Early in 2020, students all over the world experienced a sudden, dramatic, and unprecedented shift in their academic world. A whole semester later, we have found ourselves preparing for at least two more semesters teaching and learning in the virtual environment. Some astute instructors at Langara took the opportunity to write about their perspectives on the impact of moving to remote teaching and learning.
Our fourth contribution comes from Lucinda Atwood, Instructor in the Langara School of Management. Below, we share Lucinda’s article, “How Online Classes Made Me a Better Teacher,” an exploration of the impact of online learning on students and teachers, chock full of tips for designing and implementing your next online course.
We look forward to bringing you more perspectives. If you would like to make a contribution, please contact Jessica Kalra at firstname.lastname@example.org.
Early in 2020, students all over the world experienced a sudden, dramatic, and unprecedented shift in their academic world. Four months on, we have found ourselves finishing one semester remotely, delivering another fully online, and preparing for at least two more semesters teaching and learning in the virtual environment. At the end of the spring semester, two of our colleagues collected information to help them understand the impact of this move to remote learning.
Our second contribution comes from Cameron MacDonald in the department of Biology. Cameron has worked with his colleagues to collect and analyze data on learning before and after the shift to remote teaching. In this piece, the authors statistically evaluate performance on online assessments compared to face to face assessments.
TCDC is providing a platform for instructors and instructional staff to share their reflections, opinions, and findings. If you want to contribute a piece to the perspectives series, please contact Jessica Kalra at email@example.com.
Join us for a two part panel discussion on the history of data collection!
Register for Part 1 – NEGATIVE NUMBERS: A History of Control, Surveillance and Exclusion Pt. 1 Eventbrite link
Register for Part 2 – MISSING NUMBERS: Silence, Erasure, and the Damage of Colour-blind data Pt. 2 Eventbrite link
Many instructional faculty and staff are looking for summer PD opportunities to learn about effective online teaching practices, and TCDC is here to help.
TCDC is offering a 3-day workshop Online Course Design and Delivery at Langara. In this 3-day course, you will learn how to design an online course and engage students through effective teaching strategies and practices. You will also experience from a student’s perspective what online learning entails. Dates for this course are June 23-25, July 7-9, and August 5-7.
In addition, workshops and webinars are continually added to the TCDC/EdTech calendar at https://iweb.langara.bc.ca/tcdc/calendar/. Be sure to check this page regularly for new sessions.
Other PD opportunities you may want to consider include the following courses offered at Royal Roads University, Vancouver Community College, and BCcampus. Continue reading
In the past week, protests have erupted across the United States and in major Canadian cities in In the past week, protests have erupted across the United States and in major Canadian cities in response to the police murder of George Floyd on May 25, 2020.
Floyd’s murder follows the deaths of Breonna Taylor in March, murdered by Kentucky police, and Ahmaud Arbery in February, who was shot by white men while jogging.
In light of these recent events as well as in acknowledgement of the ongoing history of anti-Black racism, The Centre for Intercultural Engagement and TCDC invite you to join in a discussion about Robin DiAngelo’s White Fragility: Why It’s So Hard for White People to Talk about Racism. DiAngelo’s text focuses on recognizing and unlearning the behaviors and attitudes that whiteness instills.
In the foreword, Michael Eric Dyson writes,”White Fragility is a vital, necessary, and beautiful book, a bracing call to white folk everywhere to see their whiteness for what it is and to seize opportunity to make things better now.”
Please, Zoom in on Wednesday, June 24, 2020 from 1:00pm to 2:00 pm and join members of the Centre for Intercultural Engagement and TCDC to discuss Di Angelo’s book.
First 10 registrants will receive an e-book.
Asynchronous teaching, as we wrote about in our companion post The Case for Going Asynchronous is a useful approach that mitigates many barriers faced by both students and faculty in a remote learning environment. That said, asynchronous teaching is not without its challenges and drawbacks.
During this tumultuous time, students and instructors may feel isolated in a solely asynchronous context as connecting with instructors and peers in real-time can offer some routine and solace. Providing enriching experiences via discussion, feedback, and social interaction asynchronously is more challenging, but it is possible.
In late April, the colleges sent out the following message. You may have seen it:
“To support a positive learning experience for students, the college would like to remind you to use asynchronous curriculum delivery where appropriate, and to limit video usage, so as not to strain student Internet capabilities.”
Many opinions abound regarding effective online teaching. The team at TCDC is here to provide some guidance and ideas for teaching asynchronously.
When: Friday, March 13, 2020 10:30am-12:30pm
Where: Collaboration Space C203
Click here to register
Join us for the first in our series of Conversations with Indigenous Scholars. We are honoured to invite Dr. Jan Hare, Anishinaabe scholar and educator at UBC, to facilitate this important conversation.