The Teaching Challenge

The Teaching Challenge is a website built by the team at the Taylor Institute, partially inspired by the DS106 Daily Create. The goal is to provide a platform – scaffolding – to give instructors concrete projects to try in their courses. Projects can range from … Continue readingThe Teaching Challenge

The Teaching Challenge is a website built by the team at the Taylor Institute, partially inspired by the DS106 Daily Create. The goal is to provide a platform – scaffolding – to give instructors concrete projects to try in their courses. Projects can range from building some media – make a video – to more complicated things like incorporating active learning. Participants post reflections on what they’ve tried, how it worked, and share with the community. Some very cool stuff. It’s started basically as a skunkworks prototype, but is growing to become a foundation of how we do things. I believe this forms an important way for people to take risks and try new things – and, when combined with Badges and ePortfolio, provides a meaningful way to document and develop growth as a teacher.
Organized by the Taylor Institute for Teaching and Learning, the Teaching Challenge is a community hub, offering a series of online activities that serve as prompts for educators to explore techniques and to gather feedback from peers, connecting an interdisciplinary community of educators. Geared towards an interest in innovative teaching and learning methods, the initiative’s “challenges” range from incorporating student reflective writing exercises to creating podcasts or screencasts for classroom use. and The Teaching Challenge has also had a positive impact on Andrea Freeman’s career as an instructor. “Lifelong learning is about more than just increasing knowledge,” she emphasizes. “It is about becoming the best you can be. This type of peer-to-peer sharing provides insight that cannot be obtained from teaching evaluations and reinforces excellent teaching strategies. I came to the University with a strong research focus, but teaching is so much a part of our lives and the future of the University. The Teaching Challenge is a simple way for me to find better ways of engaging my students, so that I can be a more effective contributor to learning on this campus.”

Source: The Teaching Challenge I’m really proud of how this project was built – collaboration across the Learning Technologies and Learning and Instructional Design Groups, from concept through software development and prototyping, and integration with existing and emerging programs. Very cool stuff. We’re also using it as a foundation of the Taylor Institute’s new Graduate Student Certificate in University Teaching and Learning, to guide participants through the Learning Spaces and Digital Pedagogy badge (which also uses our badges.ucalgary.ca platform… I love it when a plan comes together…)

The Teaching Challenge

The Teaching Challenge is a website built by the team at the Taylor Institute, partially inspired by the DS106 Daily Create. The goal is to provide a platform – scaffolding – to give instructors concrete projects to try in their courses. Projects can range from … Continue readingThe Teaching Challenge

The Teaching Challenge is a website built by the team at the Taylor Institute, partially inspired by the DS106 Daily Create. The goal is to provide a platform – scaffolding – to give instructors concrete projects to try in their courses. Projects can range from building some media – make a video – to more complicated things like incorporating active learning. Participants post reflections on what they’ve tried, how it worked, and share with the community. Some very cool stuff. It’s started basically as a skunkworks prototype, but is growing to become a foundation of how we do things. I believe this forms an important way for people to take risks and try new things – and, when combined with Badges and ePortfolio, provides a meaningful way to document and develop growth as a teacher.
Organized by the Taylor Institute for Teaching and Learning, the Teaching Challenge is a community hub, offering a series of online activities that serve as prompts for educators to explore techniques and to gather feedback from peers, connecting an interdisciplinary community of educators. Geared towards an interest in innovative teaching and learning methods, the initiative’s “challenges” range from incorporating student reflective writing exercises to creating podcasts or screencasts for classroom use. and The Teaching Challenge has also had a positive impact on Andrea Freeman’s career as an instructor. “Lifelong learning is about more than just increasing knowledge,” she emphasizes. “It is about becoming the best you can be. This type of peer-to-peer sharing provides insight that cannot be obtained from teaching evaluations and reinforces excellent teaching strategies. I came to the University with a strong research focus, but teaching is so much a part of our lives and the future of the University. The Teaching Challenge is a simple way for me to find better ways of engaging my students, so that I can be a more effective contributor to learning on this campus.”

Source: The Teaching Challenge I’m really proud of how this project was built – collaboration across the Learning Technologies and Learning and Instructional Design Groups, from concept through software development and prototyping, and integration with existing and emerging programs. Very cool stuff. We’re also using it as a foundation of the Taylor Institute’s new Graduate Student Certificate in University Teaching and Learning, to guide participants through the Learning Spaces and Digital Pedagogy badge (which also uses our badges.ucalgary.ca platform… I love it when a plan comes together…)

We’re hiring – Learning Technologies Project Assistant

I’m hoping to add a grad or senior undergrad student to the Learning Technologies Group. This position will work closely with other members of the team, and will get to work directly with instructors who are teaching face-to-face, blended, or online courses as they integrate various learning technologies. Like consulting and collaborating with instructors who […]

I’m hoping to add a grad or senior undergrad student to the Learning Technologies Group. This position will work closely with other members of the team, and will get to work directly with instructors who are teaching face-to-face, blended, or online courses as they integrate various learning technologies. Like consulting and collaborating with instructors who are doing cool things in their courses? Like working with people from all 13 faculties and with people in key departments across campus (including, of course, the Taylor Institute for Teaching and Learning, Information Technologies, and Libraries and Cultural Resources)? Check out the TI’s Job Opportunities page (or the full job description) and apply before Oct. 6, 2017. It’s a really fun team, working with really amazing people from across the university.

OER Pilot at UCalgary

We threw the switch this morning, launching the OER pilot program. It’s a small-scale initiative, intended to support the integration of open textbooks into 10 courses within the 2017/2018 academic year. There are two branches – faculty advocacy, and project implementation. The implementation is being let by my team at the Taylor Institute, working with […]

We threw the switch this morning, launching the OER pilot program. It’s a small-scale initiative, intended to support the integration of open textbooks into 10 courses within the 2017/2018 academic year. There are two branches – faculty advocacy, and project implementation. The implementation is being let by my team at the Taylor Institute, working with the University of Calgary’s OER Faculty Advocate and his team. We’ll be hiring a graduate student to act as a research assistant for the program, who will help coordinate the various projects – hopefully 10 concurrent projects with instructors working with up to 20 undergraduate students to identify good candidate resources for use in a course, which will be reviewed by a graduate student (and the instructor) before being integrated into the course. The pilot has been designed to give full autonomy to the instructors – they have to opt into the program, and they will be working directly with the students as much as they’d like to discover and review potential OER and open textbook candidates. More info about how the program will run is available on the website, as well as the application form for instructors to sign up to participate. This first pilot program is entirely focused on adopting existing open textbooks – ideally, as a “simple” replacement of commercial resources within a course. We may be exploring adopting and authoring in subsequent stages of the program, but to start we need to keep things simple. I’ll post info to the open.ucalgary.ca website once we’ve got the 10 projects selected, with updates as the open textbooks are integrated into the courses.

Lessons learned: living with digital media systems in flexible classrooms

The Taylor Institute’s AV systems were designed to be incredibly flexible, able to adapt to changing requirements between (or even during) classes. That meant shifting from hardwired analog systems to fully digital media management to allow for software-controlled mixing and switching of signals. What people assume, when they walk into a classroom, is something basically …

Continue reading “Lessons learned: living with digital media systems in flexible classrooms”

The Taylor Institute’s AV systems were designed to be incredibly flexible, able to adapt to changing requirements between (or even during) classes. That meant shifting from hardwired analog systems to fully digital media management to allow for software-controlled mixing and switching of signals. What people assume, when they walk into a classroom, is something basically like this: You show up, plug your laptop in, and it sends stuff to the projector. And other stuff to the speakers. Simple. What we have is more like this: That’s an extremely oversimplified representation of the flow. There are many many many steps not shown. This kind of design allows instructors and students to have an incredible level of control over the media in the active learning classroom. They can push a button in the software running on the Crestron panel on the podium, and route images and audio from about a dozen input sources to about that many outputs. When it works, it’s absolutely amazing, and it feels like living in a science fiction classroom of the future. When something goes wrong, however, it can be an incredibly frustrating exercise in troubleshooting. Any of a few dozen steps between input and output could have gone awry.  Often, troubleshooting these steps involves running to the separate IT floor (most of the audiovisual gear is installed on “mezzanine” floor, making it possible to work on the equipment without disrupting classes, but making troubleshooting during classes a bit of a pain because the gear isn’t physically in the room) and doing the emergency turn-it-off-and-back-on thing. We had some fun on Friday, when the audio systems in the Forum stopped sending audio to the speakers at the beginning of a 2-hour class that was designed to rely on the microphones (audio), videos on the instructor’s laptop (audio), and a blu-ray movie (audio). So, three strikes right off the top. There had been a firmware update on a network switch a couple of weeks ago, and that apparently caused a problem that exposed a bug in the audio management software. Something about packet corruption, and network data being interpreted as audio and then being dutifully sent to the speakers. Which led to some incredibly loud moments as the giant speakers suddenly maxed out with white noise during a class. Not ideal. Thankfully, we have a great relationship with the company that installed and configured the systems, and they sent their senior tech to try to troubleshoot (while the class was still in session – rapid response times!). After some serious head-scratching, he talked to one of the vendors and determined that it was a bug in the audio management software, and that there was a beta version of the software that solved that particular bug. So, he installed the beta (on our only production audio management hardware – what could go wrong?) and the problem went away. For now. Thankfully.

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