Tuesday, May 3, 2016 at 1:30 pm
45-minute Interactive Workshop (Regina Room)
The Growth of Socially Mediated Teacher Professional Development – The Development of an Educational Twitter Chat
Kelly Christopherson, University of Regina
Abstract: Twitter chats have become a dynamic way for educators to connect and share, learn and develop. See how #saskedchat has evolved from it’s beginnings and the many ways it supports teacher growth.
45-minute Interactive Workshop (Wascana Room)
Integrating the Reflect Rubric into Online Learning Personal Reflection Journals for Health Professionals studying the Role of the Practitioner in Indigenous Wellness
Daniel Mittelholt, Stacey Lovo Grona and Heather Stenerson, Continuing Medical Education, University of Saskatchewan
Abstract: Designing and implementing online courses that operate in the affective domain are few and far between. Challenges occur not just with development but with measuring changes in learner attitude that come as a result of that learning environment. This workshop will focus on the evolving development of an online course whose major goal is to engender a shift in attitude among its learners. We will elaborate on the needs analysis that formed the basis of the course, the delivery of content through focused video-based stories and the use of the REFLECT Rubric, developed out of Brown University by Dr. Hedy Wald and her team. This rubric is integrated into the Blackboard Learn course: to assist the learner in writing their own reflection journals; in providing meaningful feedback to the learner on their progress towards developing “… a greater understanding of both the self and the situation so that future actions can be informed by this understanding” and in providing a viable measure of attitudinal change by the learner.
45-minute Interactive Workshop (CTL Instructional Space)
A Critical Approach to Instructional Design
Stephen Wihak and Kirsten Hansen, University of Regina
Abstract: This interactive workshop will offer opportunities to discuss some of the areas of concern around the intersection of technology and socially just teaching and learning as we attempt to answer the following question: to what extent must we all be advocates for socially just technology applications in the contemporary university?