This was a good exercise and prompt to visualize my PLN, I plan to build on this diagram as I update my development goals and my learning plan for next year. A few things on this diagram are not actively engaged at the moment and remain on my next-up list to action.
This is a good exercise to reflect and review what people have a seat at the table. An effective stakeholder identification exercise. I have attached my table image with different teams required for an internal process at the company where I work.
This was not something I think about formally in terms of networking and learning resources. I do think it is important as a professional and an educator, to stay aware and relevant of not only things within our industry but the world at large, especially for global project managers. I have the benefit of working more... »
I found a resource through Merlot that has a ton of resources, more than I will ever use, for my leadership course. I plan to pull a couple of business cases and video links from this the next time I teach this course.
I found the site linked, a BC Campus OER, via Merlot when looking through various sites for content on ethics and decision-making. In there, I found a helpful book comprising various business cases, articles, and videos that I can incorporate into a couple of different module lessons.
I have wanted to learn the Kahoot program and utilize that in my course at least once or twice. I have heard great feedback from students when this has been used in other classes. I have never used this program and know there is a learning curve to any new technology or tool, so I more... »
My philosophy and approach to teaching is that of a guide or steward. My role is to provide the environment, resources, and guidance so that each person can attain the knowledge they need or desire out of the vast universe of knowledge available. We can better advise learners by meeting them where they are in more... »
The patch, Just Listen, immediately brought to mind my last course and a group of learners. This passage “The goal is not for the student to mimic your explanation; the goal is for the student to arrive at their accurate explanation.” is similar to other adages I have read and resonated with me the most. more... »
Managing a project is like driving a car. The composition of skills and experience required to manage and lead projects and their teams well takes time and effort. The foundation or technical skills required to plan and document the project is like learning how to turn on the car and run functions when needed like more... »
Many students will come having some understanding of Mission, Vision, and Values as it relates to businesses. They may have seen their organization’s set of these and have a general understanding of specific statements for each but I often find people get confused about the meaning of each, especially between Mission and Vision. I provide more... »
Course – Project Management – Leadership and Teams This is a post-grad course that has students from a broad range of cultures, professional backgrounds, and career experiences (fields and years). This creates a very diverse classroom environment, with some students having been people leaders themselves for many years. This creates very different levels of engagement more... »
Nugget: “Ikigai is the sweet spot where your passion meets your mission, your vocation, and your profession. It’s the place where you find joy, fulfillment, and a deep sense of purpose. Discovering your Ikigai is like uncovering the treasure map to a life of meaning and contentment.”
Mind Map of the syllabus to the Introductory Real Estate for Law Clerks Course – answering the focus question “What is the purpose of this course”. I had some trouble using Goggle maps for first time – hand drawn map contains more course detail – Ardel
I often reflect on the value I add as I enter my winter years in teaching this program. Doing this exercise helped me see the value of the seasoned educator in the connections and quick access to resources to support the students, and their learning. Through the ever building network of friends, colleagues, community of more... »
This Table reflects great limitations that were experienced in the past year due to COVID. It does not reflect my usual collaborative experiences but it does show how our team works together on a single project (a Capstone course). My usual PLN/collaboration work begins in the time period before a semester begins. I usually attend more... »
For the Table exercise that reflected on this past year’s activity that offered opportunities to network, I must admit that networking was very limited this year. Normally I liaise with others in Professional Organizations such as the IEEE or the SMTA, and I attend and participate in local meet-ups. This past year I was so more... »
While my network is still young… it’s growing and maturing. I’ve now had an opportunity to connect with some more people and to analyze the nature of those connections. I have a lot of work to do here to grow the network and get more engaged… but it’s a start.
I’m just getting started of developing my personal learning network. Actively pursuing this hasn’t been a priority for me in the past, but as I’ve begun to engage in the instructional design and ed tech industry, I see that it’s becoming increasingly important.
I’m not in the habit of sharing much on social media, so I find this makes me a little uncomfortable. I don’t like opening the opportunity for what I communicate to be taken out of context. For this reason, I would prefer to build networks in person rather than online. I’ll try it though.
Creating the Empathy map allowed me to narrow down specific challenges that the students face in my course. As an instructor, it is my goal for all students to reach a level of competence at the end of the course. My goal is not to make the learning a difficult and arduous journey, but a more... »
Faculty are unable to open assignments submitted to D2L from students who use Mac and submit as pages. We can’t open it. Our students are given free office suites and can upload it to word but they don’t do it. A video re how to do this exists. Students don’t access this free resource, so more... »
“There can never be an exhaustive list of prototyping methods, since there is quite literally an endless number of ways you can build prototypes. What we can do, however, is provide a useful list of the eight most common prototyping methods, together with best practice tips that help you maximise your prototyping and testing sessions. more... »
Working through the Experimenter module proved to be fun! As you can see in my little video: https://youtu.be/FIyKfA9FG1A , it was important that I take the time to learn about these tools and the associated techniques. It was so cool to try out the new tools but not everything is a good fit for my more... »
For this exercise, I chose to create an Infographic slide for those students who do not see value in the time it takes to write up their lab work in an Electronic Lab Notebook (ELN). I wanted to transform my current slide to make it more appealing. Rather than have just a list of points more... »
This is a remote game that has been setup for students to play on their tablets or smart phones. The idea is to re-enforce the association between electronic components, their symbols and their descriptions so that students can knowledgably create schematics of circuits.
For this exercise I chose to make use of both an animated GIF and a regular GIF to introduce the Safety slide set that I show to students at the start of the course: Electronic Engineering Skills. I use this slide to identify some of the hazards involved in working with electronics.
I enjoyed working my way through the experimenter module. As I mention in reflection video, it was a treat to use these tools from the content creator perspective… even though I’ve used many of them from a student’s perspective. I hope you enjoy going to through my work.
I love the simplicity of Padlet. The choice to introduce any technology to a course needs to have its value weighed against the cost to introduce it in terms of time and money. Padlet has an extremely low cost of entry. It’s free to use and the UI is extremely simple so requires little instruction.
I found this really valuable glossary of terms used in online learning to be included in a course for students new to that type of environment… but the graphic associated with it was very poorly done… so I updated it, to be more useful.
I’ve created a GIF to present the structure of Maslow’s Hierarchy of Needs. Most students who take the course that I discuss this in have seen this before, so this is more of a refresher activity… so the GIF I think is sufficient for this purpose.
“Harvard University is doing it. So are Baylor, Berkeley, Boston and Brown Universities. Not long after the launch of YouTube, course trailers began making an appearance online. Some faculty are embracing the concept, taking advantage of the opportunity to promote their discipline and to encourage a broader audience of students to enroll in their courses.”
“No invitation is complete without a response and a course trailer is a great conversation starter. As students begin to situate themselves in the course, think about how you can extend the dialogue sparked by the trailer across the semester.”
“Like memes, animated GIFs are often used to generate a laugh, a smile, maybe just a ¯_(ツ)_/¯. But considering them as short-form video, their looping structure is effective for demonstrating natural processes or showing hands-on techniques where repetition can aid understanding.”
“The UdG Agora is the site for University of Guadalajara (UdG) Student Centred and Mobile Learning Diploma. The goal of this faculty development program is for UdG professors to confidently integrate student centred and mobile learning strategies and activities in their courses.”
“This article can help you if you are worried about designing infographics or visual projects from scratch. In this post, you will learn how to create an infographic and other visual projects in five minutes using Piktochart.”
“Have you ever had a TON of information you needed to get out but don’t know how to do it effectively? Fret no longer. Today you will learn how to relay mass amounts of information in an effective, beautiful way. That’s right, we’re talking infographics.”
3 Motivators Renewed excitement about teaching and learning, and greater self-awareness. Nothing is more motivating to me than student success. If making improvements can lead to success on the part of students there is no end to the enjoyment of teaching. Improved outcomes and assessment scores. To have control over the improvement of the students’ more... »
This activity was somewhat challenging for me because I forgot to submit this design document before moving to the next activity. I was so eager to move along in my reading and analyzing and writing that I completely forgot to stop and share. The activities really did flow in a continuum for me. The document more... »
The Google document shared here is really a call to action on my part. I have now a vision and want to act upon it. My only concern at this point is the time it will take to get approvals from all the parties involved and locating the funding whilst doing all the initial setup more... »
In this exercise, I became more aware of the TOOLs that could be used for my research topic. Initially, I was really stressed about WHAT in particular I would need to facilitate the students’ ability to learn independently. I was rather unclear of any tools in technology that would achieve the goal of keeping students more... »
This google document outlines a progressive workflow around the refinement of my SoTL topic. It was quite interesting to see how the deeper I delved into the research refinement, the clearer the vision of what to research and how I might apply tools to garner the data and evidence in order to prepare a publication. more... »
3 Motivations: Increased reflection on teaching and learning among colleagues. I love the opportunity to learn from my peers and when we are virtual these days, it’s not happening as much (and even when we were face to face sometimes this doesn’t happen organically). I see this as a way to cultivate new relationships with more... »
This module was a good exercise. I have some experience putting together research applications, but have always on some level, considered research separate from teaching. The results apply to teaching practice, but I hadn’t considered how I could treat my classroom as a source of inquiry. I like the idea.
I’m happy to see this module included in the course, as I was immediately concerned about the ethical considerations of using one’s students in any research project… and there hadn’t been any mention of it until now.
I’ve recently read an article about the impact that complex presentations have on learners’ cognitive load. I frequently use animation and multimedia in my presentations to encourage student engagement. Is it possible that while increasing engagement, I’m decreasing learning? I hope not!
I happen to be in the process of pursuing a graduate degree in learning and technology, which aligns extremely well with the value represented in this exercise. As a result, the motivations listed here really resonate with me.
“I would like to (*selfishly*) share my perspective on the relationship between critical reflection and SoTL, and how critically reflecting on my own teaching practice led me to pursue SoTL as a primary area of research focus.”
“Welcome to this annotated literature resource for the Scholarship of Teaching and Learning (SoTL)! Here you’ll find helpful summaries of key literature that will support your practice or research in postsecondary teaching and learning.”