Learning Technologies Symposium
October 11-12th, 2017

Education Remixed

The Learning Technologies Symposium (LTS) is an annual event that brings together faculty, staff, and students from the region to share innovations,connect on project ideas, and exchange best practices.

This year, the LTS will be celebrating an education remix that is making its way into classrooms everywhere. Participants will explore how others have taken traditional teaching practices and tweaked, evolved, and, in some cases, changed it entirely as technologies become more readily available than ever before.


Keynote Speaker

“Online education: Trends, Tips and Take-aways”
Like it or not, online education is here to stay. The impact on higher education has been substantial and evolving. This talk begins with a review of some broad advantages and disadvantages of online education particularly over traditional, face-to-face formats. It then touches on some of the emerging trends in online education and the challenges and opportunities they have presented for educators. Drawing on my own experiences, the session concludes with some general tips and take-aways for teaching online courses.  

Dr. Raj Raghunathan

Raj Raghunathan earned his PhD from the Stern School of Business at New York University and is currently employed as a professor of marketing at the McCombs School of Business, the University of Texas at Austin. Raj’s work juxtaposes theories from psychology, behavioral sciences, decision theory and marketing to document and explain interrelationships between affect and consumption behavior. Raj’s work has been published in top marketing and psychology journals such as, Journal of Marketing Research, Journal of Consumer Research, Journal of Consumer Psychology, Journal of Marketing, Organizational Behavior and Human Decision Processes, Motivation and Emotion, and the Journal of Personality and Social Psychology. His work has also been cited in the popular press, such as The New York Times, the Austin American Statesman, and Self magazine. Raj was recognized as a Marketing Science Young Scholar in 2005 for his contributions to the field of Marketing, and was recently awarded the prestigious NSF Career Award (for $440,000).

 

Schedule

9:00AM – 9:30AM

REGISTRATION

Location: MIP Atrium

9:30AM – 10:45AM

WELCOME & KEYNOTE

Location: MIP Atrium

“Online education: Trends, Tips and Take-aways”

– Dr. Raj Raghunathan (University of Texas at Austin)

Like it or not, online education is here to stay. The impact on higher education has been substantial and evolving. This talk begins with a review of some broad advantages and disadvantages of online education particularly over traditional, face-to-face formats. It then touches on some of the emerging trends in online education and the challenges and opportunities they have presented for educators. Drawing on my own experiences, the session concludes with some general tips and take-aways for teaching online courses.

11:00AM – 11:45AM

CONCURRENT SESSION #1:

Location: 1A

“Prototyping an OER Publishing Infrastructure for Ontario”

– Sally Wilson, Ann Ludbrook, Fangmin Wang  (Ryerson)

In the summer of 2017, a cross-functional team at Ryerson University with external partners received a grant from eCampusOntario to develop a prototype for an open publishing infrastructure of Curriculum Resources. This presentation will outline how the project unfolded and describe how Ryerson Library played an important role with other teams across the university. Institutions across Ontario are becoming increasingly involved in Open Educational Resources (OER) production. Librarians in collaboration with other teams across the institution can take an active part in providing support for OER projects, including building an open publishing infrastructure, advising on best practices, platforms, grant-writing, project planning and providing OER production assistance.


Location: 1B

“An Introduction to Typography: The Foundation of Visual Communication”

– Kendrick Potvin, Amy McIntosh (McMaster University)

Typography is the foundation of good visual communication. This presentation will cover the basics of how best to use fonts in a professional setting, the do’s and don’ts of typography, accessibility and text, and a brief history of how type has evolved since the invention of the printing press.


Location: 1C

“Introduction to Badging”

– Jon Kruithof (McMaster University)

What are digital badges? Do you need them? What problems can they solve? Education does a great job of evaluating students but often it can be confusing to articulate the skills students have. This session will briefly cover how digital badges can be used in your class and where they work best. Additionally, you will also learn about the initiatives around McMaster that are using digital badges for different purposes.


Location: 1D

Scope Creep Sucks: What Can We Do?

 – Jenn Belanger (McMaster University)

Digital Media Specialist, Instructional Designer, Educational Resource Developer – these roles at McMaster University are analogous to a number of job titles at other public or private agencies (i.e.: graphic designer, product designer, videographer, creative director, project manager). However, the standards of practice used at McMaster to produce creative media do not seem on par with industry standards. Most of the work we do is organized into projects with the client (faculty members) contributing the core content and the creative team contributing the final visual/media. While kick-off meetings are common, the contributors rarely discuss the full demands of the project, the goals of the media once implemented, and work required to ensure it meets or exceeds user (often students) expectations. As a result, projects often take longer than expected, exceed the original scope, lose sight of the intent, and frustrate those involved (including end users). This PechaKucha style presentation will outline the reasons we developed a project brief for our internal projects at McMaster, and the problems we’re beginning to solve through its use. Your feedback is welcome!

 

 

12:00PM – 1:00PM

 LUNCH

Location: MIP Atrium

1:00PM – 2:15PM

WORKSHOP #1:

Location: 1A

Pecha Kucha with Online Peer Review

– Frances Tuer (McMaster University)

PechaKucha (TM) is a presentation format based on 20 image-based PowerPoint slides each shown for 20 seconds. It forces presenters to create a concise and compelling narrative, and choose relevant and attention getting visuals to support the narrative. Asking students to switch from PowerPoint presentations to PechaKucha presentations is in some ways a minor change, but in other ways a major change. This workshop will discuss how Pecha Kucha presentations were introduced in a 4th year Commerce course, and how PebblePad (Learning Portfolio) was used for formative assessment by peers and summative assessment by the instructor. Workshop participants will create a mini-set of PechaKucha slides and share with other workshop participants to illustrate the difference between PowerPoint and PechaKucha presentations.


Location: 1B

Evaluating VR for Anatomy

– Jason Lamb (McMaster University)

The presentation will discuss VR research being conducted by the McMaster Anatomy Lab. Through the development of an interactive VR application, the lab hopes to determine whether the technology improves on/matches current methods of teaching and learning. The presentation will be used to discuss the advantages of virtual reality technologies, its shortcomings, as well as its possible place within our curriculum.


Location: 1C

Using Design Thinking for Educational Technology Integration

– Joanne Kehoe (eCampus & McMaster University)

We often find ourselves standing at the crossroads between the use of technology tools as trendy or as evidence-based practice. This workshop uses a design-thinking approach to selecting and using technologies so you can create learning activities that support, extend, and enrich learning experiences. Participants will be given an overview of the design thinking process, articulate a learner-centered challenge and explore tools and technologies that may help address this challenge. You will leave equipped with an understanding and a process on how to integrate technology into your curriculum in a way that meets learner needs. Use of a laptop is strongly recommended, although tablets and other mobile devices may be appropriate.


Location: 1D

Echo360 Remix – How video can be engaging and how engagement can be measured. Improving student success inside the classroom and out.

– Darin Francis

When McMaster adopted Echo360’s new cloud based platform, faculty were given access to new capabilities to share content and engage students. Research from the University of Michigan, Indian River State College, and the University of Ottawa show marked improvement in key student success metrics from the use of Echo360. Now, with access to Echo360, McMaster faculty can begin to use Echo360 more broadly. This session will give an overview of several relevant teaching modalities in Echo360 and address how to get started with Echo360. With permission from the University of Michigan, we will also present some of the data in their most recent research on the product. A significant question asked in this research was: What aspects of a student’s digital participation in a course best predict academic success in that course?

2:30PM – 3:15PM

CONCURRENT SESSION #2:

Location: 1A

How to Think Like a ___: Using Online Experiences to Teach Disciplinary Thinking

– Bobbie Osborne (McMaster University)

The difference between novice learners and experts in the field often comes down to the ability to approach problems using reasoning strategies that are specific to a discipline. Whereas novice learners might take a plug-and-play approach to solving problems, as they develop more knowledge and skill, they learn how to frame important questions, to understand the kinds of evidence that might resolve a controversy, and how to assemble the evidence necessary to do so. I’ll explore how to develop online activities that develop disciplinary thinking by identifying the patterns of thinking that characterize an expert, as well as the concepts and skills that are at the heart of the discipline.


Location: 1B

*Pecha Cucha Presentations (7 Minutes Each)

Teaching Code Visually

– Andrew Hladkyj (Sheridan College)

In this presentation, I will outline a few of the strategies I use to teach students to design intuitive interfaces that engage users and produce positive experiences. Armed with a cardboard box, LEGO, and a deck of cards, I teach students how to break down complex ideas to communicate simply and effectively through the use of visuals. Students learn how to demystify complex concepts and reinforce understanding through the use of metaphors and analogue examples.

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Conversational Learning Technologies

– Christa Morrison (McMaster University)

By focusing on the interplay between mobile technologies affordances, social media tools and strategies, and video communication, experiential and bite-size learning experiences were designed to leverage the attention span, interest, and technology skills of young adult learners. Learning-By-Doing Theory emphasizes the value of action while learning, a process in which knowledge is created through the transformative experience. This 7-minute PechaKucha style presentation will illustrate how various groups of Mohawk College Dual-Credit and McKeil School of Business students utilized mobile technologies as an opportunity to enhance experiential learning and also afforded the one group of students a chance to teach what they have learned to a group of young adult learners in South Africa. This was made possible by developing a Facebook Messenger chatbot. McKeil School of Business Marketing and Consumer Behaviour students made use of the edtech tool Flipgrid to prove their understanding of various concepts by making use of selfie and other video recordings shared on digital communication platforms.

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H5P: An Open Source HTML5 eLearning Authoring Tool

– Joanne Kehoe (e-Campus & McMaster University)

A demonstration of H5P – an open source HTML5 elearning authoring tool which enables users to easily create, share and reuse interactive content. H5P offers a variety of content options include interactive presentations, video and other multimedia, memory games, quizzing and social media. These and many others will be highlighted during this overview.


Location: 1C

Using PebblePad for Peer Review and Final Assessment

– Frances Tuer (McMaster University)

Peer review has proven value as a formative assessment technique – work that students tend to submit to their peers is often of better quality than a “draft” that they would submit to a TA or instructor. In this session I will demonstrate how we used PebblePad to facilitate peer review of online PechaKucha presentations in Commerce 4MB3 (Strategic HR Planning, W2017). What we learned has application to the use of peer review in both face-to-face classes and also in blended learning or online courses.


Location: 1D

“Towards the Future of Education and Learning at McMaster through Online/Blended Teaching”

– Fariba Nosrati, Brian Detlor (McMaster University)

In this presentation, we will share our experience converting a traditional undergraduate course taught face-to-face at the DeGroote School of Business to an online/blended format. In alignment with the Online Learning Strategy Working Group formed at DeGroote School of Business chaired by one of the co-presenters, we volunteered to convert Commerce 4KF3 “Project Management” to an online/blended format in Spring/Summer 2017. The course introduced project management principles and concepts to fourth-year undergraduate students. Students taking the course came from a variety of backgrounds in business and engineering. The online/blended version of the course offered in Spring/Summer 2017 semester incorporated tools such as Avenue2Learn, WebEx, Camtasia, and Lynda.com. In Fall 2017, the course was modified to incorporate the McGraw-Hill Connect smart learning tool and lessons learned from the Spring/Summer offering. Overall, we received excellent feedback from students and the Course Refinement team who evaluated the course in the Spring/Summer. The blended format seems to work for the class. Students enjoy the flexibility and the balanced delivery of content. However, some drawbacks to the class included less interaction between students and the instructor compared to traditional course offerings. With some minor tweaks, this online course could shape itself into an effective class suitable for many different kinds of learners. Importantly, lessons learned from converting this.

9:30AM – 10:15AM

CONCURRENT SESSION #3

Location: 1A

The Open Evolution: What, Why, and Where Do We Go from Here?

– Joanne Kehoe (eCampus Ontario & McMaster University), Olga Perkovic (McMaster University)

There’s no question Open Education Resources are transforming the post-secondary landscape. The advantages and benefits going “Open” represents for learners and educators address inequities around affordability, access, learner retention and diversity and offer opportunities for creating, co-creating and re-mixing content to suit teaching and learning needs. This session aims to give participants an introduction to OERs and Open Pedagogy in helping to build a culture of open practice. We will look at how textbook costs can be reduced, how to use and modify openly-licensed materials and how to create collaborative and curated assessments. In addition, all will be introduced to McMaster’s OER working group – a newly-formed advocacy group established to help with OER awareness, adoption, adaptation and creation by the McMaster University community.


Location: 1B

Filming your Big Ideas: How to create digital video

– Tony Hoang, Kendrick Potvin (McMaster University)

Have you considered making your lessons digital? In this presentation, you will get a behind the scenes look at the technical considerations made when shooting video for online learning. We will guide you through the process of digital content creation and give you a firm foundation from which you can start your own video series. We will discuss: equipment required for a video shoot, why lighting is important, best ways to record audio and different types of cameras. Whether you are developing a blended learning course, venturing onto Youtube, or creating a MOOC for Coursera, we will show you cheap and effective ways of producing your video.


Location: 1C

McGraw Hill Connect: Deep Integration with Brightspace (D2L)

– Alison Feierabend, Linda Batch (Sheridan College), Rick Palmerio (McGraw Hill)

This session will provide an overview of how the Deep Integration widget was developed by McGraw-Hill, the setup of the Deep Integration Widget in BrightSpace, and using the Deep Integration with Connect including the benefits to students and faculty.


Location: 1D

Implementing Online Training for Remote Faculty Development: Tips, Strategies and Lessons Learned

– William Heikoop (University of Toronto)

In 2016 the Online Learning Strategies (OLS) portfolio at UofT was tasked with creating a just-in-time faculty development project for instructors involved with teaching in a new, fully online program. As the need to reach the remotely-located faculty was a key design factor, the project took the form of a four-week asynchronous online module delivered through the Blackboard LMS. The module provided theoretical, pedagogical and instructional design support as well as modelled how an online course could be practically designed and administered. In addition, the instructors gained an empathy regarding the experience of a new online student first hand. In the Spring of 2017 OLS was asked again to provide faculty development to the same group with some new and returning instructors. Based on feedback the new module was revised with a focus on the practical use and navigation of the educational technologies promoted for teaching and learning. The original course was therefore redesigned to support these practical needs. This presentation will compare and contrast the two module design approaches and will identify the benefits and challenges of the two models in supporting a faculty team who share common goals, but have varied ability levels and rarely cross paths. It will conclude by providing participants with tips and strategies for successfully implementing their own online training resource for faculty development.

10:30AM – 11:15AM

CONCURRENT SESSION #4

Location: 1A

Strategies for Success: Partnerships to Support Non-Traditional Learners in Online Spaces”

– Dr. Karen Balcom & Dr. Andrew Kloiber (McMaster University)

Over the past four years, the Department of History at McMaster has partnered with our Centre for Continuing Education to develop ten online history courses open to CCE diploma-to-degree students and to the McMaster student population more generally (including our history majors). Bringing together traditional history students, traditional students from other parts of campus who are new to history, and non-traditional learners from CCE together has brought challenges. To support the learning and success of all of these students – but especially the CCE online population – we are developing a suite of online research and writing skills modules designed to guide students through thinking, research and writing tasks necessary for university work in the discipline of history. To develop these modules, we are working in partnership with our three target groups of students, and with experts from the History Department, Mills library, Humanities Computing, the MacPherson Institute and CCE. Our presentation will lay out We are near the beginning of this project, and our goal in this presentation will be to lay out the priorities, process and collaborations in this ongoing project. We are looking for discussion and cross-fertilization from colleagues in other units who are facing similar challenges and developing their own startegies for success in support of non-traditional learners.


Location: 1B

Five Strategies for Engaging Students in E-Learning

– Anastassiya Yudintseva (McMaster University)

The current educational system is experiencing a significant shift from “one textbook, one teacher, and one school” concept to the “content is everywhere, teachers are everywhere, and learning is everywhere” paradigm (Richardson, 2012). Catching the wave of change, more online courses are being offered to students pursuing their academic and career goals in a self-paced learning environment. Nevertheless, the off-campus classes result in higher rates of dropout compared to the face-to-face. Apart from the personal reasons, another major factor is students’ low satisfaction with the eLearning. The generation of students engaged in eLearning are looking for collaboration opportunities with the peers in order to find new solutions to the real-life problems that have value to them. Online programs that are lack of interactions with the content, instructors and other students and offer low level assignments in a de-personalized learning environment do not meet students’ expectations. To meet the needs of the student, educational leaders should look into new ways of organizing the eLearning content from the students’ perspective. This seven-minute presentation suggests five strategies that can increase students’ engagement with the eLearning.


Location: 1C

The Lightboard as a Teaching Tool for Engineering and Technology Courses

– Andrew O’ConnOr, Michael Justason (McMaster University)

This presentation will introduce the Lightboard as a teaching tool. Recent experiences related to the production of pre-recorded course content will be described. This will include a description of the preparation, recording, and post-production of the video content. Samples of Lightboard course content will be shown for courses in Engineering Economics, Probability & Statistics, and Introductory Calculus. This presentation will also summarize student feedback and provide statistics related to student viewing. Future developments will also be described, including the use of the Lightboard for online synchronous lectures and potential use of ‘mixed’ video content from multiple sources. Some preliminary data may be presented on the topic of student performance.


Location: 1D

New ways to mix your content in Brightspace

– Delia Couto, Nicole Savoie (D2L)

This session will focus on the new features available in Brightspace by D2L. You will learn how various types of content, including rich media content such as video, can increase learner engagement and improve access to course content. We will cover:

  • How the responsive design of Daylight enables you and your students to interact with all course activities from any mobile device;
  • How to easily add content from internal & external sources while using Activity Feed to create a simple and familiar Social media type experience students have come to expect;
  • How to use dashboards to monitor student engagement and identify new ways to optimize your content.

11:30AM – 12:30AM

FEATURED SESSION

Location: MIP Atrium

Open Remixing: Spice up Your Content with Open Educational Resources (OER)

– Jenni Hayman (eCampus Ontario)

In this session, Jenni Hayman of eCampusOntario will partner with workshop participants as they get messy finding, remixing, and sharing fresh digital content for their courses using open educational resources (OER). A brief introduction to OER, open global repositories, file types, and the eCampusOntario Open Textbook Library will be followed by some fun hard work. Participants will be supported as they explore the definition of open educational resources (OER) and describe their value for higher education. They will search for accurate, high quality open resources related to their course topics and practice downloading, adding, and adapting resources for use in their teaching. Bring your laptops and your teaching groups (teaching assistants welcome!).</p<

12:30PM – 1:30PM

LUNCH

1:30PM – 2:45PM

WORKSHOP #2

Location: 1A

Start Your Badging Program Today!

– Jon Kruithof (McMaster University)

This session will get attendees started designing a badge and/or a badging program, including examples of how badges can be used to highlight skills acquisition, event participation or a more complex structure. This workshop will use a design thinking approach where the students, and other key stakeholders are taken into context to design not only a digital badge, but a rationale for issuing badges. Attendees will leave with (at least) one badge designed.


Location: 1B

Adding New Dimension to Your Course with Augmented Reality (AR)

– Katrina Espanol-Miller (McMaster University)

Augmented Reality (AR) has been regarded as an emerging technology for some time now but with recent support from a few technological giants it won’t be long before AR is upgraded from its “emerging” status to a bonafide, ubiquitous technology. This workshop is designed to serve as a starting point for tech-curious instructors who have yet to explore AR. We’ll look at what AR is (and what it isn’t); where you and your students will find it in your day-to-day; and how it’s being used in classrooms.For the second part of the workshop, you will have to opportunity to experience AR from the learner’s seat with an activity that leverages AR’s interactive features. For a balanced exploration, you will also have the opportunity to shift into developer mode when we create marker-based AR objects. To ensure full participation, bring a camera-enabled Android or iOS device with enough storage space for an app or two and a few images.


Location: 1C

Applying Visuals: Practical Visual Literacy and Truthiness

– Caitlin O’Connell, Jenn Belanger (McMaster University)

The task of pairing visual media with text to support learning has never been so easy. But, ease and availability do not equal efficacy. How do we interpret symbols, colours, and images to gain meaning and understanding? What are the best practices for designing and developing learning tools? Are some visuals lying – how can you tell? This hands-on workshop will include an introduction to observational drawing, and discussion about the importance of visual literacy in educational resources for science and medicine. Options for selecting/creating the optimum visuals for a specific topic and audience will be outlined. There will also be a small group work session to discuss and apply lessons learned.

2:45PM – 3:30PM

TABLE TOP DISCUSSIONS

Location: MIP Atrium

Round table discussions on topics presented during LTS2017 & Symposium wrap-up.

Location

McMaster Innovation Park

McMaster Innovation Park
175 Longwood Road S., Suite 105
Hamilton, ON L8P 0A1
View map & directions

Accomodations

We have reserved room blocks at four different hotels close to McMaster Innovation Park (location of LTS 2017).


Staybridge Suites:
10 rooms, offered at the McMaster Rate of $135 per night.
Click here to reserve rooms. Or call and refer to the LTS Conference.
Rooms will be held until October 1st.
Address: 20 Caroline St S, Hamilton, ON L8P 0B1
Phone: (905) 527-1001


Visitor’s Inn:

20 rooms, must call  to make a reservation and refer to the LTS Conference or CONF # 212482
Offered at the McMaster rate of $109 weekday, $129 weekend. Rooms will be held until September 11.
Address: 649 Main St W, Hamilton, ON L8S 1A2
Phone:  (905) 529-6979


Homewood Suites:
 10 rooms, offered at the McMaster rate of $139 per night.
Reserve online and enter the code “LTS”. No cutoff date was provided.
Address 40 Bay St S, Hamilton, ON L8P 0B3
Phone:
(905) 667-1200


Admiral Inn:

10 rooms, must call to make reservation and refer to the LTS Conference or
Group # 204176
Rooms will be held until October 1, 2017.
Address: 149 Dundurn St N, Hamilton, ON L8R 3M1
Phone: (905) 529-2311

Call For Proposals

Learning Technologies Symposium 2017: ‘Education Remixed’

Date: October 11th & 12th
Location: McMaster Innovation Park, Hamilton, ON

*NOW CLOSED.

The Learning Technologies Symposium (LTS) is an annual event that brings together McMaster faculty, staff, and students to share innovations, connect on project ideas, and exchange best practices. We invite our neighbours from other institutions to join the conversation on technology-enhanced education.

The event will provide opportunities to celebrate our work, collectively address challenges, and network with peers. You are invited to share a 30-minute presentation, a 75-minute workshop, or a 7-minute lightning round presentation (PechaKucha style). The program will also feature facilitated discussion around critical challenges/issues.

As the aim of the LTS is to promote dialogue with colleagues. Interactive sessions are encouraged. Based on previous feedback, we recommend longer sessions have a minimum of 15 minutes dedicated to Q & A.

We welcome proposals for LTS sessions from a wide range of topic areas related to using technology in teaching and learning. Sample session topics include (but are not limited to):

  • Online teaching tools and practices
  • Classroom technologies
  • Blended/Flipped learning strategies
  • Mobile technologies
  • Accessible learning with technology
  • LMS integration
  • Open technologies and educational resources
  • Digital pedagogies
  • Design of online learning experiences
  • Assessment of the impact of technology-enhanced practices
  • Virtual, augmented and mixed reality applications

Deadline for submissions is now closed.

 

 

Questions?

Please contact Danielle Gibbons
Phone: 905-525-9140 Ext. 27477