Educational Developers Caucus Conference 2022 Program - Educational Development in Canada: Who are we now, and what is next?
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Educational Developers Caucus Conference
2022 Program
Educational Development in Canada:
Who are we now, and what is next?
uwaterloo.ca/edcaucus
Educational Developers Caucus Conference:
Educational Development in Canada: Who are we now, and what is next?
2022 Program
Table of Contents (Please click below to navigate to sessions of interest)
Keynote: He Whakawhitinga Kōrero: Values based educational development
Wednesday, February 23, 3:00 – 4:00 p.m. E.S.T.
Congratulations to the 2021 EDC Award Recipients!
Day 1: Wednesday, February 23, 2022
Concurrent Sessions 100: 12:15 – 1:25 p.m. E.S.T.
Session 101 – Presentations
Session 102 – Presentations
Session 103 – Panel Discussion – The Messy, Imperfect Nature of EDI Work
Session 104 – Name Your Own Conference Format – Who Are We Now, and What is Next?: An Exploration of How New
Ways of Connecting During the Pandemic Served to Reshape our Personal and Professional Identities
Session 105 – Live Demonstration – Communication and Collaboration for Effective Design: Co-Developing OER Online
Modules on Dossiers
Concurrent Sessions 200: 1:30 p.m. – 2:30 p.m. E.S.T.
Session 201 – Presentations
Session 202 – Presentations
Session 203 – Panel Discussion – Supporting New Faculty Through UFV Launch
Session 204 – Name Your Own Conference Format – Gathering Lessons from the Shift to Online Facilitation
Session 205 – Hot Takes: Reorienting Librarian-ED Partnerships toward Non-Neutrality and EDI-D
Optional Regional Networking Time
West Coast Networking Time: Wednesday February 23, 4:30 p.m. – 5:00 p.m. E.S.T.
East Coast Networking Time: Thursday February 24, 10:30 a.m. – 11:15 a.m. E.S.T.
Day 2: Thursday, February 24, 2022
Concurrent Sessions 300: 11:30 a.m. – 12:30 p.m. E.S.T.
Session 301 – Presentations
Session 302 – Presentations
Session 303 – Panel Discussion – Alt-Ac in the Academy: Perspectives from Early-Career Educational Developers
Session 304 – Name Your Own Conference Format – Testing a Dynamic Social e-Reading Tool for Faculty Development
Concurrent Sessions 400: 12:45 p.m. – 1:45 p.m. E.S.T.
Session 401 – Presentations
Session 402 – Presentations
Session 403 – Panel Discussion – Non-Traditional Pathways into Educational Development: Exploring the Experiences and
Insights of Educational Developers who Have Entered the Field from Less Traditional Routes
Session 404 – Name Your Own Conference Format – The Pedagogy of Peace – A Model for Decolonization and Indigenizing Teaching and Learning Practices Showcase Videos: 2:00 p.m. – 2:30 p.m. E.S.T. Educational Developers as the Messengers of Visual Syllabi Training Hyflex TAs to Support a Modified HyFlex Teaching Approach Identifying Gaps and Enhancing Support for TAs and Graduate Students: The Evolving Role of TAGSA in 2020-21 SoTL Snapshots: Increasing the Utility and Visibility of SoTL Literature through Clear Language Summaries Concurrent Sessions 500: 2:45 p.m. - 3:45 p.m. E.S.T. Session 501 – Presentations Session 502 – Panel Discussion – Meet Us in the Circle: Ruminations on Resisting Colonial Structures as Education Developers Session 503 – Panel Discussion – Building a Community of Engaged and Confident Graduate Student Educational Developers Session 504 – Name Your Own Conference Format – Who are We Now? The Value and Values of Educational Development
Keynote: He Whakawhitinga Kōrero: Values based educational development
Wednesday, February 23, 3:00 – 4:00 p.m. E.S.T.
Meegan Hall, Te Herenga Waka–Victoria University of Wellington
Kathryn Sutherland, Te Herenga Waka–Victoria University of Wellington
In te reo Māori, the Indigenous language of Aotearoa New Zealand, the word ‘kōrero’ simply means to talk.
Placing ‘whakawhitinga’ before it, however, adds another dimension. ‘Whakawhiti’ means to make something
cross over, thereby turning a casual chat into a dialogue, a conversation where the speakers reach out to each
other to find common ground and gain greater understanding. As is often the case in te reo Māori, ‘whakawhiti’
has another meaning – to make something shine. For this presentation, we invite you into our dialogue, an
exchange of ideas, about our experiences of developing a value based and holistic approach to educational
development in our university. We hope that by sharing our stories of wrestling with notions of inclusion,
decolonisation and Indigenisation in higher education, we can illuminate a way forward for educational
developers.
Meegan Hall (Ngāti Ranginui) is Assistant Vice-Chancellor (Mātauranga Māori) at Te
Herenga Waka–Victoria University of Wellington in Aotearoa New Zealand. She provides
strategic leadership to grow engagement with Māori knowledge and people in learning,
teaching and research contexts, and supports Māori staff and Māori student
achievement. Meegan is a Principal Fellow of the Higher Education Academy and was a
founding member of the Editorial Board of the SOTL in the South journal. Her research
focuses on Māori in higher education, which combines her educational development
experience with her disciplinary background in Māori studies.
Kathryn Sutherland is an academic developer in Te Kotuinga Mātauranga, the Centre
for Academic Development, at Te Herenga Waka–Victoria University of Wellington in
Aotearoa New Zealand. Her research and practice have three main areas of focus:
academic working lives; holistic academic development; and working in partnership
with students to improve teaching and learning. Kathryn is a Principal Fellow of the
Higher Education Academy, chair of the Editorial Board for the Journal of Higher
Education Policy and Management and was a co-editor of the International Journal for
Academic Development for eight years.Congratulations to the 2021 EDC Award Recipients!
The EDC 2022 Conference Committee would like to congratulate the 2021 EDC Award Recipients, all of whom will
be presenting during the Conference.
Distinguished Educational Developer Career Award
The Distinguished Educational Developer Career Award recognizes individuals with 15+ years of service in
educational development who have made significant and lasting contributions to the field of educational
development at the local, provincial and national levels.
The winner of the 2021 Distinguished Educational Developer Career Award is:
Dr. Erika Kustra
Associate Professor, Department of Psychology
Director, Centre for Teaching and Learning
University of Windsor
Educational Developer Leadership Award
This award recognizes individuals who have demonstrated exceptional leadership skills working on a teaching and
learning project or initiative that benefits the educational development community.
The winners of the 2021 Educational Developer Leadership Award are:
Lindsay Brant
Educational Developer, Centre for Teaching & Learning
Queen’s University
Dr. Patti Dyjur
Academic Lead, Learning Technologies and Design
Taylor Institute for Teaching and Learning
University of CalgaryWednesday, February 23, 2022
Concurrent Sessions 100: 12:15 – 1:25 p.m. E.S.T.
Session 101 – Presentations
101a – CRICKET: An OER for Educational Developers
Carolyn Ives, Thompson Rivers University
Catharine Dishke Hondzel, Thompson Rivers University
Diane P. Janes, Thompson Rivers University
In May of 2019, Thompson Rivers University (TRU) offered its first version of a week-long course (re)design
workshop. Recognizing we had been primarily using resources from other institutions, we opted to create
resources specific to TRU through a one-day facilitated writing sprint. We believed that a one-day sprint would be
sufficient to create a few course design resources that TRU faculty could use, both for face-to-face and online
course creation and revision. But we were wrong.
The project grew from being conceptualized as a few stand-alone documents to being imagined as a large online
open educational resource for educational developers, instructional designers, and teaching faculty. While the
benefits of OERs for students have been thoroughly investigated (Hendricks, Reinsberg, & Rieger, 2017; Jhangiani
et al, 2018), they are still relatively unstudied for faculty use. Moving beyond offering resources simply for course
design, we decided to create an OER that encompasses three main areas of curriculum planning and design:
composition, mapping, and alignment of learning outcomes at the course, program, and institutional levels; choice
and alignment of instructional strategies and learning activities; and alignment of outcomes assessment at all
levels. We divided into three teams and got to work. While the OER—now called CRICKET, or Course Renewal in a
Kit—is still in progress, after several planning meetings and full-day working sessions, we are ready to release it
into the world.
In this presentation, we will share the CRICKET OER, and session participants will have an opportunity to explore
its various features. By the end of the session, participants will be able to do the following:
• Explore the features of CRICKET;
• Assess the value of CRICKET for their own contexts;
• Share CRICKET with others from their own institutions, if desired; and
• Consider contributing a learning activity, assessment, or grading tool to CRICKET.
The session is relevant to the theme of Fundamentals of Educational Development because the resource relates to
core educational development work. It also aligns with the theme of Research and Innovative Practices as the
resources is both open access and licensed as creative commons, so it also has the potential to transform how
course design and curriculum planning happens both within TRU and in other institutions that may choose to
adopt this resource for their own use.
Takeaways
• Participants will be able to explore the CRICKET OER and use its resources in their own contexts.
• Participants will be invited to contribute to the resource as well
ReferencesHendricks, C., Reinsberg, S., & Rieger, G. (2017). The adoption of an open textbook in a large Physics course: An analysis of cost, outcomes, use, and perceptions. The International Review of Research in Open and Distributed Learning, 18 (4). http://dx.doi.org/10.19173/irrodl.v18i4.3006 Jhangiani, R. S., Dastur, F. N., Le Grand, R., & Penner, K. (2018). As good or better than commercial textbooks: Students’ perceptions and outcomes from using open digital and open print textbooks. The Canadian Journal for the Scholarship of Teaching and Learning, 9 (1). https://doi.org/10.5206/cjsotl-rcacea.2018.1.5
101b – Course Design Institutes à la carte: The Benefits, Challenges, and Possibilities of
Condensed Online CDI Formats
Christie Stewart, University of Guelph
Sara M. Fulmer, University of Guelph
The COVID-19 pandemic provided opportunities and challenges when answering the following questions about
the fundamentals of educational development: What key features can we take from a traditional intensive, in-
person course design institute (CDI) and implement into a condensed online CDI? How can we balance the
valuable components of a traditional CDI, including community and shared reflection, with instructors’ needs for
flexible programming?
During this session, participants will reflect on “what’s possible” with designing and facilitating condensed online
CDIs through our discussion about the CDI formats we trialed in 2020-2021, and collaboratively brainstorm the
future of CDI models, including how to implement effective components of CDIs in different formats.
CDIs are multiday, intensive programs that offer instructors the tools, time, and collegial support to (re)design
courses. Deviating from our standard 4-day, in-person CDI, we trialed two CDI models in 2020-2021: consecutive
two-day workshop (6 hours of synchronous meetings), and non-consecutive two-day workshop (3 hours of
synchronous meetings). As a key element of CDIs is building community and shared reflection (Johnson et al.,
2017), synchronous meetings were used for collaborative sharing and feedback. Between meetings, faculty
worked asynchronously through guided workbooks to explore evidence-based practices, reflect on their teaching,
and develop course plans (Dabbagh et al., 2018; Johnson et al., 2017).
The overall schedule of workshops followed an evidence-based backwards and integrated course design sequence
(Wiggins & McTighe, 2005), with separate workshops on general course design, assessment, and teaching and
learning activities. Workshops were self-contained, so instructors could attend any or all the workshops.
The online, condensed CDIs increased accessibility and participation. Participants valued opportunities to connect
and receive peer feedback, indicating that we successfully incorporated some valuable features of a traditional CDI
in this format. Challenges included the requirement of significant asynchronous, independent work and limited
time for ongoing reflection.
Takeaways
• Flexible, 2-day CDI offerings with a combination of synchronous and asynchronous learning had increased
participation, and a wider range of participants in different teaching roles, compared to our “traditional”
4-day CDI model.
• Session feedback from CDI participants indicated that they valued the opportunity to connect, share
challenges, and problem solve with other instructors, as well as receive peer feedback about their
teaching ideas, indicating that we were able to achieve some of the key features of a traditional CDI in this
condensed, online format.
• The shift to online CDI’s provided us with an opportunity to create comprehensive course design planning
workbooks and resources that could be used by instructors to engage with the CDI asynchronously. These
resources reside on our OTL’s website and are accessible for ongoing use by instructors and for adaptation
by other institutions.
References
Dabbagh N., Marra, N., & Howland, J.L. (2018). Meaningful Online Learning: Integrating Strategies, Activities, and
Learning Technologies for Effective Designs. London: Routledge.
Johnson, T. A., Holt, S. A., Sanders, M., Bernhagen, L., Plank, K., Rohdieck, S. V., & Kalish, A. (2017). Metacognition
by design: How a course design experience can increase metacognition in faculty. To Improve the Academy, 36,
117-127.Wiggins, G., & McTighe, J. (2005). Understanding by Design. Association for Supervision and Curriculum Development, Alexandria, VA.
101c – Student Collaboration in Course (Re)Design
Jessica Riddell, Bishop’s University
Matthew Dunleavy, Maple League of Universities (Acadia, Bishop’s, Mount Allison, & St. Francis Xavier)
Cécilia Alain, Bishop’s University
In this presentation, we share an intervention in pandemic pedagogy (cf. Smith and Hornsby, 2020) that aimed to
engage students as partners in the design of COVID classrooms. The rapid move to online instruction caused a
shift in traditional positions of expert and learner, whereby faculty members moved from mastery of their field
and teaching space into learner positions. In the middle of the global pandemic, we were guided by Paulo Freire’s
advice in Pedagogy of the Oppressed to “begin with the solution to the teacher-student contradiction” (p. 5). In
the design of this program in the context of COVID, we saw an opportunity to deploy students as partners in the
co-design of COVID classrooms; we were informed by the work of Students as Partners (SaP), including spaces
where the reversal of traditional paradigms would lead to student-centered innovation.
In June 2020, Bishop’s University hired 23 students as Online Learning and Technology Consultants (OLTCs) to help
faculty prepare for Fall 2020. In addition to training in SaP literature, our OLTCs were trained in empathetic design,
pandemic pedagogy, High-Impact Practices, and authentic learning design. After their training—which included
online modules, simulations, faculty mentorship, and technology training—the program launched in July 2020.
Following the success of the SaP model for course design during the Bishop’s pilot, the Business + Higher
Education Roundtable (BHER) provided support to expand the program across the other three institutions that
make up the Maple League of Universities (Acadia, Mount Allison, and St. Francis Xavier). In this presentation we
will share the program’s impact on students, faculty, and the institutions more broadly across the first two phases
of the project.
Participants will leave this session able to recognize the benefits of engaging undergraduate students directly in
our work as educational developers. In addition to staking a claim that students are our partners on campus, this
presentation offers an insight into cross-institutional collaboration as we worked across four institutions, three
provinces and two time zones to mobilize for Phase II.
Takeaways
• Student voices need to be centered when making decisions of course (re)design and adaptation for
different modalities.
• Student-as-Partners offers a model of collaboration that challenges typical hierarchies and offers a
transformative experience for students, faculty, teaching staff, and educational developers.
• This work is not easy, it challenges faculty and teaching staff to put aside their preconceived notions of
course design and position themselves as learners
References
Darling-Hammond, L., & Hyler, M. E. (2020). Preparing educators for the time of COVID... and beyond. European
Journal of Teaching Education, 43(4), 457–465. https://doi.org/10.1080/02619768.2020.1816961
Freire, Paulo (2018). Pedagogy of the Oppressed. London: Bloomsbury Publishing.
Mercer-Mapstone, L., Dvorakova, L. S., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E.,
Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education.
International Journal for Students as Partners, 1(1), 1–23. https://doi.org/10.15173/ijsap.v1i1.3119
Openo, J. (2020). Education’s response to the COVID-19 pandemic reveals online education’s three enduring
challenges. Canadian Journal of Learning and Technology, 46(2). https://doi.org/10.21432/cjlt27981Smith, H. A. & Hornsby, D. (2020). Towards a pandemic pedagogy: Power and politics in learning and teaching. https://www.academia.edu/42930012/Towards_a_Pandemic_Pedagogy_power_and_politics_in_learning_and_te aching
Session 102 – Presentations
102a – The Real World of Educational Development
Jason Openo, Medicine Hat College and Athabasca University
Ursula Franklin survived a Nazi concentration camp, and after the war she earned a PhD in experimental physics
before immigrating to Canada where she became the first woman to be honored with the title of University
Professor by the University of Toronto. Franklin’s concerns focused on the quality of our lives affected by science
and technology, and she took action to help solve the problems created by technology and make the world a
better place. In 1989, Franklin delivered her CBC Massey Lecture series, The Real World of Technology, and
Franklin’s technology as practice provides a theory for understanding how teaching is being transformed and the
practice of educational development within the gig economy.
Franklin defines technology as practice as the models that underlie our thinking and surround our discussions
about technology. Technology is both fish and water, means and end, ideology, and experience. Educational
technology is transforming teaching from a holistic technology to a productive technology (now being called
unbundling), and the de facto role of the academic educational technologist is finding ways to make technology-
based improvements happen and achieve scale.
As academic programs become modularized, the need for traditional faculty roles operating within standard
academic programs may become minimized. The ever-increasing integration of technology could mean that some
courses and microprograms are offered without a human instructor. Learning opportunities requiring no faculty
development could be complemented by numerous for-profit professional development micro-credentials that
already exist in the marketplace. It is also conceivable that some teaching and learning centers could be
outsourced as “entrepreneurial” instructional designers or contingent faculty develop educational development
modules that are licensed by institutions for the purpose of additional labour savings. The technological trends
Franklin identified provide a uniquely Canadian view that intimate a dark future for educational development, as
well as how to resist.
Takeaways
At the end of this session, attendees will be able to:
• Describe Franklin’s conception of technology as practice in relation to the unbundling of postsecondary
education.
• Evaluate educational technologies in terms of ideology and its potential impact on educational
development.
• Prepare defense strategies for educational development from the encroach of the gig economy
References
Bass, R., & Eynon, B. (2017). From unbundling to rebundling: Design principles for transforming institutions in the
new digital ecosystem. Change: The Magazine of Higher Learning, 49(2), 8-17.
Franklin, U. (1990). The real world of technology. CBC Enterprises.
Kezar, A., DePaola, T., & Scott, D. T. (2019). The gig academy: Mapping labor in the neoliberal university. Johns
Hopkins University Press.
Selwyn, N. (2014). Distrusting educational technology: Critical questions for changing times. Routledge.
Veletsianos, G., & Moe, R. (2017, April 10). The rise of educational technology as a sociocultural and ideological
phenomenon. Educause Review. https://er.educause.edu/articles/2017/4/the-rise-of-educational-technology-as-
a-sociocultural-and-ideological-phenomenon102b – Curating Online Teaching and Learning Resources to Support Faculty and Students
Alysia Wright, University of Calgary
Patti Dyjur, University of Calgary
Developing online teaching and learning skills requires sustained resources, training opportunities, and
professional development offerings related to pedagogy, technology, and course design (Martin et al., 2019;
McGee et al., 2017). Since March 2020, educators and educational developers have been engaged in emergency
remote teaching. As we transition to high-quality, sustainable approaches to online learning, there is a need to
curate and organize the multitude of online teaching and learning resources available. By curating online learning
resources, educational developers are better able to support instructors as they explore how to integrate
principles of high-quality online learning into their pedagogical and disciplinary approach (Klein & Falk-Krzesinski,
2017; Martin et al., 2019; Zinger et al., 2017).
In this presentation, we discuss the findings from a research study about faculty development in online learning.
This study resulted in three significant recommendations:
• Create immersive faculty development programs for teaching and learning online,
• Establish multiple pathways for engaging online learning content, peers, and capacity-building, and
• Offer robust, dedicated instructional and technological support to advance the capacity of academic staff
to design and deliver high-quality online courses.
To address the third recommendation, we share a model for curating resources and supports for online teaching
learning. The model can be used by educational developers to create instructional design toolkits, workshops, and
formal teaching development programs. Alternatively, the model can be used to inform consultations with
faculties that are seeking to create their own digital resources to support online learning.
By the end of this session, participants will learn how to:
• Curate existing teaching and learning resources about pedagogy, technology, and skills development for
online learning,
• Support the development of new teaching and learning resources by educators, students, and support
staff, and
• Collaborate with faculty to create a digital resource page to house the curated resources and supports.
Takeaways
• Curating and showcasing teaching and learning resources is an important component of supporting high-
quality online learning in higher education.
• Collaborating with faculty to design customized resources is a great way to build partnerships and capacity
• Best practices from face-to-face instruction can be adapted for use in online learning and educational
developers have the opportunity to curate these resources and specialized online learning resources for
faculty development.
References
Klein, J. T., & Falk-Krzesinski, H. J. (2017). Interdisciplinary and collaborative work: Framing promotion and tenure
practices and policies. Research Policy, 46(6), 1055-1061.
Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course
design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34-43.
McGee, P., Windes, D., & Torres, M. (2017). Experienced online instructors: Beliefs and preferred supports
regarding online teaching. Journal of Computing in Higher Education, 29(2), 331-352.Zinger, D., Tate, T., & Warschauer, M. (2017). Learning and teaching with technology: Technological pedagogy and teacher practice. In D. J. Clandinin & J. Husu (Eds.), The SAGE Handbook of Research on Teacher Education (pp. 577-593). SAGE Publications.
102c – Development and Application of a Framework for Choosing, Using, and Designing
Extended Reality Learning Applications for Post-pandemic Learning
Lynn M. Long, University of Waterloo
Avgoustos Tsinakos, International Hellenic University
In 2020, the authors set out to assess the short and long-term impacts of the Covid-19 pandemic, first on
education in general, and then, on extended reality (XR) as a learning technology. Drawing on research by the UN
(2020), UNESCO (Carretero et al., 2021), Mayer (2009), Bates (2019), and mid-pandemic researchers (Bol, 2020; da
Silva et al., 2019a; da Silva et al., 2019b; Pereira et al., 2020), while also being mindful of Universal Design for
Learning (UDL) Principles, the authors developed a three-part framework of best practices to guide instructors and
developers in making pedagogically sound XR learning applications accessible in pandemic and post-pandemic
learning environments (Long & Tsinakos, 2021).
This presentation will focus on the foundational research and application of the first framework component, the
Best Practices for Choosing XR Learning Applications… which aimed to
• refine the framework,
• provide a model for those considering how to apply the framework in their own learning environment,
and
• develop a practical guide for instructors choosing XR learning applications during and after the pandemic
(Long & Tsinakos, 2021).
Subsequent work to apply and refine each component of the framework is ongoing.
Objectives
• Familiarize participants with short- and long-term pandemic impacts on education generally and on XR as
a learning technology
• Outline the process and result of applying the first framework component.
• Highlight ongoing work
Takeaways
• The Covid-19 pandemic has had both positive and negative impact on education generally. Impacts
include magnified educational inequities (UN, 2020; Carretero et al., 2021) and a shift in expectations
regarding what education will look like moving forward (Contact North, 2020).
• Assessment of the pandemic’s impact on XR as a learning technology indicated increased exploration of
XR to replace unavailable experiential learning opportunities (Ahied et al., 2020; De Ponti et al., 2020;
Indelicato, 2021), positive impacts on student performance and engagement during remote learning when
XR was implemented well, but potential negation of these positive impacts due to poor technology
selection and failure to apply sound pedagogical principles (Nesenberg et al., 2021; Radianti et al., 2020).
• As educators contemplate how to combine the “best of the old” with the “best of the new” to provide
overall superior learning experiences, it is important that they do so with these pandemic impacts in mind,
strategically planning to design activities that are equitable for all learners in all learning formats. In the
context of choosing, using, and designing XR educational technologies, this can only happen if educators
are committed to identifying and being guided by research-informed best practices (Nesenberg et al.,
2021; Radianti et al., 2020).
• Drawing upon research undertaken by the UN (2020), UNESCO (Carretero et al., 2021), Mayer (2009),
Bates (2015), and mid-pandemic researchers (Bol, 2020; da Silva et al., 2019a; da Silva et al., 2019b;
Pereira et al., 2020) while also being mindful of Universal Design for Learning (UDL) Principles, the authors
developed a three-part framework of best practices to guide instructors and developers in makingpedagogically sound XR learning applications to collaboratively facilitate equitable learning opportunities
for post-pandemic learners (Long & Tsinakos, 2021).
• Subsequent efforts to apply each framework component aim to refine the framework but also provide a
model for those considering how to apply the framework in their own learning environments (Long &
Tsinakos, 2021).
References
Ahied, M., Muharrami, L. K., Fikriyah, A., & Rosidi, I. (2020). Improving students’ scientific literacy through distance
learning with augmented reality-based multimedia amid the covid-19 pandemic. Indonesian Journal of Science
Education, 9 (4), 499–511. https://doi.org/10.15294/jpii.v9i4.26123
Bates, A.W. (2019). Teaching in a Digital Age – Second Edition. Vancouver, B.C.: Tony Bates Associates Ltd.
Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/
Bol, T. (2020). Inequality in homeschooling during the corona crisis in the Netherlands. First Results from the LISS
Panel. https://doi.org/10.31235/osf.io/hf32q
Carretero Gomez, S., Napierala, J., Bessios, A., Mägi, E., Pugacewicz, A., Ranieri, M., Triquet, K., Lombaerts, K.,
Robledo Bottcher, N., Montanari, M. & Gonzalez Vazquez, I. (2021) What did we learn from schooling practices
during the covid-19 lockdown (EUR 30559 EN), Publications Office of the European Union.
http:/doi.org/10.2760/135208
Contact North. (2020, August 4). A new pedagogy is emerging... and online learning is a key contributing factor.
Teach Online. https://teachonline.ca/tools-trends/how-teach-online-student-success/new-pedagogy-emerging-
and-online-learning-key-contributing-factor
Craglia M. (Ed.). (2020) Artificial intelligence and digital transformation: early lessons from the covid-19 crisis. EUR
30306 EN, Publications Office of the European Union, Luxembourg, http://doi.org/:10.2760/166278
Contact North. (2020, August 4). A new pedagogy is emerging... and online learning is a key contributing factor.
Teach Online. https://teachonline.ca/tools-trends/how-teach-online-student-success/new-pedagogy-emerging-
and-online-learning-key-contributing-factor
Craglia M. (Ed.). (2020) Artificial intelligence and digital transformation: early lessons from the covid-19 crisis. EUR
30306 EN, Publications Office of the European Union, Luxembourg, http://doi.org/:10.2760/166278
da Silva, M. M., Roberto, R., Radu, I., Smith Cavalcante, P., & Teichrieb, V. (2019a). Why don't we see more of
augmented reality in schools? 2019 IEEE International Symposium on Mixed and Augmented Reality Adjunct
(ISMAR-Adjunct). https://doi.org/10.1109/ismar-adjunct.2019.00-61
da Silva, M. M., Teichrieb, V., & Smith, P. (2019b). What are teachers needs concerning augmented reality digital
authoring tools? Anais Dos Workshops Do VIII Congresso Brasileiro De Informática Na Educação (CBIE 2019).
https://doi.org/10.5753/cbie.wcbie.2019.1452
De Ponti, R., Marazzato, J., Maresca, A. M., Rovera, F., Carcano, G., & Ferrario, M. M. (2020). Pre-graduation
medical training including Virtual Reality during COVID-19 pandemic: A report on students’ perception. BMC
Medical Education, 20(1). https://doi.org/10.1186/s12909-020-02245-8
Di Pietro, G., Biagi, F., Costa, P., Karpiński Z. & Mazza, J. (2020) The likely impact of covid-19 on education:
Reflections based on the existing literature and international datasets (EUR 30275 EN) Publications Office of the
European Union. http://doi.org/10.2760/126686
Long, L. & Tsinakos A. (2021). Modelling the Application of Best Practices for Choosing Extended Reality Learning
Applications in the Covid-19 Context. In T. Bastiaens (Ed.), Proceedings of Innovate Learning Summit 2021 (pp.
108-122). Online, United States: Association for the Advancement of Computing in Education (AACE). Retrieved
November 16, 2021 from https://www.learntechlib.org/primary/p/220279/.Mayer, R. E. (2009). Multimedia learning. New York (United States): Cambridge University Press. https://doi.org/10.1017/CBO9780511811678 Nesenbergs, K., Abolins, V., Ormanis, J., Mednis, A. (2021) Use of augmented and virtual reality in remote higher education: A systematic umbrella review. Educational Sciences 11(1), 8. https://doi.org/10.3390/educsci11010008 Pereira, L., da Silva, M., Roberto, R., Teichrieb, V., & Smith Cavalcante, P. (2020). Virtual playground: An augmented reality application to improve English learning. 2020 22nd Symposium on Virtual and Augmented Reality (SVR). https://doi.org/10.1109/svr51698.2020.00027 Radianti, J., Majchrzak, T., Fromm, J. & Wohlgenannt, I. (2020) A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda, Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778 United Nations (2020). Policy brief: Education during covid-19 and beyond. https://www.un.org/sites/un2.un.org/files/sg_policy_brief_covid-19_and_education_august_2020.pdf
Session 103 – Panel Discussion – The Messy, Imperfect Nature of EDI Work
Panelists
Melanie-Anne Atkins, Western University
Heather Campbell, Western University
Beth Hundey, Western University
In recent years, Educational Developers have paid greater attention to the role of Equity, Diversity, Inclusion, and
Decolonization (EDI-D) in our work. Some of us are motivated to embed EDI-D into our practices because of
external demands, while others see EDI-D as a confirmation of our current or aspirational values. Experts wisely
tell us why EDI-D work is difficult to practice:
• It is messy, imperfect, and uncomfortable (Tuck & Yang, 2012).
• We must be willing to be vulnerable (Joseph & Kriger, 2021) and make mistakes (Stein et al., 2021).
• This requires time and acceptance of a perpetual work in progress (Stein, 2020).
• We must take action before we feel ready, as our racialized colleagues are unfairly burdened with this
work (Ahmed, 2012).
In this panel discussion, we draw back the curtain on our own experiences leading EDI-D work to examine: What
does it actually feel like to sit with this discomfort? What systems of ethics and accountability do we draw on to
decide when we should step us vs. when we should decline EDI-D work? What facilitation skills are needed (e.g.,
Parker & Smith Chambers, 2005)? How do we respond when we make a mistake? How does the mess and time of
EDI-D work impact our day-to-day lives? Our aim is to help participants see that they, too, are ready to take on
EDI-D work by discussing what it means to be brave (e.g., Brown, 2018). Using a storytelling and reflective
approach, panelists will share examples of EDI-D work from their context that demonstrate the lessons from the
literature described above (30 minutes). Attendees will then be invited to participate in Q&A (20 minutes) before
leaving with a list of reflection questions to guide their own EDI-D journeys.
During this panel, participants will be invited to:
• Describe their motivation for beginning EDI work
• Recognize their ‘stumbling blocks’ to continuing EDI work
• Consider the meaning of bravery in EDI work
• Choose their next brave action.
Takeaways
This session will provide attendees with concrete examples of EDI-D work in a Canadian context, both from the
perspective of white-settler and racialized educational developers.
Attendees will also receive personal reflection questions to take away from the session, including:
• What does it mean to be brave in EDI-D work?
• Can you name a time when you shied away from EDI-D work because it was messy? Uncomfortable?
Imperfect? Your responsibility?
• What is the next brave action that you need to take, personally, in your EDI-D journey?
• Who will support you in taking that action?
• Who can you support in taking their next brave action?References Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Duke University Press. https://doi.org/10.1515/9780822395324 Brown, B. (2018). Dare to lead. Vermilion. Joseph, J. & Kriger, D. (2021). Towards a decolonizing kinesiology ethics model. Quest, 73(2), 192-208. https://doi.org/10.1080/00336297.2021.1898996 Parker & Smith Chambers (2005). The anti-racist cookbook: A recipe guide for conversations about race that goes beyond covered dishes and kum-bah-ya. Crandall Dostie & Douglass Books. Stein, Ahenakew, Jimmy, Andreotti, Valley, Amsler, & Calhoun. (2021). Developing stamina for decolonizing higher education: a workbook for non-indigenous people. https://decolonialfuturesnet.files.wordpress.com/2021/03/decolonizing-he-workbook-draft-march2021-2.pdf Stein, S. (2020). ‘Truth before reconciliation’: The difficulties of transforming higher education in settler colonial contexts. Higher Education Research & Development, 39(1), 156–170. https://doi.org/10.1080/07294360.2019.1666255 Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), Article 1. https://jps.library.utoronto.ca/index.php/des/article/view/18630
Session 104 – Name Your Own Conference Format – Who Are We Now, and What is
Next?: An Exploration of How New Ways of Connecting During the Pandemic Served to
Reshape our Personal and Professional Identities
Mark Morton, University of Waterloo
Mary Power, University of Waterloo
Monica Vesely, University of Waterloo
As Etienne Wenger has proposed, learning is not just a matter of acquiring information and skills but also a
process of “negotiating a productive identity with respect to the various communities of practice that constitute
this landscape.” Indeed, how we see ourselves as individuals – and as educational developers – informs us of our
interactions and collaborations which, in turn, determines how we come together as a community.
Our session will examine this question of identity by considering how pre-existing associations and communities
supported our coming together during the pandemic, and how new modes of connecting emerged during the shift
online interactions. We will then explore whether these different ways of connecting altered our sense of identity
as individuals and as groups of colleagues. We will also examine if these changes led to enhanced support of and
collaboration with our colleagues or if they diminished such capacity. Finally, we aim to answer: How do we retain
the best of our experiences as we move forward as educational developers?
We will engage our colleagues in a guided conversation that explores:
• the impact of technology on shaping our online interactions
• the nature of our connections with others during the pandemic
• the representation of our authentic selves when interacting online
• the impact of frequent and obligatory online interactions on the separation and/or integration of personal
and professional
• carry-over of impacts into post-pandemic common practices and ways of being
By examining responses to these questions, we aim to uncover:
• how the participants’ sense of self has changed
• how the participants’ perceptions of others have changed
• whether we can identify these changes and retain the best of them
Through this guided conversation, we hope to raise awareness of our identity as individuals and as educational
developers, and any efficacious changes that arose during the move to online interactions necessitated by the
COVID-19 pandemic.
Takeaways
• Changes in how we are able to interact with colleagues (as with the pandemic-precipitated pivot to
working remotely) impact our sense of self and our representation of self both personally and
professionally.
• Conventional wisdom is that we should seek a work/life balance, which suggests that work and life should
be kept separate. But perhaps there are ways of integrating our “work self” and our “home self” that can
result in a more authentic sense of self and a more comfortable representation of self.
• Video-based meetings via platforms such as MS Teams or Zoom provide an opportunity for us to share
aspects of our personal life or home life with others. Some people embrace this opportunity while others
reject it – both approaches are fine but should be undertaken thoughtfully (that is, with an awareness of
how each approach will impact one’s representation of self).References University of Brighton. 2013, November 6. Dr Etienne Wenger: Learning in landscapes of practice [Video]. YouTube. https://youtu.be/qn3joQSQm4o
Session 105 – Live Demonstration – Communication and Collaboration for Effective
Design: Co-Developing OER Online Modules on Dossiers
Samantha Chang, University of Toronto
Cristina D’Amico, University of Toronto
Michal Kasprzak, University of Toronto
Kristin Brown, University of Waterloo
Joanne Lieu, University of Toronto
Sara Mazrouei, Ryerson (X) University
Karyn Olsen, Ryerson (X) University
Toben Racicot, University of Waterloo
Nada Savicevic, Ryerson (X) University
The four-module series “Developing Your Teaching Dossier” aims to help graduate (research and professional)
students and post-doctoral fellows explore and articulate their teaching experience for careers in and outside of
academia. The series is co-developed by five institutional partners: Ryerson (X) University, University of Toronto,
University of Waterloo, University of Windsor, and Western University, with funding from the eCampusOntario
Virtual Learning Strategy (VLS). The aim of this 50-minute interactive session is twofold: first, to showcase the
asynchronous modules of the “Developing Your Teaching Dossier” series—both its content and technical design;
and second, to discuss the communication and development process for a large team of subject matter experts,
graduate students, developers, and consultants.
Participants will explore the design and technical framework, including H5P capability, integrations of 5R’s of Open
Educational Resources, engagement with UDL principles, prioritization of EDIA (equity, diversity, inclusion, and
accessibility) practices, and sharing capability. We will discuss the key strategies for developing the module
content, such as, ensuring that graduate student voices remain centerstage, that exemplars offer disciplinary
representation and encompass different levels of teaching experience, and that key themes (e.g., transferable
skills) are emphasized across the series. We will also highlight how this resource can be used in teaching and
learning centre training programs, graduate student professional development initiatives, and career exploration
curricula. Finally, we will delve into the communication strategy and development process that allows us to
collaborate and share collective expertise.
The project was a partnership of many people, lived experiences, and expertise coming together to weave a
narrative for professional development programming. By the end of the session, participants will be able to (1)
identify effective strategies for communicating and collaborating with partners from multiple institutions and
units and (2) examine key considerations when designing resources intended for different contexts.
Takeaways
• Versatile OER development requires a clear understanding of our partners' intended use and technical
structure.
• Effective communication strategy for multi-institution and unit collaborations considers choice, mode, and
frequency.
• Successful graduate student resources should include graduate student voices and experiences in every
development phase.
• The four-module Developing Your Teaching Dossier series will be available for institutions to integrate into
their teaching development and pedagogy programs for graduate students and postdoctoral fellows.Concurrent Sessions 200: 1:30 p.m. – 2:30 p.m. E.S.T.
Session 201 – Presentations
201a – When Pandemic Strikes, CLPE Unites! Our Experiences of COVID-19 Micro-Credential
Development
Brandon Sabourin, Red River College Polytechnic
Alex Kozelko, Red River College Polytechnic
Cora Chojko-Bolec, Red River College Polytechnic
Jo-Anne Spencer, Red River College Polytechnic
Harmeet Grewal, Red River College Polytechnic
A micro-credential is a certification of assessed learning that is additional, alternate, complementary to, or a
component of a formal qualification (Colleges & Institutes Canada, 2020). In 2020, Manitoba’s healthcare workers
required a means to enhance their skills and meet the demands of the COVID-19 pandemic. Red River College
Polytechnic responded rapidly to support this need, and we as educational developers and instructional designers
in the Centre for Learning and Program Excellence were called upon to extend the scope and scale of micro-
credential development. In this session, we will share how we partnered with the Province of Manitoba, Shared
Health Manitoba, and internal stakeholders to expand our scope of practice through the development of six
micro-credentials for the healthcare sector (Province of Manitoba, 2020; Treble, 2021). We will share our
development process and some unique elements of the projects. Our experiences demonstrate how we
positioned ourselves to affect change (Grupp & Little, 2019) and how our traditional ED practice will continue to
evolve beyond the pandemic.
Learning Outcomes
• List the elements of RRC Polytech’s micro-credential guiding principles to promote academic quality.
• Identify ways the development teams supported one another throughout a rapid design process to
develop micro-credentials of urgent need.
• Explain how the scope and impact of ED work was transformed by undertaking rapid micro-credential
development.
Our presentation connects to the “Community and Partnerships” conference theme. Our work was collaborative
across several college departments as well as the Government of Manitoba, Manitoba Shared Health, and other
stakeholders. As educational developers and instructional designers, we prioritized relationships with stakeholders
to ensure the micro-credentials would satisfy the needs of industry partners in a rapidly changing COVID-19
context. The experiences we unpack in this presentation continue to inform the ways in which we position
ourselves when approaching collaborative projects.
Takeaways
• Micro-credentials often require collaboration with external stakeholders that have not traditionally been
partnered with EDs and is part of the evolution of ED practice currently underway.
• Institutes of applied learning (i.e., polytechnics) are being recognized for their agility in providing
responsive, high-quality teaching and learning solutions; this will require a re-think of the definition of
community within ED practice.References Colleges & Institutes Canada. (2020). The status of microcredentials in Canadian colleges and institutes: Environmental scan report. Retrieved from https://www.collegesinstitutes.ca/policyfocus/micro-credentials/ Province of Manitoba. (2020, December 10). Province and Red River College partner to protect Manitobans, launch new micro-credential course for COVID-19 immunizers [Press release]. Retrieved from https://news.gov.mb.ca/news/index.html?item=50014&posted=2020-12-10 Treble, P. (2021, September 17). This college created a vaccination administration course in just two weeks. Macleans. Retrieved from https://www.macleans.ca/education/this-college-created-a-vaccination-administration- course-in-just-two-weeks/ Grupp, L. L., & Little, D. (2019). Finding a Fulcrum: Positioning Ourselves to Leverage Change. To Improve the Academy, 38(1). https://doi.org/10.3998/tia.17063888.0038.103
201b – A Journey Through Academic Transformation. Destination: Course-Based Registration
Cora Chojko-Bolec, Red River College Polytechnic
Jim Hounslow, Red River College Polytechnic
Alex Kozelko, Red River College Polytechnic
Brandon Sabourin, Red River College Polytechnic
Jo-Anne Spencer, Red River College Polytechnic
Red River College Polytechnic (RRC Polytech) is undertaking significant academic transformation as it transitions
from a program-based registration model to course-based registration (CBR; Red River College Polytechnic, 2021).
Academic transformation involves a re-examination of teaching and learning within institutions that can include
exploring new modes of program delivery and increasing connections to industry and the workforce (Educause,
2015). CBR supports equitable access to college programs by letting students choose the course load for which
they have the financial and personal resources to manage, addressing situational and institutional barriers to adult
learning (MacKeracher, Suart, & Potter, 2006). This change in program delivery provides the ability to meet
growing needs for training and upskilling. (Drewes & Meredith, 2015) Implementation of the CBR project has
prompted an evolution in core services EDs provide to support programs through curriculum revision, program
mapping, and credit reallocation (Grupp & Little, 2019).
This presentation will explore our experiences as EDs and change agents from the Centre for Learning and
Program Excellence (CLPE) as we support all departments undertaking CBR. Using a range of CBR projects from
across different programs, we will identify insights gained. We will share reflections of our successes and
challenges and highlight areas for growth and advancement of the ED role in a Canadian polytechnic.
Learning Outcomes
• Explain how academic transformation is being achieved through the CBR project at RRC Polytech.
• Identify the role and influence of EDs in academic transformation projects.
• Compare the role of RRC Polytech EDs in relation to your own role and to the core services of an ED.
This presentation bridges two conference themes: Fundamentals of Educational Development and Research and
Innovative Practices. CBR is a fundamental part of ED work at the CLPE, and our work involves several of the
fundamental services of EDs across Canada including curriculum development, faculty mentorship, and
administrative guidance. Second, this presentation shows innovative practices as it is the first time RRC Polytech
EDs have shared with the EDC community. As a newer centre, the CLPE is finding its place within the educational
development community and embracing RRC Polytech’s new identity as a polytechnic institution.
Takeaways
• The CBR project at RRC Polytech requires a unique blend of traditional Educational Developer practice,
along with agile project management and change management skills.
• The Centre for Learning and Program Excellence at RRC Polytech is new to the Educational Developer
community and is excited to contribute to the community through practices-sharing and practice-based
research.
References
Red River College Polytechnic. (2021). Course-based registration. Retrieved from https://www.rrc.ca/course-
based-registration/
Educause (2015, November 4). 7 things you should know about leading academic transformation. Educause.
Retrieved from https://library.educause.edu/-/media/files/library/2015/11/eli7126-pdf.pdf
Grupp, L. L., & Little, D. (2019). Finding a Fulcrum: Positioning Ourselves to Leverage Change. To Improve the
Academy, 38(1). https://doi.org/10.3998/tia.17063888.0038.103MacKeracher, D., Suart, T., & Potter, J. (2006). State of the field report: Barriers to participation in adult learning. Retrieved from http://en.copian.ca/library/research/sotfr/barriers/cover.htm Drewes, T., & Meredith, T. (2015, September 25). If at first you don't succeed. Toward an Adult Education and Training Strategy for Canada. IRPP. Retrieved from https://irpp.org/research-studies/if-at-first-you-dont-succeed/
201c – A Framework for Expanding Evaluation and Reporting Practices of Educational
Development Programs: Evidence from an Environmental Scan of Canadian and International
Practices
Evan Ripley-McNeil, University of Windsor
Erika Kustra, University of Windsor
Educational developers (EDs) increasingly need to evaluate their programming for reporting and program
enhancement (Raffoul et al., 2021), but the techniques tend to be limited by lens, tradition, and resources (Hines,
2017). This burden has highlighted the need for additional supports to maintain effective quality assurance and
enhancement within educational development (ED) settings (Kolomitro & Anstey, 2017; Openo et al., 2017). The
adoption of performance indicators and metrics from other higher education institutions has been a recurrent
international trend (Moya et al., 2017), which emphasizes the need for a synthesis of current practices, for
educational developers in Canada to have new perspectives and approaches.
This presentation has two aims: (1) to illustrate the prevailing evaluation and reporting practices of educational
developers, and (2) to offer new and innovative approaches for evaluation and reporting to enhance the quality of
these practices. The presentation will be informed by an ongoing research initiative exploring both Canadian and
international approaches to meeting accountability demands and pressures for ongoing enhancement. A
conceptual framework depicting both current and new approaches will be acutely relevant to both new and
experienced EDs. A conceptual framework depicting both current and new approaches will be acutely relevant to
both new and experienced EDs.
The presentation links directly to the conference theme, examining “Who are we?” through the fundamental
process in educational development evaluation and then exploring “What is next” through disseminating
alternative methods.
Attendees of this presentation will be able to:
• Describe the current research surrounding issues with accountability demands and metrics
• Explain the traditional methods to evaluation and reporting for ED
• Discuss the conceptual framework for evaluation including both traditional and newer approaches
Takeaways
• Metrics typically used to evaluate educational development activities do not tell the whole story and are
poor indicators of teaching and learning quality by themselves; new approaches are important.
• Educational developers are progressively involved in activities such as Indigenization, Decolonialization,
Anti-Black Racism that are integral to the betterment of higher education institutions, but that raise new
lenses for evaluation as traditional methods are limited
• Educational developers will need to adopt new methods for quality enhancement
References
Hines, S. R. (2017). Evaluating centers for teaching and learning: A field‐tested model. To Improve the Academy,
36(2), 89-100.
Kolomitro, K., & Anstey, L. M. (2017). A survey on evaluation practices in teaching and learning centres.
International Journal for Academic Development, 22(3), 186-198.
Moya, B., Turra, H., & Chalmers, D. (2019). Developing and implementing a robust and flexible framework for the
evaluation and impact of educational development in higher education in Chile. International Journal for
Academic Development, 24(2), 163-177.You can also read
