Recap of SALTISE 2013 Conference:
Thank you to our sponsors and host:
- The MELS partners
- AYVA, McGraw-Hill Education, Pearson,SMART
- Cominar, McGill Bookstore, Mighty Leaf Tea, Small Dog Communication
- Dawson College, John Abbott College, Vanier College
- CCDMD (Centre collégial de dévloppement de matériel didactique): http://www.ccdmd.qc.ca
- La Vitrine Technologie-Education: http://ntic.org/
- Profweb- the Quebec College Crossroad for IT integra- tion: http://www.profweb.qc.ca/en
- Cegep@distance: http://www.cegepadistance.ca
- Teaching and Learning Services-Mcgill: http://www.mcgill.ca/tls/
Chris Buddle, McGill University (AYVA-SALTISE award for excellence and innovation in pedagogy)
Edward Awad, Vanier College (SALTISE award for excellence and innovation in pedagogy)
Murray Bronet, John Abbott College (SALTISE award for excellence and innovation in pedagogy)
Chris Whittaker, Dawson College (Shifting Minds National Award from the C21 Canada)
2013 SALTISE Conference Keynote Speakers
Professor Kapur is Head of Learning Sciences Lab (LSL) at the National Institute of Education (NIE) of Singapore and an Associate Professor in the Curriculum, Teaching and Learning (CTL) Academic Group. He received his doctorate in instructional technology and media from Teachers College, Columbia University in New York where he also completed a Master of Science in Applied Statistics. He also has a Master of Education from the NIE and a Bachelor of Mechanical Engineering (Honours) from the National University of Singapore.
He conceptualized the notion of Productive Failure and used it to explore the hidden efficacies in the seemingly failed effort of small groups solving ill-structured problems collaboratively in an online environment. His current research extends this line of work across the modalities of classroom settings in Singapore.Professor Kapur will talk about his research, which focuses on three critical areas of pedagogical change: (1) working to understand student understanding, (2) developing representational practice for making knowledge and processes visible for reflection, and (3) engaging in pedagogical moves that support students’ inquiry.
Professor Slotta teaches at the Department for curriculum, Teaching, and Learning and the Centre for Science, Mathematics, and Technology Education at the University of Toronto, OISE. He received his doctorate in Cognitive Psychology from the University of Pittsburgh, Pennsylvania; Masters of Science in cognitive psychology, University of Massachusetts, Amherst. His research employs technology-enhanced learning environments to investigate cognitive models of learning and instruction. He’s developing a new pedagogical model called “Knowledge Community and Inquiry” (KCI), where students in a classroom work together to create a persistent knowledge resource, which then serves as a source of materials and inspiration to subsequent inquiry projects. He has been the principle and co-principal investigator on numerous grants both in Canada, USA and Europe. Among these include the following internationally acclaimed projects: Science Created by You, the European Union; Logging Opportunities in Online Programs for Science (LOOPS): Student and Teacher Learning; Technology-Enhanced Learning in Science (TELS); to list a few. Professor Slotta is World Technology Award Winner in the category of Education and in 2006 was named a Canada Research Chair in Education and Technology. He writes extensively about the interplay between technology, pedagogy, and community, and lectures internationally.
Yannis A. Dimitriadis
Professor Dimitriadis teaches at the Telematics Engineering at the University of Valladolid, Spain. He is also coordinator of the GSIC/EMIC (Group of Intelligent and Cooperative Systems/Education, Media, Information and Culture) research group, since 1994, an inter-disciplinary team of more than 20 researchers from the fields of Telematics, Computer Science and Pedagogy.
Besides his technical background, Prof. Dimitriadis’ main research interest is the support of Technology-enhanced learning activities and especially in Computer Supported Collaborative Learning, through both conceptual and technological tools. His main contributions concern the field of Learning Design or Scripting, through the proposal of the Collaborative Learning Flow Patterns, the Collage authoring tool and the Glue! architectural framework that covers important parts of the CSCL life cycle (design, deployment, enactment and evaluation). He has also contributed in Interaction Analysis, through a mixed evaluation approach and multiple field studies in real teaching and learning environments. Recently, he has been involved in the Classroom Orchestration field and its definition in conceptual terms, as well as in the extension of previous proposals in ubiquitous learning environments that include Web and Augmented Reality spaces.
Professor Laferrière teaches in the Department of Studies in Teaching and Learning at l’Université Laval. She received her doctorate in Education from Boston University, Boston. She is an associate researcher at the Institute for Knowledge Innovation and Technology (IKIT) at the University of Toronto, and an associate researcher with the Centre francophone d’informatisation des organisations (CEFRIO), a knowledge transfer organization dedicated to the use of digital tools in organizations.
Her research activities focus on networked learning environments with particular emphasis on teacher-student(s) interactions and peer interactions as electronically linked classrooms become reality in elementary and secondary schools as well as in faculties of education and post-secondary education, in general. And, has written extensively on ways that teacher education and professional development may be conducted: orientation documents, case studies, technical and research reports, articles, and book chapters.Prof. Laferrière was the leader of the research theme “Educating the Educators” within the TeleLearning Network of Centres of Excellence (NCE Canada). She is currently the director of CRIRES, a multi university research center on successful schooling. She has been president of the Canadian Association for Teacher Education (CATE/CSSE), and the president of the Canadian Education Association (2001-2002). Recently, she was the coordinator of CATE SIG Technology and Teacher Education.
Professor Poliquin, after completing his studies in microbiology, genetics and cellular biology ( Ph.D., 1984) at the University of Montreal, worked as a research associate first at the Department of Biochemistry at McGill University and at the Department of Biological Sciences, UQAM.He has been a professor at UQAM since 1989. In 1995, Prof. Poliquin participated in the transformation of the Biology B.Sc. program at UQAM turning it into the first completely Problem Based Learning (PBL) undergraduate sciences program in Canada. Since then the program has become a model world-wide of how an institution can implement a program-wide change in pedagogy, graduating students with a broader range of life and learning skills. With this success, Prof. Poliquin has given numerous workshops on how to design and incorporate problem-based learning in college and university courses across many institutional settings. He has been the director of undergraduate studies in his department. In addition, he conducts research in the area of virus/host cell interactions – specifically, cellular and molecular mechanisms determining the evolution of an infection and the possible release of pathologies.
2013 Conference Program
June 10th Workshop Day
(morning and afternoon sessions)
Morning Sessions (9:00-12:15)
1. Designing for Productive Failure
Manu Kapur – Head of the Learning Sciences Lab at the National Institute of Education of Singapore
- When is the right time to provide students with support for learning? What structure should such scaffolding take? These are some of the driving questions posed by Dr. Kapur’s notion of “Productive Failure.” This provocative idea proposes delaying instructor’s immediate feedback or explanation in favour of promoting students’ own thinking, which helps them draw on prior knowledge. In doing so, students can produce deeper and more meaningful understandings, which is particularly important for complex and ill-structured problems that are common in college and university classes.
- This workshop will introduce participants to the concept of productive failure; allow for an in-depth discussion and provide time for participants to design a classroom activity within their discipline.
- Recommendation: This workshop is best suited for participants with a moderate knowledge of constructivist (active learning) pedagogies. Intermediate level.
2. Confidence Builder: Designing basic active learning activities
Rob Cassidy – Pedagogical Counsellor in the Office of Instructional Development at Dawson College
Anna-Liisa Aunio – Professor of Sociology at Dawson College
Selma Hamdani – Psychology professor, Dawson College
- Turning a lecture into a learning activity can be a daunting task. Doing it effectively requires some support and feedback. In this introductory level workshop you’ll bring your ideas about your learning objectives and start designing basic activities that place your students squarely in the centre of the learning process. This workshop is ideal for those who are just beginning the process of designing learning activities and would like some helpful pointers and constructive feedback on that process.
- Recommendation: This workshop is a good way to prepare for the afternoon workshop on “Orchestration”.
Afternoon Sessions (13:45-17:00)
1. Classroom Orchestration: Creating effective scenarios for active learning
Yannis Dimitriadis – GSIC/EMIC research group, University of Valladolid, Spain
Jim Slotta – Canada Research Chair in Education & Technology, Department for curriculum, Teaching, and Learning at OISE
Chris Whittaker – Science Program Coordinator Dawson College, co-coordinator Active Learning Classroom project
- A major question arising from the implementation of active learning is: How do we organize – or orchestrate – the classroom, to maximize learning? The effectiveness and sustainability of active learning practices depends on effective scenarios that recognize the complex classroom ecosystem, integrate multiple activities and tools, and that work across multiple social planes and contexts. Orchestrating such multiplicity demands a holistic perspective and flexibility in the use of technological or conceptual tools. This workshop, lead by international scholars in the field of orchestration and one of our local advocates, will open wide these ideas, engage participants in a discussion, and get participants working together to design some tools they can use in their classrooms.
- Recommendation: This workshop is designed for instructors who have begun to seriously use active learning activities and now looking for a better way to coordinate across activities. Ideal participants are teachers using active learning classroom spaces.
2. Inquiry-based Science: Creating your own active learning lessons
Murray Bronet – Professor of Chemistry at John Abbott College
Sean Hughes – Professor of Chemistry at John Abbott College
Silvia d’Apollonia – Biology professor, Dawson College
- This workshop is designed for Chemistry & Biology faculty who wish to implement, transform, create, and encourage active student engagement within the Chemistry & Biology classroom. Participants will learn how to best design an activity that would maintain student interest and be consistent with the course content objectives. The activity to be collectively designed by the participants will be based on a scaffolding approach to learning where students build on previous knowledge to advance in the activity, and work in groups/teams to benefit from a social constructivist approach. Participants in this workshop will leave with an activity in hand to use in their classroom. Please join us!
- Recommendation: This workshop is geared towards chemistry & biology teachers who have wanted to roll up their sleeves and finally be involved in producing an active lesson from beginning to end.
June 11th Conference Day
(3 plenary sessions, 3 presentation sessions, 1 poster session- with posters on display all day)
8:45-10:00 Opening remarks & Plenary Session: Manu Kapur, “Changing the Practice of Teaching ” Location: Dawson Theatre
Session 1 (10:15-11:15)
1.1 Best Practices of the Dawson ALC Teachers
Suzanne Kunicki (Dawson) – Collaborative knowledge building
Chris Roderick (Dawson) – Knowledge visualization using the SMART board
Chris Whittaker (Dawson) – Bringing “active engagement” to active learning
1.2 Active Learning Initiatives at the University Level
Alice Cherestes, Gale Seiler & Terry Wan Jung Lin (McGill) – Preparing Peer Learning Facilitators for teaching in the MALL (MacDonald Active Learning Lab)
Claire Trottier & Sylvie Fournier (McGill) – More thinking, less cookbook: redesigning an undergraduate immunology lab course
Melanie Wilson & Neil Price (McGill) – An Interactive Blended Approach to Aquatic Ecology
1.3 The Great Debate: What do we need to know about using technology in Education?
Vivek Venkatesh (Concordia)
Bob Bernard (Concordia)
Manu Kapur (National Institute of Education of Singapore) – Discussant
1.4 Developing Web-based Tools to Promote Active Learning
Ahmed Ibrahim (McGill) – ALERTS project: Implementations of Inquiry-based instruction
Joe Dent (McGill) – Web-based tools for learning Cell & Molecular biology
Nick Morfopos (McGraw Hill) – The First and Only Adaptive Reading Experience Designed to Transform the Way Students Read
Session 2 (11:30-12:30)
2.1 Designing Activities for Active Learning [presentations in French]
Jean-François Brière (Dawson) – Distributed problem solving
Yann Brouillette (Dawson) – Pour une chimie encore plus vivante (Making chemistry experiments come alive)
Mylène Saucier (Dawson) – How to bring active learning to a technical program
2.2 Preparing Your Students to Learn: Techniques that support active learning pedagogies
Roberta Silerova (John Abbott) – Starting with the basics: Using clickers to facilitate peer instruction
Maria Bannert & Christoph Sonnenberg (University of Wuerzburg, Germany) – Promoting learning through student’s self-created metacognitive scaffolds
2.3 How Research Can Inform Practice & Design of learning environments
Roger Azevedo (McGill) – Using Advanced Learning Technologies to Enhance 21st Century Skills: Promises and Pitfalls
Susanne Lajoie (McGill) – Teaching and Learning through Technology Rich Learning Environments
2.4 Designing and Using Videos in Active Learning
Roxane Millette (John Abbott) – Creating short tutorials using a Smartboard
Elizabeth Janik (Champlain) – Producing videos as instructional strategies
Greg Mulcair (John Abbott) – An easy start to blended learning with video lessons
12:30 – 13:30 Lunch
13:45 -14:45 Afternoon Plenary Session: Jim Slotta (OISE) & Yannis Dimitriadis (GSIC/EMIC), “An international perspective on new models of learning and teaching ”
Location: Dawson Theatre
Session 3 (15:00 -16:00)
3.1 Supporting Active Learning Communities
Kathy Morrison (Dawson) – The role of community in transforming teaching
Adam Finklestein (McGill) – Teaching and learning experiences in ALCs
Jim Sparks (Champlain) – Building awareness of active learning among college instructors
3.2 Using Public & Private Spaces for Learning
Murray Bronet & Suzanne Black (John Abbott) – WhiteBoards in the Chemistry Classroom
Kevin Lenton & Rhys Adams (Vanier) – Taking Ownership of Learning Using Graphical Tablets
Silvia d’Apollonia, Suzanne Kunicki (Dawson) & Murray Bronet (John Abbott ) – Connected Science
3.3 Moving beyond the content: What does it take to design for learning [presentations in French]
Radhi Mhiri, Maarouf Saad, Vahé Nerguizian (L’École de technologie supérieure, UQAM) – Le E-Lab prolonge les horizons des travaux de laboratoire au-delà des limites conventionnelles
Samuel Fournier St-Laurent (Collège Ahuntsic) & Bruno Poellhuber (UdeM) – Lancement du projet: les conditions d’utilisation des classes d’apprentissage actif ayant un effet sur la motivation, l’engagement cognitive et l’apprentissage
3.4 New Solutions for Teaching Science
Michael Dugdale (John Abbott) & Sameer Bhatnagar (Dawson) – DALITE: A new way of thinking about “peer-instruction” & learning science
Takayoshi Sampson & Michael Hilke (McGill) – (iOLM) iterative Online Learning Machine
Jim Slotta (OISE) & Yannis Dimitriadis (GSIC/EMIC) Discussants
Closing Keynote Session: Thérèse Laferrière (Université Laval) & Laurent Poliquin (UQAM), “The Quebec Experience with large scale Pedagogical initiative/ the future of Technopedagogie”