Digital Learning Showcase

Schedule

Please note that schedule is subject to change.

9:30-10:00 a.m. | Breakfast and Networking

10:00-10:30 a.m. | Introductions + Welcome | Halpern 126 and Zoom

10:30-11:15 a.m. | Block A | Halpern 126 and Zoom

10:30-10:40 a.m. | Facilitating Canvas Discussions For Online Asynchronous and Blended Learning 

Carman Fung (Department of Gender, Sexuality, and Women's Studies)

I will share my experiences of using three different models of Canvas discussions and reflect on how they can be employed to facilitate teaching and learning. The three models are: first, the use of asynchronous Canvas discussions as a continuation of in-person, in-class discussions in a blended course; second, the use of mandatory small-group discussions in asynchronous online course; and third, the use of non-mandatory class-wide Canvas discussions in asynchronous online course. I will reflect on how these different models can facilitate student engagements and how we can use these models in conjunction with other graded assessments and learning activities.

10:40-10:50 a.m. | Reimagining a Face-to-Face Poster Session as an Interactive Online Forum: Design Tips for Student Engagement and Interaction

Tara Holland (Department of Geography and School of Environmental Science; Faculty of Environment Teaching Fellow)

In my first-year climate change course, a major assessment in the face-to-face class was an interactive poster session that was modelled after a conference session. During the pandemic, I successfully adapted this assessment to the online learning environment. Elements that I wanted to keep were the interactive nature of the session, peer learning, and student engagement. I will describe the design process and demonstrate the outcome of developing this assessment in Canvas, using Groups, Discussion boards, and H5P tools. Although the online poster forum was not as invigorating as the in-person session, students exhibited interest, engagement, and earnest interaction.

10:50-11:00 a.m. | Coaching argumentation via Dialectical Map and Concept Map: Some Cases in Teaching Educational Psychology

Daniel Chang, Qing Liu, John Nesbit (Faculty of Education)

Through several case studies, we will demonstrate the effectiveness of using a cognitive tool, Dialectical Map (Dmap) and traditional concept mapping in promoting students' evidence-based thinking and argumentative competencies in a second-year Educational Psychology course. We highlight the benefits of using both types of maps and reflect on how students develop their content-based argumentative thinking via using either type of map. We will also share practical considerations for using these maps in content-based classrooms. Overall, we believe that the presentation will offer valuable guidance for educators seeking to teach argumentation and critical thinking skills in their own respective fields.

11:00-11:15 a.m. | Q&A Panel

11:15-11:30 a.m. | Break

11:30 a.m.-12:15 p.m. | Block B | Halpern 126 and Zoom

11:30-11:40 a.m. | Using Interactive Video Lectures and Classroom Polling to Support a Flipped Class Model in First Year Math Classes

Justin Gray (Department of Mathematics)

In this talk, I will describe how in-class polling questions with iClicker are used to create a more student-centred classroom, with both students and instructor receiving real-time feedback on student learning. The flipped-class model works best when students come ready to participate, and I will also describe how interactive video lectures with Edpuzzle are used to hold students accountable for doing this preparation before each class.

11:40-11:50 a.m. | Use of a Student Response System (Poll Everywhere) to Promote Active Learning

Nadia Nosrati (Fraser International College)

Use of a student response system (Poll Everywhere) promotes active learning in the classroom by encouraging student reflection about lecture content and also increases participation in class activities. Active learning is accomplished when an instructor poses a (multiple-choice) question to the students. The students then select their choice on their own device (tablet, phone, laptop) and the percentage of students selecting each multiple-choice answer is immediately displayed on the projector. The displayed results provide immediate feedback to students about content mastery, which allows instructors to remediate or reinforce concepts during the class time without singling out individual students.

11:50 a.m.-12:00 p.m. | Media Production Pedagogy with Sound 

Milena Droumeva (School of Communication)

Our School has had a long tradition of video and audio production as forms of productive pedagogies that attempt to link theoretical and critical learning about media to practice and making. From more open artistic formats to professionalized segments (such as PSAs) students are given the skills to design, create, and edit media. I will speak specifically on the various audio-based forms we’ve used in Communication, not only in my classes but increasingly across the curriculum - these include podcasts, audio documentaries, scripted interviews, radio drama, composition, and public service announcements. I’d like to speak on how we scaffold, assess, and envision these assignments and engage in discussion about ways to enhance critical links, as well as pitfalls to avoid when it comes to media “content creation” in university.

12:00-12:15 p.m. | Q&A Panel

12:15-1:00 p.m. | Lunch | Halpern Centre 

1:00-2:00 p.m. | Panel Discussion | Halpern 126 and Zoom
Perspectives and Privacy on Third-party Tools at SFU

Ernest Soares (SFU Office of the General Counsel), Don Taylor (SFU Copyright Office), and Mike Stanger (IT Services)

Panellists will discuss the most common privacy and copyright issues, their solutions and the usage and implementation of external learning tools including ChatGPT.  

2:00-2:15 p.m. | Break

2:15-3:00 p.m. | Block C | Halpern 126 and Zoom

2:15-2:25 p.m. | Skills Hub: Collaboratively Building Mathematics Skills for Incoming Graduate Business Students

Tara Immell (Beedie School of Business)

Solving mathematics problems online and in videos can be brought to life by using a lightboard. Lightboards are see-through blackboards where both the mathematics and the problem solver are visible. This connects the learner with both the mathematics and the teacher. Compared with iPads, touchscreens, Wacom drawing tablets, and other tablets, a lightboard is the most similar to an in-person mathematics class.

2:25-2:35 p.m. | Extending Canvas for a Better (Mobile) Experience: A Case Study

Paul Hibbitts (School of Computing Science)

The design and presentation of content can be a challenge within Canvas, and even more so for mobile-friendly access. By partnering Canvas with a method to seamlessly display custom-authored external content you can achieve a better student experience as well as a flexible content editing experience for tech-curious/savvy course authors. In this presentation, Paul Hibbitts will share key mobile user experience design insights and techniques, including the use of his new open-source web app Docsify-This.net to publish Markdown content, which all contributed to a better student experience on a range of devices for his CMPT-363 User Interface Design (https://canvas.sfu.ca/courses/76289) students.

2:35-2:45 p.m. | Using CEE Polls to Enhance Student Engagement

Adam Young, Brian Lorraine, Christina Drabik, Kar On Lee (Centre for Educational Excellence)

CEE Poll is a tool that was built by the Centre for Educational Excellence and can be installed in any Canvas course. Learn some teaching approaches with CEE Poll via a showcase of the tool's features. With a simple design and integration in Canvas, the CEE Poll tool can be used to promote student engagement in both asynchronous and synchronous settings.

2:45-3:00 p.m. | Q&A Panel

3:00-3:05 p.m. | Closing

John Born and Kanthi Jayasundera (Centre for Educational Excellence)