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 – https://werklund.ucalgary.ca/graduate-programs

Taylor Institute for Teaching and Learning, University of Calgary – https://taylorinstitute.ucalgary.ca/ (open access learning modules)

Other Related Sources:

Brown, B. (2019). One-Take Productions for Student Feedback. Education Canada Magazine, 59(2). https://www.edcan.ca/articles/student-feedback/

 

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

http://www.drbarbbrown.com/2020/06/18/using-zoom-to-create-a-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. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/68066

 

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. https://sites.google.com/view/canelearn-ert/

 

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. https://doi.org/10.4018/978-1-7998-3292-8

 

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. http://hdl.handle.net/1880/50588

 

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]  https://doi.org/10.11575/ant1-kb38

 

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: https://teachpsych.org/ebooks/useoftech

 

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. https://onlinelearningsurveycanada.ca/

 

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 – https://coi.athabascau.ca/coi-model/

 

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. https://doi.org/10.1016/j.iheduc.2012.09.003

 

Irvine, V. (2020, Oct 26). The Landscape of Merging Modalities. Educause Review, 4. https://er.educause.edu/articles/2020/10/the-landscape-of-merging-modalities

 

Jacobsen, M., Friesen, S., & Lock, J. (2013). Strategies for Engagement: Knowledge building and intellectual engagement in participatory learning environments. Education Canada. https://www.edcan.ca/articles/strategies-for-engagement/

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). http://hdl.handle.net/1880/52244

 

Martin, J. (2019). Building Relationships and Increasing Engagement in the Virtual Classroom. Journal of Educators Online, 16(1), 9-13. https://www.thejeo.com/archive/2019_16_1/martin

 

Mazur, A., Brown, B., & Jacobsen, M. (2015). Learning designs using flipped classroom instruction. Canadian Journal of Learning Technology, 41(2), 1-26. https://www.cjlt.ca/index.php/cjlt/article/view/26977

 

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

Feel free to connect with us: babrown@ucalgary.ca and dmjacobs@ucalgary.ca  OR Twitter handles: @barbbrown @dmichelej

Technology Used to Support Learning in Groups

 

Brown, B., & Thomas, C. (2020). Technology used to support learning in groups. International Journal of E-Learning and Distance Education, 35(1), 1-26. http://www.ijede.ca/index.php/jde/article/view/1158/1802

Abstract: Across disciplines, researchers recognize that working together in a small group can be a challenging learning activity, particularly in an online course where group members meet remotely. This 2-year, design-based research study focused on improving group work in both online and blended sections of an undergraduate course for pre-service teachers. Surveys were completed by instructors (N=15) and students (N=361) at three different junctures during the course to learn about how technologies were used by students and instructors to support group work. Interviews were also conducted at the end of the term to gather in-depth descriptions about the types of technologies and how they were used by students and instructors to support group work. Findings indicated that students and instructors selected a combination of technologies, including institutionally supported and mainstream applications such as shared workspaces to coordinate, track, and monitor group progress. Students and instructors also described using communication technologies to manage group challenges related to scheduling, communicating, and integrating tasks into the project. Findings contribute to our understanding about how technologies were used to support process and product when working on a group assignment