Pre-Conference Workshops

We are pleased to offer the following six pre-conference workshops at EDC 2017. At the time of registration, you will be asked to sign-up for the pre-conference workshops that you are interested in.

Morning Pre-Conference Workshops

Wednesday, February 22, 2017 – 9:30am – 12:30pm

Pre-Conference 1A: Building an Inclusive Curriculum

Room: SSC 2315

Bianca SorberaManager, Teacher Training Programs, Humber College

Abstract: Participants will explore ways to guide faculty toward building a more globalized teaching practice and supporting international students in their classroom. A global education approach to teaching focuses on the students’ place in the world community. This focus enriches the student experience by connecting curriculum to real life and understanding the connections among people, cultures and environments. Participants will come away with ideas to help faculty apply knowledge of the intercultural contexts in higher education today. This session will include group discussions, videos, and activities to help educational developers advise faculty in adapting and expanding their teaching practice to support international higher education students.

By the end of this session, participants will be able to:

  • Discuss inclusive strategies to incorporate into their own practice

  • Reflect on classroom practices and ways to promote internationalization into the curriculum

  • Collaborate with colleagues around issues of inclusivity and diversity in the curriculum

Pre-Conference 1B: 'Here's what we do and why we're important': Creating a Teaching Centre Portfolio

Room: SSC 3317

Joe Lipsett, Educational Developer, OCAD University

Abstract: A recurring discussion at EDC conferences is how we communicate the breadth and depth of our Centre’s contributions to teaching and learning to the members of our institution. Different audiences (senior administration, faculty, Teaching Assistants, staff and students) have different needs and interests, which requires a deft mix of qualitative and quantitative evidence in an accessible, engaging format.

This hands-on, interactive workshop will explore one avenue for communicating our mandate, our programming and our impact: a Centre Portfolio. Drawing on the work of Mc Donald, J., Kenny, N., Kustra, E., Dawson, D., Iqbal, I., Borin, P., & Chan, J. in the first ever ED Development Guide on Educational Developer’s Portfolio, as well as models from different Centres (self-studies and annual reports), we will discuss and evaluate the content, structure and audiences with the goal of creating a template for our own institutionally-specific Centre Portfolio.

By the end of this session, participants will be able to:

  • Identify the needs and interests of different audiences/readers

  • Justify the inclusion of different Centre programming

  • Create a preliminary outline/template for a Portfolio tailored to their Centre

  • List a network of colleagues who can provide feedback and support on future drafts

Pre-Conference 1C: (re) Thinking Resources: Open Opportunities in Higher Education

Room: SSC 3440

Jenni Hayman, Distance Learning Program Development Specialist, and Claire Coulter, Instructional Technology Specialist, Open Learning and Educational Support, University of Guelph

Abstract: Starting with a very brief presentation on open educational practices and resources, this session will be a hands-on, small group working session. Groups (or individuals if preferred) will explore open educational resources and consider how these resources might be used in fully online, blended, or face-to-face technology enhanced learning (TEL). Participants will be asked to create a short piece of content (audio, video, text, diagram, images or any combination) that they license and post on the Internet as part of open publishing exploration. A variety of activities will be embedded in the session and there will be fun prizes for quality work.

By the end of this session, participants will be able to:

  • Define open educational practices (OEP) and open educational resources (OER)

  • Find and share at least three open educational resources related to their discipline or practice

  • Describe opportunities to use open educational practices in tuition-based courses

  • Create and publish a short piece of content using a Creative Commons license

  • Describe the importance of discernment, copyright, and accessibility in content that is found, adapted, or created

Afternoon Pre-Conference Workshops

Wednesday, February 22, 2017 – 1:30pm – 4:30pm

Pre-Conference 2A: Facilitating Discussions on Universal Instructional Design through Creative Problem Solving

Room: SSC 1504

Paula Ogg, Professor, Instructional Designer, Centre for Teaching and Learning, Sheridan College

Abstract: We know we should use inquiry-based learning strategies, yet continue to lecture. We know we should use multiple literacies, yet continue to require students to read and write. We know we should use inclusive practices, yet continue to teach to the middle. How do we urge faculty to embrace inclusive practices into their curriculum and classroom practices, not just when there is an accessibility accommodation or equity complaint?

Explore rethinking of tradition in integrating inclusive practices through the principles of universal design for learning (UDL). Examine inclusive strategies that welcome students of diverse backgrounds regardless of culture, language, race, gender, sexuality, age, socio-economics, or ability. Experience a creative problem-solving technique to facilitate discussions that create action items that translate to immediate practice as well as future planning. Exchange ideas and strategies with other participants to build a community of practice. Bring your burning questions about inclusive practices. Bring the top questions that your faculty ask you for assistance with in terms of accommodating learners. Bring a case study that feel comfortable sharing with the pre-conference group. This session furthers the conversation from EDCI 2016 on how to facilitate discussions that move the principles of Universal Design for Learning (UDL) into the curriculum and the classroom.

By the end of this session, participants will be able to:

  • Personalize the processes of designing, developing, and delivering inclusive curriculum and classroom practices

  • Practice a facilitation technique to lead discussions in creative problem-solving

  • Plan strategies to move action items into practice

Pre-Conference 2B: The Faculty Learning Outcome Assessment Framework

Room: SSC 3317

Carol Hurney, Director, Center for Teaching and Learning, Colby College

Abstract: Measuring the impact of faculty development on institutions, faculty, and students is no small task. Centers offer numerous programs in multiple formats to diverse participants. Output indicators, such as number of faculty participants, number of programs offered, and participant satisfaction, are only a part of the assessment framework. True outcomes-based assessment evidences the value of center programs not only by documenting output indicators but also, and more important, by measuring changes in the target audiences – faculty, students, and the institution. How can centers that routinely collect demographic and satisfaction information from faculty participants move past superficial evaluation methods toward more rigorous and comprehensive assessment processes?

This session explores an assessment framework that can measure the short and long-term impact of programs on faculty learning, while also helping evidence the value of our center. Instead of focusing assessment efforts on how individual programs impact faculty, the Faculty Learning Outcome framework allows a range of assessment methodologies to be applied to all center programs, opening opportunities to make meaningful comparisons of data from different types of programs, participant groups, and more. The resulting multi-tiered assessment framework aligns mission-focused Faculty Learning Outcomes (FLOs) with assessment methodologies that measure the impact programs have on faculty as they progress toward these outcomes. Participants will analyze the FLOs from their institutional contexts, develop a draft set of FLOs for their campus, and begin developing Tier I and II assessment methods. If time permits, the group will explore options for Tier III assessment instruments and methods.

By the end of this session, participants will be able to:

  • Examine the Faculty Learning Outcome Assessment Model

  • Adapt the FLO model to align with center and institutional missions

  • Develop Tier I and II assessment methods

  • Explore Tier III assessment instruments and strategies

Pre-Conference 2C: Dialogue by Design, Not Default

Room: SSC 1511

Georgia Simms, Practitioner-in-Residence, Community Engaged Scholarship Institute, University of Guelph

Abstract: Conversation is the basis of most collaborative activity. It is our most practiced, comfortable and established form of interaction. Because it is so common, it is easy to repeat familiar options when it comes to the process of convening or facilitating conversations. This session experience will highlight possibilities for disrupting the defaults when it comes to creating conversation opportunities, drawing from arts-practices including physical theatre, choreography, improvisation and dance. Engaging and interacting using applied arts-practices in the context of research, teaching and learning can open up new perspectives for educational leaders and those who regularly host opportunities for connection and conversation.

The workshop will be structured by four guiding questions:

  1. How can conversations be designed using arts-practices?

  2. What do different designs support?

  3. When does a conversation become a dialogue?

  4. How can these practices/methods inform research and teaching?

Answers to the guiding questions will be generated through experience and reflection as attendees engage with interactive, task-based processes framed by four themes: Physical Communication (spatial, temporal and sensory thinking); The Practice of Presence (ways to listen, observe and connect) Leadership and Improvisation (experimentation and response); Creative Facilitation Design (examples, techniques and tools)

By the end of this session, participants will be able to:

  • Offer design ideas and tools that are applicable and transferable

  • Increase awareness and consideration of embodied/physical forms of knowledge and communication

  • Expand the breadth of competencies for attendees and support the development of new skills, knowledge and abilities with respect to creativity, change management, relationship management, facilitation and policy development