Dear Member,

Early Bird Special – FREE registration
before May 20th!

This year our SALTISE program will be better than ever with over 40 exciting presentations with submissions coming from over 17 institutions, college and university, local, national and international institutions. Topics will include:  successful implementations of pedagogical and curricular innovations, ongoing educational research, educational technologies that are making a difference, and so on. The Conference program, with abstracts and timetable to come soon.

In this newsletter:

  • Registration Information
  • Pre-Conference Workshop Series
  • Information on Keynote Speakers
  • Call for nominations for The SALTISE “Best Practices & Pedagogical Innovators Award.” This is an opportunity to show your appreciation for colleagues who go beyond the traditional boundaries and have successfully used innovations in pedagogy and techno-pedagogy, thereby laying a path for us to follow.

We look forward to seeing you at the Pre-Conference Workshop Series on June 2nd and the SALTISE Conference on June 3rd!

Best wishes,
The SALTISE team

p.s.  Help us spread the word!!!

Information on the conference is being updated weekly.  Please check back frequently at:

Registration Information

Registration Fees 

Early Bird Special – FREE registration
before May 20th!

Register before May 20th to takeadvantage of the FREE registration
made available courtesy of the Entente-Canada Québec,ALPIC grant,
held by Dawson College.

After May 20th
Registration fee: $50

Onsite registration
Registration fee: $75

Students (with valid I.D.)

Pre-Conference Workshop Series

The Pre-Conference Workshop Series is BACK!
June 2nd, 2016

@ Dawson College

Join us for an array of amazing workshops (half-day & full-day options) run by leaders in the field of Active Learning research, practice and development.

Half-day workshops

Workshop #1: How to develop an active learning scenario (bilingual session)
Workshop leader: Bruno Poellhuber

Workshop #2: Leveraging Web-based Technologies to Enhance Collaborative Learning: Visual Classrooms & SMART amp

Part 1: Visual Classrooms
Workshop leaders: Kevin Lenton (Vanier College), Adamo Petosa (Dawson College); Leslie Schneider & Eric Coopey of Visual Classrooms

Part 2: SMART Amp
Workshop leaders: Rhys Adams (Vanier College), Greg Mulcair (John Abbott College); Giancarlo Brotto (SMART Technologies)

Full-day workshop

Workshop #3:  What Does it Take to Design an Active Learning Classroom?
Workshop leaders: Chris Whittaker (Dawson College), Adam Finkelstein (McGill University)

Keynote Speakers


Katerine Bielaczyc

Title: Learning from our own designs: Generating knowledge from practical implementations
 Powerful work can happen when practitioners carry out research on their own implementations of educational innovations.  In my keynote, I will discuss methodologies that support practitioners in taking an inquiry stance toward their enactments of new educational approaches.  I will also discuss tools, such as the Social Infrastructure Framework (Bielaczyc, 2006), that provide a means for analyzing the design of a classroom’s social and technical infrastructures (including learning activities, collaborative practices, and the organization of physical spaces).  Through a deeper understanding of how to learn from their own designs, practitioners can better identify implementation issues, address challenges, and generate knowledge of how to get one’s classroom onto a successful trajectory of change.

Stephen Downes  

Title: The Final Frontier: Space
Abstract: The concept of learning design is typically represented as a form of pedagogical design, to the effect that learning technology is devoted to the selection and presentation of a series or sequence of resources to support the development of a learner toward a predefined learning outcome. But while the learning design based approach is characteristic of formal learning, the bulk of learning online is informal, and rather than enter into a predefined pedagogical space, learners are seeking means to accelerate their own learning path or accomplish immediate and pressing tasks. In such cases, the learning design metaphor is inappropriate, as it is typically not timely or responsive. In the case of personal or informal learning, the learning environment is a better metaphor. But this idea of a learning space, as opposed to a learning design, is largely unexplored in instructional technology. How can we create an environment that supports the learner who needs immediate and short-term learning solutions as well as longer-term, but unpredictable, learning needs? The development of the personal learning environment is a response to this problem, and Stephen Downes explores the major issues and concepts underlying the field.


Best Practices & Pedagogical Innovators Award
The SALTISE “Best Practices & Pedagogical Innovators Award” recognizes educators who stand out as leaders in the promotion of academic excellence, use of innovative pedagogies, and support of their academic communities.

A pedagogical innovator motivates students to succeed, uses evidence-based pedagogy to implement active learning approaches in their classroom and contributes to the development of this approach through initiatives in their local setting, including providing workshops, talks, etc., to build and contribute to a community of practice.

Two Awards are available:

  1. Best Practices & Pedagogical Innovators Award for College Instructors
  2. Best Practices & Pedagogical Innovators Award for University Instructors

Applications may be in written in English or French. 

If you wish to nominate a colleague (or one of your instructors, if you are a student), please complete the following form:

DEADLINE – May 10, 2015