The Teaching and Learning Innovation Digest - May 2023
Welcome to a truly special edition of the Teaching and Learning Innovation Digest! Our seventh annual academic publication has assumed an incredibly meaningful shape and form for a number of reasons. Not only did we receive an enthusiastic response with over 30 submissions via our institutional broadcast, but we also have consciously and intentionally embraced the principles of Universal Design for Learning by attempting to represent and celebrate the varied forms of expressions therein. From reflective essays, poetry, visual and performing arts, podcasts, video conversations to scholarly work, academic and applied research, news and updates, and interviews, this is truly a power-packed publication!
Welcome to a truly special edition of the Teaching and Learning Innovation Digest! Our seventh annual academic publication has assumed an incredibly meaningful shape and form for a number of reasons. Not only did we receive an enthusiastic response with over 30 submissions via our institutional broadcast, but we also have consciously and intentionally embraced the principles of Universal Design for Learning by attempting to represent and celebrate the varied forms of expressions therein. From reflective essays, poetry, visual and performing arts, podcasts, video conversations to scholarly work, academic and applied research, news and updates, and interviews, this is truly a power-packed publication!
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To begin thinking about how the roles<br />
of instructional design <strong>and</strong> learning<br />
technology factor into your teaching<br />
practice, consider this checklist<br />
of questions:<br />
Instructional Design<br />
• I have tried to experience my course<br />
as a student: to see if it is intuitive,<br />
clear, <strong>and</strong> concise.<br />
• I provide multiple means of<br />
engagement: including options<br />
for students to do either or<br />
(i.e. read or watch)?.<br />
• Materials are presented in<br />
manageable chunks <strong>and</strong> released on a<br />
predictable schedule.<br />
<strong>Teaching</strong> <strong>and</strong> <strong>Learning</strong><br />
• I provide opportunities (formal <strong>and</strong><br />
informal) to communicate <strong>and</strong> build<br />
community within my online classes.<br />
• I provide opportunities for students<br />
to feel safe <strong>and</strong> speak freely<br />
(ex. anonymous contributions).<br />
• I focus on the ‘why’ <strong>and</strong> ground my<br />
teaching strategies in theory.<br />
Educational Technology<br />
• I provide instructions <strong>and</strong> supports on how<br />
to use EdTech tools (without assuming<br />
students just know).<br />
• I take stock of the number of EdTech tools<br />
in my course, including how many require<br />
students to make an account.<br />
• <strong>The</strong> tools I incorporate are accessible <strong>and</strong><br />
inclusive to all.<br />
<strong>The</strong>se checklist questions provide an<br />
opportunity to pause <strong>and</strong> reflect on the ‘health’<br />
of faculty’s teaching practices across multiple<br />
modalities. To support continual growth in this<br />
era of teaching <strong>and</strong> learning, CFDTI is working<br />
to build upon the original Blended Online<br />
<strong>Learning</strong> <strong>and</strong> <strong>Teaching</strong> (BOLT) course <strong>and</strong> will<br />
offer a renewed version titled BOLT 2.0 in the<br />
Fall of <strong>2023</strong>.<br />
<strong>The</strong> truth is, our diverse student body entering<br />
the classroom today are radically different<br />
from those who have come before, <strong>and</strong> they<br />
dem<strong>and</strong> a change because of their ability to<br />
gather information faster than any previous<br />
generation. As facilitators, we must be the<br />
agents of change that they need by considering<br />
<strong>and</strong> adapting to the changing l<strong>and</strong>scape of<br />
education, particularly in the online domain.<br />
ILLUSTRATION<br />
Anu Shergill<br />
Student, Early Childhood Education (ECE), School of Community <strong>and</strong> Health Studies (SCHS)<br />
References<br />
80<br />
Lup<strong>and</strong>a, I. (2020, November 12). <strong>The</strong> impact of the Fourth Industrial Revolution on Higher <strong>Learning</strong><br />
Institutions. CTU Training Solutions. Retrieved February 19, <strong>2023</strong>, from https://ctutraining.ac.za/<br />
the-impact-of-the-fourth-industrial-revolution-on-higher-learning-institutions/#:~:text=<strong>The</strong>%20<br />
goal%20of%20higher%20education,societies%20by%20means%20of%20service.<br />
Principles of Flexible <strong>Learning</strong>. (n.d.). Retrieved February 19, <strong>2023</strong>,<br />
from https://camosun.ca/about/centre-excellence-teaching-<strong>and</strong>-learning/elearning/principlesflexible-learning<br />
Zhou, L., Wu, S., Zhou, M., <strong>and</strong> Li, F. (2020). ‘School’s out, but class’ on’, the largest online education<br />
in the world today: Taking China’s practical exploration during <strong>The</strong> COVID-19 epidemic<br />
prevention <strong>and</strong> control as an example. Best evid chin edu, 4(2), 501-519.<br />
“It's a fun way to portray the re/TURN to campus life by<br />
falling out of a portal! It's a sudden change, but we need<br />
to adapt in order to socialize.”<br />
81
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