Advancing Faculty Development and Graduate Supervision Online: A Global Dialogue Forum

Overview of our global dialogue presented on March 30, 2021:  In this session we discuss the challenges and opportunities for advancing faculty development and graduate supervision in online learning. We dispel myths about online learning environments and discuss how digital innovations provide possibilities for faculty and students to learn and connect globally. We also share our experiences with engaging pre-service, in-service teachers, and faculty in professional learning through an online pedagogy series and graduate supervision MOOC.

Link to Presentation  – Mar30-2021 Slides.pptx

University of Calgary Links:

Werklund School of Education Graduate Programs, University of Calgary –

Taylor Institute for Teaching and Learning, University of Calgary – (open access learning modules)

Other Related Sources:

Brown, B. (2019). One-Take Productions for Student Feedback. Education Canada Magazine, 59(2).


Brown, B. (2020). Using Zoom to create weekly video message for students.


Brown, B., Alonso-Yanez, G., Friesen, S., & Jacobsen, M. (2020). High school redesign: Carnegie unit as a catalyst for change. Canadian Journal of Educational Administration and Policy (CJEAP), 193, 97-114.


Brown, B., Burns, A., Kendrick, A., Kapoyannis, T., & Delanoy, N. (2020). Adapting to changing K-12 contexts during COVID-19: Teacher education perspectives. In M. K. Barbour & LaBonte, R., Stories from the field: Voices of K-12 Stakeholders during Pandemic, Canadian eLearning Network, pp. 63-68.


Brown, B. & Eaton, S. E. (2020). Using a community of inquiry lens to examine synchronous online discussions in graduate courses. In L. Wilton, & Brett C. (Eds.) Handbook of Research on Online Discussion-Based Teaching Methods (pp. 229-262), IGI Global.


Brown, B., Jacobsen, M., & Lambert, D. (2014, May 9-10). Learning technologies in higher education [Paper presentation]. In P. Preciado Babb (Ed.). Proceedings of the IDEAS: Rising to the Challenge Conference, (pp. 25-43). Werklund School of Education, University of Calgary, AB, Canada.


Brown, B., Roberts, V., Jacobsen, M., & Hurrell, C. (Eds.) (2020). Ethical use of technology in digital learning environments: Graduate student perspectives. University of Calgary [eBook]


Brown, B. & Vaughan, N. (2018). Designing group work in blended learning environments. In R. J. Harnish, K. R. Bridges, D. N. Sattler, M. L. Signorella, & M. Munson (Eds.). The Use of Technology in Teaching and Learning (pp. 82-97). Society for the Teaching of Psychology web site:


Donovan, T., Bates, T., Seaman, J., Mayer, D., Martel, E., Paul, R., . . . Poulin, R. (2019). Tracking online and distance education in Canadian universities and colleges: 2018. Canadian National Survey of Online and Distance Education, Public Report. Canadian Digital Learning Research Association.


Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.

Community of Inquiry (CoI) Framework –


Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18, 4-14.


Irvine, V. (2020, Oct 26). The Landscape of Merging Modalities. Educause Review, 4.


Jacobsen, M., Friesen, S., & Lock, J. (2013). Strategies for Engagement: Knowledge building and intellectual engagement in participatory learning environments. Education Canada.

Jacobsen, M., Brown, B., & Lambert, D. (2013). Technology-enhanced learning environments in higher education: A review of the literature. Werklund School of Education, University of Calgary, (80 pages).


Martin, J. (2019). Building Relationships and Increasing Engagement in the Virtual Classroom. Journal of Educators Online, 16(1), 9-13.


Mazur, A., Brown, B., & Jacobsen, M. (2015). Learning designs using flipped classroom instruction. Canadian Journal of Learning Technology, 41(2), 1-26.


Note: This post is also available on Dr. Michele Jacobsen’s blog

Feel free to connect with us: and  OR Twitter handles: @barbbrown @dmichelej

Two Exciting Master’s Degree Topics in Learning Sciences

Be a Leader in the Digital Age!

You are invited to join us in the Master of Education program, Leading and Learning in a Digital Age. Digital innovation and learning in multimodal contexts are a global focus. Explore the complexities of inclusive and high-quality digital learning environments using online pedagogies. This four-course topic in Learning Sciences is fully online and designed with flexibility for working professionals. You will: (i) examine the implications for designing and leading interdisciplinary and technology-rich learning; (ii) strengthen your competencies in technological literacies; (iii) explore ethics in technology-enhanced learning environments; and (iv) plan for leading and empowering citizenry in a participatory and digital age. Learn alongside instructors and invited guests who are internationally recognized in the educational technology field and experience a highly interactive online learning experience.

Take risks and learn how to use innovative technologies, develop your social learning network, and critically examine the literature and research in the field. Plan to make a difference in your work context to help others navigate the complexities of living and working a digital world. This topic attracts teachers and professionals in educational environments as well as professionals in other fields and disciplinary areas, world-wide.

Apply by March 1, 2021

For more information, contact Academic Coordinator, Dr. Barb Brown, Associate Dean, Teaching and Learning, Werklund School of Education –

Be a Changemaker!

Become a cohort member of this four-course graduate program in education  for those wishing to develop collaborative cultures of creativity in their professional workplaces, classrooms, and across connected networks. Learn to engage in interactivity and empathetic and generative  communication in a way to achieve high levels of collaboration that leverages the strengths of each group and community member to achieve what would be difficult or near impossible as individuals. This program is fully online and designed with flexibility for working professionals. Develop and empower your creative and collaborative potentials and of those around you.

A central feature of this program is continual collaborative engagement in contextual personal and professional creative problem solving across a wide range of real world contexts from the United Nations Sustainable Global Goals to the classroom or professional workplace. This is supported against a backdrop of both action and literature-based research into the fields of creativity, collaboration, and human-centred design. The Collaborative Creativity for Social Innovation and Human-Centred Design program attracts those from diverse educational and  professional backgrounds wishing to engage in a truly unique, transformative experience in a  highly interactive, virtual educational space.

Apply by March 1 , 2021

For more information, contact Academic Coordinator, Dr. Robert Kelly, Associate Professor, Faculty of Arts, University of Calgary –

NOTE: The  two programs can be taken sequentially and then stacked with a third year (4 research courses) to complete an MEd degree. Alternatively, participants can take any one of the two programs for professional learning purposes (and receive a certificate). Both are offered fully online and completed over one year while working full-time. There are also numerous other program options that can be stacked with these ones if you are looking for a different topic.

Applications are open until March 1, 2021 for programs commencing in July 2021. Visit the MEd Interdisciplinary site for more information and Apply Now through to March 1, 2021!


Ethical use of technology in digital learning environments

Brown, B., Roberts, V., Jacobsen, M., Hurrell, C. (Eds.). (2020). Ethical use of technology in digital learning environments: Graduate student perspectives. University of Calgary.

This open access book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary, Leading and Learning in a Digital Age –

The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were invited to contribute a chapter and co-design the chapter with their instructor and peers. Behind the scenes, there was a team of editors and research assistants who worked to create the book and publish in the open access format. As a result, there are ten chapters in the book, including nine chapters written by students in the program and an introductory chapter written by the team of editors. It took one full year to complete the book from start to finish. The chapters were drafted during the early part of 2020 and the team of editors carefully reviewed each chapter and continued to work with the chapter authors throughout the year to make revisions and refine each chapter. Finally, the chapters were reviewed by a professional copyeditor prior to publishing the book. It was impressive to see the high level of student engagement and level of commitment demonstrated by the students even after they completed their course work and the program.

If you are interested in learning more about the MEd program in the Werklund School of Education at the University of Calgary, consider Leading and Learning in a Digital Age –

Applications for programs starting in July 2021 are now open and close on March 1, 2021.