim report on the ongoing project of creating online tests for the Elementary Japanese Language Program using Moodle. Pros and cons of the software, format, delivery and implementation will be discussed in detail to address whether or not Moodle is a viable alternative to WebCT. |
Concurrent Sessions D
(Toggle All Abstracts)
| Room |
|
Session(s) |
| 0011 TEL |
|
Making the
Connection: Using Broadband Technologies for Outreach to K-12
Education
Janet Murphy & Obadiah George (Research and Innovation)
|
| |
|
Advanced Broadband Enabled Learning makes the connection using interactive collaborative technologies and broadband networks to provide outreach into K-12 classrooms. This presentation demonstrates the value of inter-institutional collaboration and the broadband advantage providing innovative approaches for:
- York faculty to share expertise and knowledge with K-12 students and teachers
- Accreditation for K-12 teachers
- Authentic learning opportunities
- Recruitment opportunities
- Partnerships that extend York University's reputation, and
- Research and knowledge mobilization.
|
| 0013 TEL |
|
Integrating
Research & Teaching with Technology: Emerging Questions
About Ethics and Privacy
Ros Woodhouse (Centre for the Support of Teaching), Leanne McCormack
|
| |
|
Technology is being used increasingly to provide students with access to class sessions and as a tool to support student discussion and collaboration. Both these uses result in a record of faculty and student activity. While this record is usually intended to support learning, it can also be studied for research and other purposes. These other purposes raise new questions about student and faculty privacy and about the ethics of research. The session is intended to: provide a forum for discussion; to identify the range of issues and concerns; to explore the ethical principles of privacy and research; and to work toward an understanding of how these apply in online learning environments and in research on teaching and learning. |
| 0014 TEL |
a) |
Making Science
Click with Students! Clickers in the (Biology) Classroom
Tanya Noel (FSE/Biology)
|
| |
|
Are you searching for ways to bring active learning activities into large classes? This session will explore the use of classroom response systems, where remote-control-type devices "clickers" are used by students to answer questions in class, providing immediate class-wide feedback! An introduction to the technology, and lessons learned from use of clickers in Microbiology over the past year will be presented. You will also have the opportunity to try out a clicker yourself! |
| |
b) |
Personal Response Systems ("Clickers")
in York Classrooms
Rob Finlayson (Learning Technology Services LTS, UIT)
|
| |
|
Faculty teaching large classes have recently begun to employ
personal response systems (also called "classroom response systems"
or "clickers") as an effective means for increasing classroom
engagement. These systems allow a professor to pose multiple-choice
questions which students answer using remote control units the
size of credit cards. Within seconds, the professor sees the numbers
of students who chose each answer and, given appropriate question
design, may thereby evaluate students understanding of the material.
This is just one example of how this technology may be used within
a classroom.
CNS has evaluated the products of a number of vendors
and assessed faculty interest in the technology, with a view
to recommending a standard product for use York-wide. This session
will communicate the results of the evaluation and the next
steps we'll be taking to deploy the necessary pedagogical, technical
and business infrastructure to enable use of the product in
fall 2006. |
| 0015 TEL |
a) |
Living Online:
Development of Community in Large Lecture Courses Through
Technology-Enhanced Learning
Anne MacLennan (Arts/Communication Studies)
|
| |
|
While you do not have to literally "live online" to create a sense of community for large lecture courses, technology such as WebCT can create a sense of community. Using a large third year course (enrolment of 180) steps were taken to replicate some of the sense of the seminar that is lost at that level when size becomes a barrier to discussion. This session will examine the outcomes and possibilities of "living online". |
|
b) |
Defining Europe with TEL: How WebCT Can Enhance Foundation Course Tutorials, A Case Study
Susan Ingram (Arts/Humanities)
|
| |
|
This presentation compares the two years I have co-directed the second-year York Humanities Foundations course, "Defining Europe: An Introduction to European Studies"; the first with minimal use of technology and the second with the experience of having taken the Arts do TEL course. I will report on how the systematic use of WebCT has changed the course and what benefits and challenges have resulted. |
304 HNES |
|
The Nursing Resource Centre (NRC) - Utilizing Innovative Technology to Support a New Way for Nursing Students to Learn
Kim Shadlock , Tracey Fletcher & Daniela Naccarato (Atkinson/Nursing)
|
| |
|
Clinical simulation is currently used to a limited extent in nursing education, despite wide recognition that nurses are inseparably linked to patient safety and growing evidence that supports simulation as an effective method of clinical research and evaluation of clinical competence. Simulation technologies emphasize the integration and application of knowledge, skills, and critical thinking, and afford nurses the opportunity to experience error-inducing situations without jeopardy to themselves or patients. The Nursing Resource Centre (NRC), in the School of Nursing at York University provides the environment where clinical simulation can be integrated into the clinical and theoretical components of our nursing education programs. |
Concurrent Sessions E
(Toggle All Abstracts)
| Room |
|
Session(s) |
| 0013 TEL |
|
TEL in Arts:
Where Are We Now and Where Might We Go?
Monique Adriaen (Arts/French Studies)
|
| |
|
In this session we review the state of technology use in the Faculty of Arts with the aim of identifying present trends in the use of technology, especially in the area of TEL. We highlight examples from different disciplines illustrative of different stages in the integration of technology and relate some experiences and challenges encountered by our colleagues. We then discuss possible future trends in light of these stories. |
| 0014 TEL |
|
Federated
Searching and Teaching & Learning: What Do I (and My Students)
Need to Know?
Patti Ryan & Adam Taves (Scott Reference Library)
|
| |
|
Federated search technology provides the ability to search simultaneously
across multiple databases, library catalogues, and search engines
from a single point of access. Federated search environments are
appealing to students and faculty members who want instant access
to online resources with a single search. Yet, the technology
presents many challenges for teaching and learning. Participants
will be introduced to search tools such as Scholars' Portal, Multi-Search
and Google Scholar, and hear about ideas for integrating these
tools into student assignments and classroom activities. |
| 0015 TEL |
|
Technology and Access: Anticipating Student Needs in Course Design
Seonaid Lee-Dadswell, Cheryl Dickie & Olivia
Petrie (Centre for the Support of Teaching)
|
| |
|
Each new technology or teaching approach that we adopt may improve or detract from the accessibility of our courses. Most technologies, in fact, improve access for some people, and reduce it for others. We will explore and consider ways to become aware of the impact of your choices, and discuss some design strategies to help you build in a range of accessibility measures to enhance academic success, not just among students with disabilities, but for all students. |
1014 TEL |
|
Pedagogy,
Environment and Technology: Re-thinking Introductory Teaching
and Learning
Karen Anderson, Sam Ladner & Peter Dawson (Arts/Sociology)
|
| |
|
From January to April 2006 we conducted two introductory sociology classes, on an experimental basis, that were informed by the innovative work of John Belcher and others in the TEAL project at MIT, physics. In our session we will demonstrate how we have used pedagogy, technology and environment to create a research-based, problem-solving, critical-thinking-enhancing learning experience for our students. We will demonstrate both our use of the technology in promoting research-based learning and the effectiveness of the environment we set up in the classroom to promote peer-to-peer learning. |
Concurrent Sessions F
(Toggle All Abstracts)
| Room |
|
Session(s) |
| 0013 TEL |
a) |
Teaching
with Voice: A Strategy for Teaching with Disability
Gerald Gold (Arts/Anthropology)
|
| |
|
This paper has three objectives: to show how voice dictation becomes a productive teaching tool and technology suitable for writing and research, to discuss some of the trials and tribulations of using voice dictation for academic work, and to emphasize new possibilities which voice dictation provides in an instructor's teaching environment. |
|
b) |
Navigating the Disability Web
Ingrid Splettstoesser (Atkinson/Administrative Studies)
|
| |
|
Using technology occurs as part of a larger "web" – the web of our personal abilities and our relationships with individuals and institutions. Learn how technology use is affected and what you might be able to do when an acquired disability plays havoc with short term memory, attention span, information scanning, or physical ability, based upon the personal experiences of the presenter. |
| 0014 TEL |
a) |
Incorporating Images in the Classroom with ARTSTOR
Matthew Brower (Fine Arts/Visual Arts)
|
| |
|
The session will explore the use of images in the classroom using the ARTSTOR online database of images and its proprietary presentation software. Modelled on JSTOR, ARTSTOR is a copyright cleared archive of several hundred thousand images. In addition to its core holdings in Western art and architecture, the archive includes The Huntington Archive of Asian Art, Native American Art and Culture from the National Anthropological Archives, Smithsonian Institution, and the Schlesinger History of Women in America Collection. York is the first institution in Canada to subscribe to this service. |
|
b) |
Library Research Tutorials at the Point of Need
Ilo-Katryn Maimets (Steacie Science and Engineering Library) & Mary
Regan (Atkinson/Nursing)
|
| |
|
This project presents a series of instructional film clips that teach nursing students how to locate and access information. Students have the benefit of 24/7 assistance at the point-of-need, and they can revisit the instruction at any time for clarification and repetition. This makes the learning relevant, enables students to learn independently, and gives them control of their own learning. Originally developed with distance learning in mind, these film clips benefit all students in the nursing program. |
| 0015 TEL |
|
Introducing
Visual Communication Design to Non-Design Major Students Through
WebCT
Wojtek Janczak, Wendy Wong,
Richard Hunt & Rebeca Lamadrid (Fine Arts/Design) |
| |
|
This presentation reviews pedagogical issues, implementation
and evaluation of an online introductory visual communication
design course through WebCT offered to non-major students at York
by the Design Department. This online course represents an emerging
mode of visually-based education using alternative teaching and
learning delivery platforms. |
1014 TEL |
|
Classroom Differences: How Environment, Pedagogical Approach and Technology in
the Classroom Can Influence Outcomes
Karen Anderson (Arts/Sociology)
|
| |
|
This session reports on the outcomes of a research project conducted
during the F/W 2005/06 session at York University. The project
assesses the effects of environmental factors, pedagogical approach
and use of technology on student involvement in learning and on
student "learning with understanding" in two large enrollment
sociology courses and compares those results with results from
a small-enrolment (50 students), experimental class. The results
of the research project, which experimented with innovative uses
of technology and peer-to-peer learning based on in-class research
assignments, has implications not only for teaching introductory
sociology but also for teaching other large-enrolment classes,
including those in the natural sciences. |
Concurrent Sessions G
(Toggle All Abstracts)
| Room |
|
Session(s) |
| 0013 TEL |
a) |
Teaching
Emergency Management with WebCT
Ali Asgary (Atkinson/Administrative Studies) |
| |
|
This presentation explains how WebCT was used to facilitate
teaching an emergency management course, a new course in the professional
emergency management certificate. It will present students' opinions
about the benefits and challenges of using this technology to
support the course. |
|
b) |
High Tech
Questions, Low Tech Answers
Maggie Austen (FSE/Chemistry)
|
| |
|
Following (loosely) the lead of Harvard physicist Eric Mazur,
freshman chemistry lectures are interspersed with multiple choice
concept questions allowing students to check their understanding.
Our feedback mechanism is easy to implement and almost as informative.
Suggestions will be made for further improvements. More open ended
concept questions are posted on WebCT before each quiz to guide
students in their studying. Student response has been very positive
to both initiatives. |
| 0014 TEL |
|
The Waving Hand: Facilitating Online Discussion
M. Louise Ripley (Atkinson/ Administrative Studies)
|
| |
|
I established "Waving Hand Exercises" in my Business and Women's Studies online courses six years ago; they have been highly successful in stimulating online discussion, and students tell me they learn more from talking with their peers than through any other part of the course. I will take participants through the basics of the WHE's and have them work with some in small groups. I will discuss some shortcomings and seek input on solutions. |
| 0015 TEL |
|
Integrating
Teaching and Research with Technology: What, Why, How?
Ros Woodhouse (Centre for the Support of Teaching) |
| |
|
Technology could play a powerful role in facilitating the integration
of teaching and research, but its potential has been largely ignored
in discussions of this initiative. The goals of this session are
to share examples and promote discussion about good practices
for using technology to facilitate the integration of teaching
and research and enhance student learning, and to identify strategies
used at York and elsewhere to support and assess the impact of
such innovations. |
1014 TEL |
|
Getting
Your TEL-related Research Published!
Ron Owston & Mary Leigh Morbey (Institute for Research on Learning Technologies), Jennifer Jenson & Heather Lotherington (Education)
|
| |
|
Members of the Institute for Research on Learning Technologies will provide practical advice and helpful strategies on how to publish action research that you conduct or teaching approaches that you use in your courses. They will talk about topics such as defining your research problem, implicit "rules" for writing educational technology related articles, and resources for literature reviews. Participants will be provided with a list of refereed journals that are good prospects for publishing TEL classroom research. |
Concurrent Sessions H
(Toggle All Abstracts)
| Room |
|
Session(s) |
| 0013 TEL |
|
An E-Learning
Platform with High Resolution and Sensitivity
Tuan Cao-Huu (Glendon/Computer Science), with John Dignard & Kevin Frieberg (Glendon
ITS)
|
| |
|
Recent merging of WebCT and Blackboard has motivated and
renewed our interest in exploring the relevance of open architectures
for rapid application developments and innovation for the next-generation
of learning content management. In Winter 2006, an inexpensive
and interoperable e-learning platform based on .LRN was
proposed and implemented at Glendon College. Originally developed
at MIT, .LRN is
a widely adopted enterprise-class (scalable) open source software
for supporting e-learning and digital communities. I will demonstrate
our approach through specific examples from my courses at Glendon.
In this strategy , we do not have to build from scratch since
all components we implemented are re-usable and interoperable.
So it is possible for the students in the courses Human Computer
Interaction (CSLA3640), Computer Graphics and Hardware (CSLA3655 & CSLA3461)
to attempt to design useful, simple, but original tools for
on-line multimodal, collaborative environments. (Other examples
may include on-line lectures, viewed in our environment, for
a course prepared for TV Ontario by my colleague Prof. J.C.
Bouhenic.)
La fusion récente de WebCT et de Blackboard a motivé et
a influencé notre intérêt pour l'exploration de la pertinence
des architectures ouvertes pour le développement rapide des
applications et de l'innovation en ce qui concerne la prochaine
génération de la gestion d'apprentissage par voie electronique.
À hiver 2006, une plateforme peu coûteuse et interoperable
basée sur le .LRN a été proposée et mise au point à Glendon.
À l'origine, développée au MIT, le .LRN est un logiciel libre
pour supporter l'apprentissage par voie electronique (elearning)
et les communautés numériques. Je démontrerai notre approche
en appuyant sur des exemples spécifiques utilisés dans mes
cours à Glendon. Dans cette stratégie, nous ne devons pas
recommencer de zéro puisque toutes les composantes que nous
avons mises en application sont réutilisables et interopérables.
Ainsi il est possible aux étudiants des cours l'interaction
home-machine (CSLA3640), l'infographie et le matériel (CSLA3655
et CSLA3461) pour essayer de concevoir les outils utiles,
simples, mais originaux pour les environnements collaboratifs
et multimodals en ligne. D'autres exemples peuvent inclure
des conférences en ligne, vues dans notre environnement, pour
un cours préparé pour TV Ontario par mon confrère, le prof.
J.C. Bouhenic. Je suggère de futures améliorations pour notre
système. |
| 0014 TEL |
a) |
Using a
Wiki Server with Random Teams in a Graduate Course
Georges Monette (Arts/Mathematics and Statistics), Amanda
Williams, Laura Adams & Yaniv Morgenstern (Arts/Psychology), & André Monette (University of Toronto Schools)
|
| |
|
PSYC 6140 is a PhD-level course in statistical methods. Most students apply the concepts learned in the course when they perform data analyses for their theses. This year a wiki server was used to facilitate work on team assignments and preserve information so it will be available to students in the future. To encourage the collaboration of all students with each other, fresh teams were created randomly for each assignment. Students' responses towards these two pedagogical techniques will be discussed. |
|
b) |
Teaching
Business Law to Undergraduate Social Science Students
Roger Rickwood (FGS/Political Science)
|
| |
|
In this session, I will highlight some of the ways in which technology has been used to address different learning needs in a large enrollment course where students have little prior knowledge of the subject and conflicting learning goals. By using interpretive PowerPoint notes, listserv discussion, videos and supportive tutorials, along with in
class activities that encourage interaction and elicit feedback, I have been able to re-focus the course to develop higher level critical thinking and problem-solving skills for understanding business law. |
| 0015 TEL |
|
Build It
and They Will Come: But What Will They Do There?
Louise Hayes (Atkinson/Administrative Studies), Amalia Syligardakis & Yossi Zaidfeld (Atkinson/Computing Technology & E-Learning Services)
|
| |
|
Since September 2005, over half of Atkinson faculty have opted to use the standardized website "pre-built" for each and every course by Atkinson Computing Services. Now students easily navigate to online announcements, collaboration, course content and/or links to the York Libraries, WebCT, faculty webpages, etc. We will report how faculty and students have used standard website features and share our early observations. |
1014 TEL |
|
Using Digital Resources in the TEL Classroom
Seonaid Lee-Dadswell (Centre for the Support of Teaching)
|
| |
|
What is a "Learning Object" good for? A textbook's effectiveness depends upon how the student uses it. In the same way, what we get students to do with digital resources needs to be carefully considered. The most pretty interactive applet or historical simulation will not be of much use if students simply "play" superficially, or don't look at it at all. We will explore how to select and frame digital resources in ways that complement your existing teaching strategies. |
