Katarina Mårtensson keynote – Significant conversations in academic microcultures

Dr. Mårtensson‘s research formed much of the foundation of the plan for the Taylor Institute. Specifically, the macro/meso/micro layers within an organization, and working with each layer in various ways to draw people into the community. Her keynote at the 2017 University of Calgary Conference on Post-secondary Learning and Teaching was great, and nicely connected many …

Continue reading “Katarina Mårtensson keynote – Significant conversations in academic microcultures”

Dr. Mårtensson‘s research formed much of the foundation of the plan for the Taylor Institute. Specifically, the macro/meso/micro layers within an organization, and working with each layer in various ways to draw people into the community. Her keynote at the 2017 University of Calgary Conference on Post-secondary Learning and Teaching was great, and nicely connected many of the threads of the conference.

Ignite sessions at UofC Conference on PostSec Learning and Teaching

We tried something new (for us) this year, and had an Ignite session during the Taylor Institute’s annual conference. It was a risk, as we had never hosted that format before, and none of the 6 presenters (for 5 presentations) had ever done an Ignite. Nevertheless, we persisted. I got talked into being the (humble) …

Continue reading “Ignite sessions at UofC Conference on PostSec Learning and Teaching”

We tried something new (for us) this year, and had an Ignite session during the Taylor Institute’s annual conference. It was a risk, as we had never hosted that format before, and none of the 6 presenters (for 5 presentations) had ever done an Ignite. Nevertheless, we persisted.

I got talked into being the (humble) host for the event, introducing the format and acting as emcee between presenters. Each presenter provided their slides earlier in the week, so I had time to smush them all into one master presentation file and apply the automatic slide progression for their decks.

Photo by Susan Cannon

I have to say – I’m extremely proud of each of the presenters. They took a HUGE risk in trying the Ignite format, and they all nailed their presentations. The audience was very supportive and enthusiastic, and that led to some great presentations as the presenters fed on the energy and vice versa. I had meant to take some photos during the session, but being the emcee made that difficult. It was amazing.

I had never hosted an Ignite session, but would do it again in a heartbeat. Thankfully, I had the opportunity to give an Ignite presentation, at the Discovery Education Network’s event at the Barley Mill back in May 2016. Dean Shareski hosted that session wonderfully, and I found myself channeling my inner Dean throughout our session.

The Ignite session format worked really well – we had 5 extremely diverse presentations – some technical, some philosophical – all in a keynote-style all-hands session, with all conference attendees gathered in the Forum to participate. I have to say – I love that conference style so much more than running 7 simultaneous tracks of longer sessions, which breaks up the community and spreads it into smaller pockets. There’s a need for broad interdisciplinary coming-together, as well as deep context-specific being-together.

Photo (I think) by Jessica Snow

Production notes from this… I sent out an intro and plan by email to the presenters a couple of weeks before the conference, outlining how the session would flow, and the technical requirements. I sent a couple of follow-up emails to make sure people felt comfortable, and to see if they had questions (and, nervously, to confirm that they were aware of the Ignite format).

All decks were created and submitted as PowerPoint files, and I created the master deck as a PowerPoint file as well. I asked presenters to stick to the 16×9 HD aspect ratio, but they were free to do whatever they wanted with their 20 slides.

There were some very minor technical glitches from combining all 5 presentations into a single deck. Each had used different themes, which meant fonts and colours were wonky in the master deck (I creatively used the “Office” default white template, to keep things neutral). Also, some slides had used background image rather than inserted images. Turns out, background images don’t survive the combinification process intact. Not a big deal, but some manual futzing and recreation of images was required. I’m sure a PowerPoint expert would laugh and say “haha! Just click the ‘don’t mess up merged presentations’ button!” (or some such). Whatever. You’re not the boss of me. Copy/paste/fix/repeat/done.

For the master presentation, I had a few slides as an “Intro” section that described the plan, described what an Ignite-ma-thingy is, and then listed the 5 presentations. Then, each presentation had a title card that I added as an untimed padding to give people a chance to get set up before hitting “GO!”. When they were ready, they gave me the signal, and I nudged to the first slide of their deck. 15 seconds later, auto-progression to the next slide, etc., through their whole deck. At the end of the 5 minutes, the presentation landed on a neutral untimed padding slide (with an abstract image), and a bell gave the signal that time was up. Quick emcee duties, transition to next presenter, and then “GO!” and they’re off! Repeat until all 5 presentations are complete.

After the presentations were finished, Natasha took over as emcee, and masterfully led the question-and-answer and discussion. I had asked the audience to take notes of things they had questions about, were inspired by, or wanted to more about as the presentations flew by, so they would be able to remember their points during the post-discussion. This worked well – giving the prompt to remember questions led some to actually make note of things they wanted to ask, which led to a fantastic discussion.

Feedback from presenters and attendees was extremely positive. I think we’ll likely be looking at trying the format again, if not expanding it in some way. Lots of ideas already…

Lessons learned: AV systems design in the Taylor Institute

We’ve been in the Taylor Institute for Teaching and Learning‘s new building for almost a year now, and it’s time to step back and reflect on what we’ve learned through that first year. The building itself is a marvel of architecture, design and technology. We’re extremely fortunate to be able to go to work there … Continue reading “Lessons learned: AV systems design in the Taylor Institute”

We’ve been in the Taylor Institute for Teaching and Learning‘s new building for almost a year now, and it’s time to step back and reflect on what we’ve learned through that first year.

The building itself is a marvel of architecture, design and technology. We’re extremely fortunate to be able to go to work there every day. It’s been a constant source of inspiration – not the building, but the amazing things that instructors, students and staff are doing within it, together, on a regular basis.

Several key design principles were used to guide the design at every stage of the process – most importantly, transparency and flexibility. The main floor of the TI is a wide open space, with lots of glass, high ceilings, and windows. The light is amazing. It feels like a space that matters, and that instructors and students matter because it’s for them.

But, designing the audiovisual systems that power the learning studios in a way to enable that kind of flexibility and transparency was a real challenge. We couldn’t just stick large displays on the walls – because many of the walls are glass – and the ones that aren’t glass are Skyfold retractable walls that get folded up into the ceiling to combine studios.

We also couldn’t install permanent floor-mounted displays, because the spaces needed to be quickly adapted for different uses and layouts – each class can use the spaces differently, and sometimes they even change the layout of the room on the fly during a class. We needed technology that would support that kind of flexibility.

We (the broader team, led by The Sextant Group) came up with “collaboration carts” – 33 standalone units on the first floor, each with a 50″ touch display mounted to a stand with wheels. They can be plugged into floor boxes throughout the learning studios, and can be easily repositioned (or removed) as needed. We’re able to do everything from presentations to active learning sessions to collaborative project work to academic conference digital poster sessions, changing the layout quickly as needed.

Here’s a basic schematic of the bits of kit that power these collaboration carts. The carts themselves are really just the 50″ display, a webcam, and an ethernet connection that sends input data to the computer that controls that cart and sends back the video signal for display on the screen. All of the computers are on another floor in the building, in a dedicated server room.

This design gives a level of flexibility I’ve never seen anywhere. Each of the 33 collaboration carts can be positioned anywhere in the learning studios on the first floor, and the system discovers where they are and routes data accordingly. The instructor (or students) can control what happens to the room from a simple Crestron panel on the podium – switching the room from “presentation mode” where the facilitator can display content from the studio PC or their own laptop, and push it to all displays in the room (including the projector and any collaboration carts that have been deployed in that studio). Participants can see the presented content up close on the nearest collaboration cart display – and this has turned out to be a wonderful benefit in line with Universal Design for Learning.

From that Crestron panel, the studio can be switched over into “active learning mode”, turning each of the collaboration carts into a standalone unit to support small group collaboration. In this mode, participants can use the carts for Skype for Business calls (although that hasn’t actually been used, aside from demos), or launch Chrome or Firefox browsers to access any web-based content or software (including Office 365, Google Docs, Prezi, Padlet, Top Hat, and various domain-specific tools including chemical molecule viewers).

The carts also have a “present media” option, that activates a Mersive Solstice Pod for wireless presentation of media (or screen sharing) from participants’ own devices. it works on macOS, Windows, iOS and Android devices, and doesn’t require a dongle or cable for people to share their work. It’s been a really powerful tool, used pretty regularly by students.

We’ve also discovered that students love having access to the studios when there aren’t classes in session. Students have colonized every square inch of the TI, and are regularly working together in the learning studios (and occasionally watching Netflix or even dragging in a PS4 to play on the big screens…) – but by and large, they actually come together to use these amazing technologies to work on projects together. I’m really glad we decided to take the risk of leaving the studios unlocked during operating hours for the TI – our initial plan had been to leave them locked when not in use by a class. We took a risk by changing that, and so far it’s been extremely successful by letting students adapt the spaces and technologies to support their own learning.

So, what have we learned about the design of the AV systems in the first year? Mostly, everything has worked as designed. With the sheer number of units in the building, of course there were failures. Thankfully, that was covered under warranty, so we were able to get replacements quickly. But, the warranties all expire at the end of this month. Gulp.

1. Evergreening. We were in the honeymoon period during the first year, with warranty periods covering everything. That’s about to expire, and we need to plan to evergreen – replacing and upgrading portions of the system each year to make sure it keeps working as needed and we’re able to incorporate new technologies.

2. Fragility. The flexibility built into the system has been absolutely incredible – empowering people to do cool things without needing much more than a quick orientation – but, the state of the tech when the building was designed meant that the level of flexibility came with a cost. There are many points of failure – often, if a collaboration cart goes down or acts up, there are literally 15 different things to check, several trips to the mezzanine floor to reboot things and tweak configurations, and eventually the tech comes back online. But which of those 15 things did the trick? When there’s a class in session, we’re not about to methodically go through 15 trips upstairs and back downstairs to verify each step. We have time to make sure cables are seated, and reboot the smallest number of devices without bringing the rest of the studio or first floor offline in the process.

In the 2 years since the systems were designed, there are already new technologies that have the potential to greatly simplify this design, reducing the reliance on interconnected systems from different vendors (and hoping the interconnection keeps working).

3. Support. We’ve come up with what I think is an ideal support model. Instructors who teach in the building have to apply for space on the TI website, and a committee reviews applications to make sure what they’re wanting to do is feasible. Once they’re approved, we assign a staff member to be their designated first contact, who then liases with the rest of the team as needed. It’s meant we can learn much more about the courses and what instructors and students are dong, while still pulling support from the various groups in the TI as needed.

We’ve also launched a “TI Learning Technologies Coaches” program – 2 undergraduate students who are available to work with instructors and students to help brainstorm strategies before or during classes, and then pull in other team members to expand that support as needed. Drawing on the experience of students has been fantastic, helping instructors to think through some of the things they’re wanting to try from the perspective of students before trying them in an actual class.

4. Stewards. Because of the extreme flexibility of the learning studios, they can be kind of a mess at the end of each day. We have 2 student “TI Stewards” who take care of the studios, resetting technologies, clearing whiteboards, moving the tables and chairs into a common default position, and helping students clear the building before it closes. This has been a huge success.

5. Letting go of control. We had initially planned to leave the learning studios locked when there was no class in session. We let go of that, and it was a huge success. We have instructors doing weird things in the building. Our initial reaction was “is that allowed?” but we’ve always wound up responding “sure! that sounds awesome! how can we help!” and as a result, we’ve had life-sized african elephants made of newspaper, or volumetric data visualizations with a raspberry pi-powered fog machine. And lots of other weirdnesses. Let go. Amazing things happen.

UCalgary conference on post-secondary learning and teaching

Our annual conference is coming up quickly – the call for proposals is open now (closing Feb 3, 2017 – less than a month away!). This is one of the things I’m most proud about. This conference has grown from a small, mostly-internal thing, to an incredible and deep conference with an amazing community vibe. … Continue reading “UCalgary conference on post-secondary learning and teaching”

Our annual conference is coming up quickly – the call for proposals is open now (closing Feb 3, 2017 – less than a month away!). This is one of the things I’m most proud about. This conference has grown from a small, mostly-internal thing, to an incredible and deep conference with an amazing community vibe. It’s now drawing participants and presenters from across Canada, and has a surprising number of international participants as well. This has become my one must-go-to event each year (which is handy, considering I work in the building and help to organize and run it) – and I would easily rank it as one of the top conference experiences I’ve ever had.

I’m looking forward to this year’s conference – May 2-3 2017 at the Taylor Institute for Teaching and Learning at the University of Calgary. The theme is “Conversations that matter”, and we’re planning some really interesting things to happen throughout the conference.

Day 1 will begin with a welcome from Dru Marshall, and then an opening plenary that will include Dawn Johnston, Leslie Reid, and Jennifer Lock (all absolute rock star Associate Deans Teaching and Learning), followed by a day of awesome sessions and a digital poster session – last year’s poster session was the most active and engaged I’ve ever seen at a conference.

Day 2 starts with a keynote by Katarina Mårtensson, from Lund University, Sweden. Katarina’s work has formed a strong part of the community model we’ve designed the Taylor Institute around, and it will be great to have her on campus. Then, more awesome sessions for the rest of the day.

You should come!

Karen Bourrier – teaching in the TI

This is cool. Karen is teaching one of her Victorian literature classes in the Taylor Institute, and redesigned the course to take advantage of the flexible space and collaborative technologies. Awesome. I can’t wait to hear more about how it goes (as well as learning from the 20 other instructors and ~2000 students working in … Continue reading “Karen Bourrier – teaching in the TI”

This is cool. Karen is teaching one of her Victorian literature classes in the Taylor Institute, and redesigned the course to take advantage of the flexible space and collaborative technologies. Awesome. I can’t wait to hear more about how it goes (as well as learning from the 20 other instructors and ~2000 students working in the TI this semester, and even more queued up for W2017!)

This semester I decided to do something a little different. I have the privilege of teaching my Victorian literature class in one of the fancy new classrooms at the Taylor Institute for Teaching and Learning at the University of Calgary. My 40-person class has six big touch screens, and as a result we’ve been able to do a lot of hands-on work in small groups leading into discussions with the whole class.

Source: Blog – Karen Bourrier

Cam-unity building

This is cool. CAM(era)-(COMM)unity. A project by the Graduate Students’ Association here at UCalgary. Not just a “create a profile and post a photo” site – but a physical token that must be passed from grad student to grad student to unlock a login to the site. An interesting way to get students to meet … Continue reading “Cam-unity building”

This is cool. CAM(era)-(COMM)unity. A project by the Graduate Students’ Association here at UCalgary. Not just a “create a profile and post a photo” site – but a physical token that must be passed from grad student to grad student to unlock a login to the site. An interesting way to get students to meet each other, and also to share information about themselves and their research.

Cam-unity project.

Source: Cam-unity | U of C project

Cam-unity building

This is cool. CAM(era)-(COMM)unity. A project by the Graduate Students’ Association here at UCalgary. Not just a “create a profile and post a photo” site – but a physical token that must be passed from grad student to grad student to unlock a login to the site. An interesting way to get students to meet … Continue reading “Cam-unity building”

This is cool. CAM(era)-(COMM)unity. A project by the Graduate Students’ Association here at UCalgary. Not just a “create a profile and post a photo” site – but a physical token that must be passed from grad student to grad student to unlock a login to the site. An interesting way to get students to meet each other, and also to share information about themselves and their research.

Cam-unity project.

Source: Cam-unity | U of C project

Computer science researchers create augmented reality education tool | UToday

This is cool. Christian’s lab has been producing some amazing tech for visualizing and interacting with human and cellular anatomy, including LINDSAY Virtual Human, and now this: Christian Jacob and Markus Santoso are trying to re-create the experience of the aforementioned agents in Fantastic Voyage. Working with 3D modelling company Zygote, they and recent MSc … Continue reading “Computer science researchers create augmented reality education tool | UToday”

This is cool. Christian’s lab has been producing some amazing tech for visualizing and interacting with human and cellular anatomy, including LINDSAY Virtual Human, and now this:

Christian Jacob and Markus Santoso are trying to re-create the experience of the aforementioned agents in Fantastic Voyage. Working with 3D modelling company Zygote, they and recent MSc graduate Douglas Yuen have created HoloCell, an educational software. Using Microsoft’s revolutionary HoloLens AR glasses, HoloCell provides a mixed reality experience allowing users to explore a 3D simulation of the inner workings, organelles, and molecules of a healthy human cell.Jacob has plenty of experience in bioinformatics as the head of the Lindsay Virtual Human Project.

By combining forces with Santoso, an Eyes High Postdoctoral Fellow with an extensive background in AR research, the pair are taking interactive education to the next level. “We’re finessing the cell right now, but eventually we will expand this software to include the entire body,” explains Jacob, who says that upscaling the project will be relatively straightforward and will eventually become a widely-used educational tool.

Source: Computer science researchers create augmented reality education tool | UToday | University of Calgary

Giant Walkthrough Brain

I was lucky to have been taken to a masters’ student seminar by Tatiana Karaman yesterday1, to see some work on a number of her related neuroanatomy projects as part of the Computational Media Design Program at the University of Calgary. Tatiana sat through a 45-minute MRI head scan in order to get high quality 3D data … Continue reading Giant Walkthrough Brain

I was lucky to have been taken to a masters’ student seminar by Tatiana Karaman yesterday1, to see some work on a number of her related neuroanatomy projects as part of the Computational Media Design Program at the University of Calgary.

Tatiana sat through a 45-minute MRI head scan in order to get high quality 3D data to work with. She took the data and made a series of slices, which she then fed into a 3D printer. The quality of the prints weren’t quite what she was looking for, so she massaged the data and fed it into a laser cutter to make more robust plastic pieces. And wrote software to let people scan QR codes on the physical slices to get more information. As one does.

IMG_1908

1xb0HvRl0J2esoyeccGspo0-NUSxKYFxre8jgspMB6w-e1405619906703But, before getting to that stage, she was involved with a project to create a virtual Giant Walkthrough Brain, based on Joseph Bogen’s design from way back in 1972. He proposed a 60-storey model of a human brain (30 storeys above ground, 30 below) to allow people to walk through the brain and see various bits up close. Strangely, that didn’t prove to be feasible. Until Tatiana and her team built it in software, using the LINDSAY virtual human data.

Jay Ingram took that 3D model on tour in 2014, presenting an interpretive tour through the brain, complete with live music by Jay Ingram and The Free Radicals (and Tatiana running the brain tour live on the big screen). It was part of Beakerhead in Calgary that year, and won the 2014 Science in Society Communication Award from the Canadian Science Writers’ Association.

Since then, the Giant Walkthrough Brain software has been updated to include support for Oculus VR:

And for use in an immersive 3D CAVE environment:

I have to say – what a fantastic student project. Innovative science. Making art. Collaborating with peers. Interdisciplinary and transdisciplinary work. Amazing.

  1. thanks, Leanne!

UCalgary ePortfolio platform

We have been doing a lot of work on ePortfolios within the Educational Development Unit. The most visible result of that work is the EDU’s in-development department ePortfolio. As we talked about what we wanted to do in order to document the activities of the department, and to connect these activities to our strategies and … Continue reading UCalgary ePortfolio platform

We have been doing a lot of work on ePortfolios within the Educational Development Unit. The most visible result of that work is the EDU’s in-development department ePortfolio. As we talked about what we wanted to do in order to document the activities of the department, and to connect these activities to our strategies and priorities, it became clear that an ePortfolio was the best way to do that. And it also became clear that we needed more flexibility than was possible in the D2L ePortfolio tool. So, we built it as a site on UCalgaryBlogs, which runs WordPress.

We learned a lot about collaboratively authoring ePortfolios in WordPress, while simultaneously supporting the D2L eP tool. The problem with the D2L eP tool is that it’s an enterprise-class tool. Apropos of nothing, the protagonist narcissistically quotes one of his own blog posts:

Enterprise Solutions kind of suck for individuals, and for small-scale innovation.

me

The use of blogging software for student ePortfolios is not new1. There are some truly fantastic examples of blog-powered ePortfolios:

Common themes for these great examples? All published openly (which is how I found out about them), and all published with WordPress. Each one looks completely different – although being published with the same underlying software, they take on the personality of the person, not the tool. Interesting. Of course, lots of people use different tools, but the range and flexibility of WordPress is impressive.

Publishing on the open internet changes how people write, giving the opportunity to formalize thinking about concepts, as well as personal reflection:

…the fundamental quality of putting one’s narrative online gave students new perspectives on how they assessed themselves.

— Nguyen, 20132.

And the nature of the ePortfolio needs to be an individual, as opposed to institutional, space:

…ownership of the ePortfolio should be solely with the student

— Roemmer-Nossek, B. & Zwiauer, C., 20133

Roemmer-Nossek & Zwiauer go on to describe three potential purposes for ePortfolios in higher education, all of which are kind of obvious and intuitive, but it’s handy to have them explicitly stated:

  1. support of individual learning (ePortfolio as process)
  2. participation in the production and publication of knowledge (presentation of content and artifacts)
  3. as a means of supporting development of ones own voice within the university (community of learners)

All three of those potential purposes are important. How best to address them? If we simply roll out The One True ePortfolio Platform™ and compel students to use it, it breaks what we know about the importance of ePortfolios as being individual and personal spaces. If we don’t provide a common platform, it has the potential to become a chaotic and unsupportable hot mess. The trick is to find the balance in the middle.

The guiding principles we are working with are that ePortfolios need to be owned by the student, that they need to be personal spaces, that they need to be flexible enough to do whatever the student needs to do in order to document their learning and to support their ongoing practice of reflection, and that the practice is grounded in current research and literature.

So, providing access to multiple ePortfolio platforms – some institutional, some personal, others completely independent of the institution – is how we believe we can best give students the flexibility to build their own ePortfolios in whatever manner makes sense to them based on their personal interests, abilities, and comfort levels.

As a result, UCalgary currently has two major components of an ePortfolio platform. We have the D2L ePortfolio tool, fully integrated into the Brightspace learning management system. And we have a more loosely integrated ePortfolio platform powered by a streamlined WordPress multisite installation.

My personal belief is that the WordPress ePortfolio platform will provide much more flexibility for students, and will also better support them as they integrate their university experience with lifelong learning – they can take the ePortfolio with them when they graduate, and use it anywhere they’d like, since it can be exported and imported easily into any WordPress instance. The eportfolio.ucalgary.ca platform is a really nice way to get started in building an ePortfolio.

The eportfolio.ucalgary.ca project is a really great example of how collaboration works in the Educational Development Unit – all of the groups came together, pitched the idea, did the research, built the tool, developed documentation and resources, and launched it. Technology Integration, Learning and Instructional Design, Educational Development. All jumping in without having to strike a Project or committee or working group. The end result is really great, and the model of collaboration is something we see all the time. Best. Team. Ever.

eportfolio.4steps

A simple, streamlined, and common platform that gives a structure or framework to help students get started. Without having to click 15 times to add something from a course. With some really good resources to help people get situated.

It’s integrated with campus systems only for authentication – there is a link within the D2L “My Tools” menu that brings students (well, anyone – it’s open to anyone in the UofC community) right into WordPress without having to login again. If they don’t use that tool link, they can login right at http://eportfolio.ucalgary.ca and use their UofC CAS account to login. Easy.

And that’s where the integration stops. Content will have to be copied/pasted or screenshot from other places, or re-uploaded within the ePortfolio. This makes publishing content an explicit act by the author, and not some magic automated tool. Everything that is added to a person’s ePortfolio is done manually, hopefully with thoughtful reflection on what, why, where, and how that content would be displayed. Automated “push this to my ePortfolio” tools short-circuit that.

And, of course, people are encouraged to find the platform that works best for them – that may be one offered by the university, or it may be something else. The goal is to support student learning, and the best way to do that is to make sure that students own their work, in whatever way is meaningful to them.

  1. MacColl, I., Morrison, A., Muhlberger, R., Simpson, M., & Viller, S. (2005). Reflections on reflection: Blogging in undergraduate design studios. Blogtalk downunder conference 2005. Retrieved from http://incsub.org/blogtalk/?page_id=69
  2. Nguyen, C. F. (2013). The ePortfolio as a living portal: A medium for student learning, identity,
    and assessment. International Journal of ePortfolio, 3(2), 135-148. Retrieved from http://www.theijep.com/past_3_2.cfm
  3. Roemmer-Nossek, B. & Zwiauer, C. (2013). Hoe can ePortfolio make sense for higher education? The Vienna University ePortfolio framework taking shape. European Institute for E-Learning, 206-214. Retrieved from http://www.eife-l.org/publications/eportfolio/proceedings2/ep2007/proceedings-pdf-doc/eportfolio-2007.pdf