Learning Systems

6 Questions, 10 Unique Perspectives

The University of Victoria, as with many other post-secondary institutions in BC and beyond, has a strong mandate to support high quality learning experiences for its students. To this end, administrators and instructors, who are becoming increasingly accountable to the public, are aiming to meet the needs of diverse students by improving the student experience, and increasing student engagement, flexibility and innovation in learning.  Since educational technologies used in blended and distance-learning contexts are a means of addressing these emerging student needs, The University of Victoria is committed to highlighting examples and best practices of innovative educational technology use amongst faculty as a way of encouraging a culture of teaching and learning excellence.

One strategy UVic used to build community around best practices and examples in educational technology use was to create an Online Teaching and Learning Showcase event inviting faculty to share their best practices in the use of educational technologies through interactive panels and poster sessions.  Launched in the spring of 2008, this event was very successful in creating ‘buzz’ around educational innovation, and so a second annual event, “Online Teaching and Learning Showcase 2009: Foundations for Innovation” was launched, profiling a unique discussion panel on “Online Peer Review Practices”, as well as 19 case studies of faculty members from UVic and Simon Fraser University who used educational technologies to promote student-centered learning strategies, flexible learning models, collaborative practices and online learning communities. Over 115 educators from UVic, Camosun College, Royal Roads University, Simon Fraser University, and the BC Ministry of Education attended the event. The professional conversations around innovation and student learning were very fruitful, and three umbrella themes were identified via Showcase survey results, informal feedback and taped interviews conducted during the Showcase:

• Knowledge-sharing. The opportunity and venue for instructors of different disciplines to discuss teaching and learning strategies and outcomes rated highly on the reasons to attend the Showcase. Participants noted that so much discussion takes place at the discipline level, but rarely do members of different faculties at multiple institutions have the opportunity to connect and share knowledge around innovative teaching practices. Instructors referenced terms such as “professional learning opportunities” and professional learning communities”.

• Advocacy. Instructors explained advocacy as being provided with the opportunity and support (technical, instructional, and administrative) to become more involved with piloting and implementing educational technology initiatives. Direct involvement is essential, we heard, to building motivation, exposure and ongoing participation with students, colleagues, Chairs and Deans.

• Best Practices. Instructors, especially the new adopters, indicated that they prefer concrete examples/discussion of best practices shared by other instructors. Most indicated that technology training alone isn’t sufficient, and that even though technology and pedagogy need greater coordination, instructors learn best from other instructors, rather than from faculty developers or instructional designers alone. Instructors wanted access to ‘tried and true’ teaching with technology frameworks, guidelines for curriculum design, and simple tips on how to build, teach and manage technology supported activities, especially in blended learning contexts, as understood from other faculty/instructors.

Questions:

1. What teaching and learning related issue or problem did you think this learning technology (or range of learning tools) would help you address?
2. What learning and teaching strategies are most effective with the tool or tools you used?
3. How did using this technology and related strategies impact student learning (motivation, collaboration, inquiry)?  How did they impact your curriculum or instruction (meet or change learning strategies/ outcomes/ assessment)?
4. What challenges did you or your students face and how did you address them?  What would you do differently next time?
5. What advice or recommendations would you make to other instructors who are interested in using the educational technology(ies) you used?
6. How can the LTC, Learning Systems, or UVic be of further support to your needs in teaching and learning with technology?

Participants:

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