tag:blogger.com,1999:blog-69211738561870688892024-02-20T10:15:24.724-07:00Educational Technology ProfessorReflections from a female professor trying to balance life in and beyond the academyGirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.comBlogger187125tag:blogger.com,1999:blog-6921173856187068889.post-20132551881591724182023-05-04T06:38:00.002-07:002023-05-04T06:38:17.681-07:00A Graphic Approach to Re-Imagining the Doctoral Dissertation<p>In the past five years, I have posted several blogs to track the conversation about emerging forms of the doctoral dissertation that go beyond the long-form monograph [Manuscript Based, <a href="http://girlprof.blogspot.com/2023/03/expanding-dissertation-acknowledging.html" target="_blank">Mar 2023</a>], [<a href="http://girlprof.blogspot.com/2022/05/examples-of-manuscript-based.html" target="_blank">Examples MBD, May 2022</a>], [<a href="http://girlprof.blogspot.com/2020/05/latest-exploration-of-future-of.html" target="_blank">Future of Dissertation, May 2020</a>], and [<a href="http://girlprof.blogspot.com/2017/03/exploring-future-of-doctoral.html" target="_blank">Innovative Dissertations, Mar 2017</a>].</p><p>Canadian Association for Graduate Studies has a great site on Rethinking PhD Profiles [<a href="https://cags.ca/category/projects/rethinking-profiles/" target="_blank">CAGS, URL</a>] that tracks across disciplines from 2016 - 2019. In the 2022 CAGS Task Force Report on Excellence in Graduate Programs [<a href="https://cags.ca/cags-publications/" target="_blank">URL</a>], a key recommendation is that Graduate Schools/Programs "allow and promote flexibility in the nature of the dissertation". CAGS (2022) highlights that "interdisciplinary research pushes hard on the norms of what constitutes a traditional dissertation and defence, and highlights flexibility as key to an excellent program" (p. 5), especially in light of the diverse careers that increasingly diverse doctoral students aim to pursue. <br /><br /></p><p>The latest contribution to this discussion comes from Cailynn Klingbeil in University Affairs, "<a href="https://www.universityaffairs.ca/features/feature-article/research-re-imagined/" target="_blank">Research re-imagined: As academics experiment with the graphic novel form, their research is reaching – and influencing – new audiences</a>" (May 3, 2023). In this essay, Klingbeil graphically illustrates the many innovative examples of knowledge engagement emerging from doctoral research in the English department at the University of Calgary, from interdisciplinary research on human biology at the University of Alberta, and from stories of Holocaust survivors at the University of Victoria, to name a few.</p><p>A current resource at my own university focuses on the <a href="https://grad.ucalgary.ca/current-students/thesis-based-students/thesis/non-traditional-thesis">Non-traditional thesis</a>, Faculty of Graduate Studies. This site describes a non-traditional thesis as one that encompasses a wide variety of research endeavours, from Applied, to Creative, Digital, Entrepreneurial, Experiential, Innovative, Integrated, to Practical. Non-traditional theses can include diverse outcomes / outputs.</p><p>As we move forward, I invite colleagues to interrogate the use of "alternate" and "non-traditional" as if these diverse forms of expression from doctoral research are somehow "other". </p><br /><p><br /><br /></p>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-35548332183840496112023-03-16T10:07:00.001-07:002023-03-16T10:07:08.288-07:00Expanding the Dissertation - Acknowledging Multiple Research Endeavours, Forms, Representations and OutputsIn earlier blog posts, I have shared <a href="https://girlprof.blogspot.com/2022/05/examples-of-manuscript-based.html" target="_blank">examples of the Manuscript-based dissertation</a> and shared examples from the <a href="https://girlprof.blogspot.com/2017/03/exploring-future-of-doctoral.html" target="_blank">Exploring the future of the doctoral dissertation</a> session - from a noir detective novel to a graphic dissertation. A new resource at my own university focuses on the <a href="https://grad.ucalgary.ca/current-students/thesis-based-students/thesis/non-traditional-thesis" target="_blank">Non-traditional thesis</a>, Faculty of Graduate Studies. This site describes a non-traditional thesis as one that encompasses a wide variety of research endeavours, from Applied, to Creative, Digital, Entrepreneurial, Experiential, Innovative, Integrated, to Practical. Non-traditional theses can include diverse outcomes / outputs.<div><div><br /><div>In this blog post, which I am interested in expanding as I encounter new expressions, I share multiple forms and diverse representations of the doctoral dissertation.</div><div><br /></div><div>The first, <a href="https://youtu.be/wZvUNIHxWic" target="_blank">Dance Your PhD</a>, is by Senarath Yapa, in which his dissertation is a<span style="font-family: GraphikRegular; font-size: 16px;"> mini-musical about superconductivity, told through the medium and performance of swing dance.</span></div></div></div>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-83867481953336660492023-03-11T12:05:00.006-07:002023-03-11T12:05:54.047-07:00Online Learning Communities as Subversive Activity<h3 style="text-align: left;"><b>Online Learning Communities as Subversive Activity: <br /></b><b>Countering Isolation & Silos in Graduate Supervision</b> [<a href="https://www.youtube.com/watch?v=lqKT0PzbJBU">YouTube</a>]</h3><div><div>It was fun to prepare this webinar about quality graduate supervision and an online course that colleagues and I have been collaborating on for years. <br />
<p>Key to student thriving in graduate school is mentorship from an effective graduate supervisor. Graduate supervision is a complex and demanding mentoring, advising, and teaching role and responsibility. Effective supervisors can be the difference between masters and doctoral students completing their degrees or leaving the program. Unfortunately, too many professors are on their own when developing supervision skills on the job. Timely and flexible access to online faculty development on graduate supervision helps faculty to navigate the many complex issues and situations that can arise while mentoring diverse graduate students and increase their agility in responding to changes, such as the pandemic pivot to online supervision. Michele is leading a research team that designed and offered the Quality Graduate Supervision MOOC to academic researchers from across faculties and departments at six Canadian universities. The MOOC offers an online community of practice for graduate supervision that enables faculty to transcend isolated disciplinary silos to interact and learn with diverse colleagues across faculties and institutions via tailored learning conversations, peer engagements and goal setting activities. Michele will describe how supervision pedagogy can be enhanced and transformed when faculty have opportunities to engage with diverse peers and rich resources in transdisciplinary online communities of practice focused on effective graduate supervision.</p><p><br /></p>
<p>The CIHE Speaker Series supports the dissemination of higher education research and scholarship, and brings together a community of higher education experts, practitioners, and graduate students throughout the academic year. </p><p> CIHE Speaker Series events are free and open to the public [<a href="https://www.oise.utoronto.ca/cihe/cihe-speaker-series/" target="_blank">URL</a>]. </p></div></div>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-76484072812556124032022-09-09T13:15:00.033-07:002023-11-14T06:45:51.610-07:00Complex Conversations: Exploring Indigenous Identity Policy Development in Post-Secondary InstitutionsThis blog will be regularly updated with the growing collection of essays, commentary and reports exploring Indigineity and Indigenous identity-verification in Post-Secondary, along with a growing concept of pretendians. I am interested in this line of inquiry and plan to follow the ongoing conversations and policy making underway to further the important and vital work of expanding Indigenous engagement, representation and influence in the academy given the 94 recommendations of the Truth and Reconciliation Commission in Canada. It is interesting to see the critical genealogical work, led by Indigenous Women, and by groups such as NoMoreRedFace, who shared information on social media in late 2020 to provide "detailed and deeply researched threads investigating the claims of individuals who had leveraged their Indigenous identities for prestige and profit (Cyca, 2022 - see article below). It is also of interest given the involvement of a dear colleagues, Dr. Jackie Ottman, president of First Nations University. Finally, I was drawn to this issue given the commitment to such critical and complication conversations at my own campus in response to committee work.<div><br /></div><div>Castanet</div><div><ul style="text-align: left;"><li>May 2023: Josh Dawson, Thompson Rivers University "...working with Secwepemc leaders to implement Indigenous verification rules". [<a href="https://www.castanet.net/news/Kamloops/425057/TRU-working-with-Secwepemc-leaders-to-implement-Indigenous-verification-rules" target="_blank">URL</a>]</li></ul><p>CBC</p><p></p><ul><li>Nov 2023: Brooklyn Currie, Dalhousie task force recommends verification process for Indigenous staff, students: Self-identification policy can lead to Indigenous identity fraud, says task force chair, Dr. Brent Young. [<a href="https://www.cbc.ca/news/canada/nova-scotia/dalhouse-task-force-indigenous-identity-1.7014597" target="_blank">URL</a>]</li><li>Jun 2023: Ozten Shebahkaget, Promising to release a policy in Fall, University of Manitoba aims to clamp down on Indigenous identity fraud - conflicting views are captured. [<a href="https://www.cbc.ca/news/canada/manitoba/university-of-manitoba-indigenous-identity-policy-1.6861982" target="_blank">URL</a>]</li><li>April 2023: Instead of addressing questions about her ancestry, Turpel-Lafond relinquishes honorary degree from St. Thomas University in Fredericton, says Hannah Rudderham at CBC. [<a href="https://www.cbc.ca/news/canada/new-brunswick/turpel-lafond-st-thomas-honorary-degree-1.6818564" target="_blank">URL</a>]</li><li>Mar-Apr 2023: Turpel-Lafond returns two Honorary Degrees: SFU [<a href="https://vancouversun.com/news/local-news/turpel-lafond-returns-sfu-honorary-degree" target="_blank">URL</a>], Brock [<a href="https://brocku.ca/brock-news/2023/03/mary-ellen-turpel-lafond-returns-honorary-degree/" target="_blank">URL</a>]</li><li>February 2023: Two more: McGill, Carleton universities vote to rescind Mary Ellen Turpel-Lafond's honorary doctorates. <i>Turpel-Lafond has been granted honorary degrees from 11 Canadian universities. All of them have said they are weighing calls from the Indigenous Women's Collective to revoke those honours. </i>[<a href="https://www.cbc.ca/news/canada/saskatchewan/mary-ellen-turpel-lafond-carleton-mcgill-honorary-doctorate-1.6760024" target="_blank">URL</a>]</li><li>February 2023: Geoff Leo: University of Regina has rescinded Mary Ellen Turpel-Lafond's honorary doctorate.<i> "The U of R's decision marks the first time a university has rescinded a degree. The university says it notified Turpel-Lafond of its decision last week"</i><span face="Open Sans, sans-serif" style="color: #222222;"><span style="background-color: white;">.</span></span> [<a href="https://www.cbc.ca/news/canada/saskatchewan/mary-ellen-turpel-lafond-university-regina-honorary-doctorate-1.6746809" target="_blank">URL</a>]</li><li>January 2023: Geoff Leo: Turpel-Lafond voluntarily returns honorary doctorate to Vancouver Island University. "<i>More broadly, VIU condemns Indigenous identity fraud and will continue the consultation process that is currently underway to develop and implement an Indigenous Identity Policy," the statement says. "VIU will also be reviewing its policy and procedure for nominating, awarding and rescinding honorary doctorates.</i>" [<a href="https://www.cbc.ca/news/canada/saskatchewan/turpel-lafond-voluntarily-returns-honorary-doctorate-vancouver-island-university-1.6717192" target="_blank">URL</a>].</li><li>January 2023: Geoff Leo: Mary Ellen Turpel-Lafond no longer employed by UBC [<a href="https://www.cbc.ca/news/canada/saskatchewan/mary-ellen-turpel-lafond-no-longer-employed-by-ubc-1.6702703" target="_blank">URL</a>]</li><li>December 2022. Geoff Leo: Rescind Turpel-Lafond's honorary degrees or we'll return ours, say high-profile Indigenous women. <i>Michelle Good, honorary degree recipient at SFU. Indigenous Women's Collective has called on Universities to revoke honorary degrees awarded to pretendians. Senator Mary Jane McCallum speaks in solidarity with IWC. </i> [<a href="https://www.cbc.ca/news/canada/saskatchewan/turpel-lafond-honorary-degrees-1.6684340" target="_blank">URL</a>]</li><li>October 2022. Geoff Leo, Disputed History. This CBC Investigation found that Mary Ellen Turpel-Lafond's claims to be Indigenous did not match publicly available records. [<a href="https://www.cbc.ca/newsinteractives/features/mary-ellen-turpel-lafond-indigenous-cree-claims" target="_blank">URL</a>]</li><li>October 2022: Geoff Leo, CBC News. Disputed History: [<a href="https://www.cbc.ca/newsinteractives/features/mary-ellen-turpel-lafond-indigenous-cree-claims" target="_blank">URL</a>]. An interesting, multi-faceted inquiry into claims by prominent scholar and former judge Mary Ellen Turpel-Lafond to be Indigenous. Questions arise about claims to Indigenous identity and status, and also Turpel-Lafond's claims and references to various academic credentials. </li></ul></div><div>Global News</div><div><ul style="text-align: left;"><li>March 2023: Haley Lewis, What are ‘pretendians’ and how are they causing ‘severe harm’ to Indigenous communities? [<a href="https://globalnews.ca/news/9450313/pretendians-canada-indigenous-ancestry/" target="_blank">URL</a>]</li><li>The movement towards greater accountability in calling out Indigenous Identify Fraud is gaining momentum. </li><li>January 2023: Brenda Owen: More universities review honorary degrees awarded to Mary Ellen Turpel-Lafond, "...after being asked by a group of Indigenous women to revoke them following a CBC investigation into her claims of Indigenous heritage". [<a href="https://globalnews.ca/news/9420544/mary-ellen-turpel-lafond-honorary-degrees-reviewed/" target="_blank">URL</a>]</li></ul></div><div>Kamloops News</div><div><ul><li>December 2022: Thompson Rivers University (TRU) working on preventing Indigenous identity fraud. President raises issue at Board of Governors meeting and indicates review of 2009 honorary degree recipient, Turpel-Lafond. [<a href="https://www.kamloopsthisweek.com/local-news/tru-working-on-preventing-indigenous-identity-fraud-6230141" target="_blank">URL</a>]</li></ul></div><p>The Conversation</p><p></p><ul style="text-align: left;"><li>Dec 2022: Cheryl Simon, Dalhousie University. Disenfranchising Indigenous women: The legacy of coverture in Canada. "<i>Discussions about the source of Indigenous identity must take place with the full involvement of Indigenous women</i> (para 21)". [<a href="https://theconversation.com/disenfranchising-indigenous-women-the-legacy-of-coverture-in-canada-195278" target="_blank">URL</a>]</li></ul><div>Turtle Island News</div><div><ul style="text-align: left;"><li>Mar 2023: Patrick Quinn. Pretentians, Blackstock condems Indigenous identity fraud in light of Turpel-Lafond's downfall. Murky claims to Indigenous ancestry, distant ancestors, identity shifting. [<a href="https://theturtleislandnews.com/index.php/2023/02/16/pretendians-cindy-blackstock-condemns-indigenous-identity-fraud-in-wake-of-turpel-lafonds-downfall/" target="_blank">URL</a>]</li></ul></div>National Post<div><ul style="text-align: left;"><li>Jan 2023: Brenna Owen, Revelations about 'Pretendians' is the ultimate step in colonialism, says Metis legal expert and Vancouver lawyer Jean Teillet. [<a href="https://nationalpost.com/news/canada/indigenous-identity-fraud" target="_blank">URL</a>]</li></ul><div>University Affairs</div><ul><li>Feb 2022: Matthew Halliday. New national Indigenous leadership association looks to support systemic change Sense of isolation during the pandemic spurred effort to unite senior Indigenous administrators across Canada’s universities. An immediate priority was to prepare for a National Dialogue on Indigenous Identity - held in March 2022 at FNUC. [<a href="https://www.universityaffairs.ca/news/news-article/new-national-indigenous-leadership-association-looks-to-support-systemic-change/" target="_blank">URL</a>]</li><li>Feb 2022: Ian Coutts: Universities look to combat ‘Indigenous identity fraud’ after string of recent cases. Further, One challenge is how to avoid postsecondary institutions themselves determining the validity of an individual’s claim of Indigeneity. [<a href="https://www.universityaffairs.ca/news/news-article/universities-look-to-combat-indigenous-identity-fraud-after-string-of-recent-cases/" target="_blank">URL</a>]</li><li>Apr 2020: Catherine Couturiere: Researchers examine the growing phenomenon of “self-Indigenization” - The trend seems to be particularly prevalent in Eastern Canada and among those claiming Métis ancestry. Explores Darryl Leroux's book, In Distorted Descent: White Claims to Indigenous Identity, published September 2019, in which the Saint Mary’s University associate professor explores multiple genealogy forums and describes the process of self-Indigenization, i.e., the decision to suddenly identify as Indigenous without official recognition. Self-indigenization is defined as suddenly claiming an Indigenous identity by invoking tenuous links. [<a href="https://www.universityaffairs.ca/news/news-article/researchers-examine-the-growing-phenomenon-of-self-indigenization/" target="_blank">URL</a>]</li></ul>
<p>Emily Carr University</p><div><ul style="text-align: left;"><li>September 2022, Michelle Cyca: The Curious Case of Gina Adams: A “Pretendian” investigation. A scholar who was hired by Emily Carr University in an effort to expand their Indigenous faculty [<a href="https://www.macleans.ca/longforms/the-curious-case-of-gina-adams-a-pretendian-investigation/" target="_blank">URL</a>]. The author documents the questions that arose about her identity.</li></ul><div><div><p>Memorial University</p><p></p><ul><li>April 2023: Kelland, A. Board of regents chair, Glenn Barnes announces Vianne Timmons removed as president of Memorial University [<a href="https://www.cbc.ca/news/canada/newfoundland-labrador/vianne-timmons-mun-1.6803740" target="_blank">URL</a>].</li><li>March 2023: Gazette, Memorial president, Vianne Timmons, takes a voluntary 6-week leave of absence following CBC Investigative reporting. Statement from Dr. Timmons [<a href="https://gazette.mun.ca/campus-and-community/statement-from-dr-timmons/" target="_blank">URL</a>]</li><li>March 13, 2023: Kelland, A., & Breen, K. CBC. Mi'kmaw lawyer, academic calls on MUN to investigate president over statements on Indigenous heritage [<a href="https://www.cbc.ca/news/canada/newfoundland-labrador/mikmaw-law-professor-1.6773046" target="_blank">URL</a>]</li><li>March 13, 2023: Kelland, A. CBC. MUN president Vianne Timmons apologizes, takes temporary leave, as Mi'kmaw claims scrutinized [<a href="https://www.cbc.ca/news/canada/newfoundland-labrador/vianne-timmons-paid-leave-1.6776891" target="_blank">URL</a>]</li><li>March 11, 2023: Kelland, A. CBC. Memorial University silent over Timmons, as Miawpukek chief and others wait for next step. Chief Mi'sel Joe, "we need to be more vocal in asking the questions that nobody else is asking" [<a href="https://www.cbc.ca/news/canada/newfoundland-labrador/mikmaw-law-professor-1.6773046" target="_blank">URL</a>]</li><li>March 8, 2023: Kelland, A., & Breen, K. CBC. Walking the line For years, Vianne Timmons claimed on her CV and professional bios that she was a member of an unrecognized Mi’kmaw band. She says it didn’t open any doors for her. [<a href="https://www.cbc.ca/newsinteractives/features/identity-vianne-timmons" target="_blank">URL</a>]</li></ul></div><div>Royal Roads University</div><div><ul><li>February 2023: Turpel-Lafond Returns Honorary Doctorate [<a href="https://www.royalroads.ca/news/turpel-lafond-returns-honorary-doctorate" target="_blank">URL</a>]</li></ul></div></div><div>Queens University<br /><ul style="text-align: left;"><li>July 2022: Queen’s releases report following dialogues on Indigeneity [<a href="https://www.queensu.ca/gazette/stories/queen-s-releases-report-following-dialogues-indigeneity" target="_blank">URL</a>]. This is a report by external consultant, the First Peoples Group, which follows a comprehensive dialogue process on Indigeneity in the academy. </li><li>July 2022: Queen's University should apologize, create process to validate Indigenous identity: report [<a href="https://www.cbc.ca/news/canada/toronto/queen-s-university-staff-indigenous-identity-report-recommendations-1.6514055" target="_blank">URL</a>]. This report is in response to allegations that some university staff falsified identities</li></ul><div>University of Saskatchewan</div><ul style="text-align: left;"><li>Nov 2022, announcement: Report offers guidance for post-secondary efforts on Indigenous citizenship/membership verification [<a href="https://leadership.usask.ca/documents/about/reporting/jean-teillet-report.pdf" target="_blank">URL</a>]. A report by Jean Teillet that was commissioned and released by the University of Saskatchewan; Addresses the broader problem of Indigenous identity fraud in academia. Publication date: October 17, 2022. </li><li>July 2022: University of Saskatchewan unveils new Indigenous identity-verification policy [<a href="https://www.theglobeandmail.com/canada/article-university-of-saskatchewan-unveils-new-indigenous-identity/" target="_blank">URL</a>]. </li><li>May 2022: U of S will have Indigenous verification policy in place this fall [<a href="https://www.cbc.ca/news/canada/saskatoon/university-saskatchewan-indigenous-verification-policy-1.6459520" target="_blank">URL</a>]. The policy is meant to ensure Indigenous programming, funding, and opportunities go to Indigenous people.</li></ul>YorkU<br /><ul style="text-align: left;"><li>May 2023, announcement by the university: Return of honorary doctorate bestowed to Mary Ellen Turpel-Lafond / Retour du doctorat honorifique décerné à Mary Ellen Turpel-Lafond [<a href="https://yfile.news.yorku.ca/2023/05/16/return-of-honorary-doctorate-bestowed-to-mary-ellen-turpel-lafond/">URL</a>]</li></ul></div></div></div><div><ul style="text-align: left;"><li><br /></li></ul></div>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-41650827220581757652022-06-09T12:00:00.017-07:002022-06-09T13:24:08.046-07:00Reflections and Questions Emerging from Esmonde's 2017 Presentation and Book<p><span style="font-family: "Times New Roman"; font-size: 16px;">While preparing for Summer teaching, I have been immersed in Learning Sciences texts. Given the way I often read, which is to start with a resource (paper, chapter, website, blog, etc.) and take multiple detours and left turns as I read, while writing a few notes, highlighting sections, quoting or rephrasing them for my own writing, and digging into my past writings and readings along the way, I stumbled across Esmonde's work. Again. It was a welcome opportunity to reflect and relearn from this line of inquiry.</span></p><p><span style="font-family: "Times New Roman"; font-size: 16px;">A few years ago, it was a privilege to attend a talk by Indigo Esmonde in our School. They are to be congratulated on the conceptualization, writing and publication of their book, <a href="https://www.taylorfrancis.com/chapters/edit/10.4324/9781315685762-8/power-sociocultural-theories-learning-indigo-esmonde" target="_blank">Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning (2017)</a>, referenced in Sawyer's (2022) Cambridge Handbook of the Learning Sciences. Early in the talk, Esmonde shared a narrative about editing for 10 hours on their couch with a beloved pet beside them. This narrative resonated with me, as did the tension of productivity in a neoliberal academy. In 2005, I finished writing my own book, often while nursing my second son in my lap, taking breaks to prep dinner, and while trying to keep one eye on my toddler who was free range doing who the hell knows what elsewhere in the house. Esmonde's (2016) work is a significant and important contribution to the Learning Sciences and the reader can uncover and discover a great deal about sociocultural learning and identity from each chapter. For example, as a scholar who aims to disrupt notions of normal in the classroom, I often wondered why we continue to call certain topics of inquiry “critical disability studies” instead of “critical normativity studies” or something else. Perhaps this question is naïve; however, it is a genuine question about how we interrogate notions of ability/disability over time; for example, I tend to align with those who regard and study ADHD and autism as super powers rather than those who consider these to be individual deficiencies. These orthogonal turns and shifts in perspectives on learning and what and who counts in learning is invited and honoured in Esmonde's book.</span></p><div style="font-family: "Times New Roman"; font-size: 16px;">I found Esmonde's presentation in our School to be both insightful, because of the depth of inquiry and breadth of ideas in their book, and also provocative because of their courage in bringing forward personal stories and compelling drawings, and their use of an ethnographic / auto-ethnographic approach to examining and sharing their own experiences through illustrated narrative. Esmonde's vulnerability and trust was on display while sharing their stories with the audience; I was inspired by their visual and auto-ethnographic examples. As an extension to my research in the Learning Sciences, I am interested in exploring some of my own narratives as a female scholar who balances many roles – from mother, wife, daughter, sister and friend - who is also a female academic and female leader in teacher education. This impulse to narrate led to a 2018 <a href="https://csse-scee.ca/blog/thriving-in-academia-and-maintaining-a-work-life-balance-being-a-mom-on-the-tenure-track/" target="_blank">blog post I wrote about being a mom on the tenure track for CSSE on my lived experience</a>. I continue to interrogate moments and events in my personal and academic lifeline that mark my journey within and beyond the academy as well as those that both disrupt and define my identity. When I find or make the time -- the pandemic has required me to press pause on too many great ideas for writing and reflection - I continue to jot notes and make lists of moments or events or decisions that warrant some writing and thinking about. The list keeps getting longer, and I sometimes worry that all I will achieve is that list. Still, I am grateful to Esmonde for their presentation and forms of story sharing as encouragement to keep writing, reflecting and drawing as ways to explore and re-consider my lived experiences, key events and decisions, big and small, past and present, inside and outside of the academy. </div><div style="font-family: "Times New Roman"; font-size: 16px;"><br /></div><div style="font-family: "Times New Roman"; font-size: 16px;">I would have enjoyed the opportunity to engage further with Esmonde and learn more about their perspective and experience with the many tensions that academics experience and grapple with in the academy. For example, I observe that academics who are innovative and push the boundaries of a discipline or field of study tend to experience having to / or perceive the need to live with a foot in (at least) two worlds – the existing merit and promotion structures that emphasize research that is often defined, valued, controlled and supported by existing inequities in power, funding and privilege in particular ways, and the contemporary academic's commitment to research, teaching, service and community engagement that pushes against and critiques both the foundations and the edges of a discipline, and may offer a broader and yet also a more nuanced contribution to scholarship. </div><div style="font-family: "Times New Roman"; font-size: 16px;"><br /></div><div style="font-family: "Times New Roman"; font-size: 16px;">I made a brief comment at the end of Esmonde's talk about the tensions that can come from bridging two worlds. There is the joy to be found in pushing the edges, generating new ideas and designs, and demanding change, and also the reality that these choices can be exhausting and discouraging for faculty across ranks, and especially for those who are untenured and/or part of an underrepresented community. The need for ongoing interrogation, new ways of framing, and activism is clear – and individual and collective reflection and action to best support each other in bridging the existing structures in academia while remaining committed and sustaining commitment to disrupting and dismantling these oppressive structures while we designing new ones. </div><div style="font-family: "Times New Roman"; font-size: 16px;"><br /></div><div style="font-family: "Times New Roman"; font-size: 16px;">At the end of Esmonde's talk I shared my concerns about the many tensions and barriers that continue to be experienced by Indigenous colleagues who navigate (at least) two worlds / worldviews and resistant organizational contexts / cultures / communities as an academic – Indigenous and non-indigenous / colonialist. Indigenous colleagues have expressed mixed feelings to me - both their deep commitment and hope for change and progress, along with their well earned skepticism (we have been here before, and look how that turned out) - about their experience in the academy. Indigenous colleagues are being called upon, increasingly, to assist the students, the faculty, the university and the community to decolonize the academy, to think forward in restructuring and redesigning the academy - Indigenizing higher education - and tasked with reframing the valuing / devaluing structures in higher education, to design and teach new courses that engage students in challenging conversations (while remaining on campus versus teaching on the land, with restricted or no budgets for Elders or cultural resources and materials or travel), to engage in herculean amounts of service on committees and task forces, to bring greetings, prayers and ceremonies at events (tokenism, performative) and to invest deeply in community engagement to cultivate relationships and partnerships, <b>all the while and at the same time</b>, tasked with meeting existing "productivity and output" expectations for research and teaching that look like and can be “counted” and "weighed" in a pre-determined ways that perpetuate and support existing power and class structures that reproduce inequity. I purposely wrote this last run-on sentence to convey the relentless effort and resulting exhaustion that this work as a cog in the machine can entail if and when current inequitable social and academic structures are not questioned and disrupted. More on this later. </div><div style="font-family: "Times New Roman"; font-size: 16px;"><br /></div><div style="font-family: "Times New Roman"; font-size: 16px;">Overall, I appreciate (again, five years later) Esmonde's design challenge to rethink the academy, and wholeheartedly recommend their book for the insightful provocations about sociocultural learning and identity. </div>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-83701094528912562712022-05-20T12:41:00.005-07:002023-01-25T07:33:21.681-07:00Examples of Manuscript-Based Dissertations<p>A few years ago, I was part of a team of academic that developed guidelines on preparing manuscript-based dissertations and theses that were approved by our School. The student and supervisors' consideration and planning for the manuscript-based dissertation or thesis should be reflected in the research proposal and plan for reporting. </p><p>Here are a few recent examples that are available in PRISM, our institution's digital repository:</p><div style="font-family: Calibri;">Sandra Becker: <a href="https://prism.ucalgary.ca/handle/1880/113256" title="https://prism.ucalgary.ca/handle/1880/113256">https://prism.ucalgary.ca/handle/1880/113256</a> (Supervisor, Michele Jacobsen)</div><div style="font-family: Calibri;"><br /></div><div style="font-family: Calibri;">Teresa Fowler: <a href="https://prism.ucalgary.ca/handle/1880/111903">https://prism.ucalgary.ca/handle/1880/111903</a> </div><div style="font-family: Calibri;"><br /></div><div style="font-family: Calibri;">Brit Paris: <a href="https://prism.ucalgary.ca/handle/1880/114165" title="https://prism.ucalgary.ca/handle/1880/114165">https://prism.ucalgary.ca/handle/1880/114165</a> (Supervisor, Kim Koh)</div><div style="font-family: Calibri;"><br /></div><div style="font-family: Calibri;">Wendy Simms: <a href="https://prism.ucalgary.ca/handle/11023/4182" title="https://prism.ucalgary.ca/handle/11023/4182">https://prism.ucalgary.ca/handle/11023/4182</a> (Supervisor, Marie Claire Shanahan)</div><div style="font-family: Calibri;"><br /></div><div style="font-family: Calibri;">Andrew West: <a href="https://prism.ucalgary.ca/handle/11023/3995" title="https://prism.ucalgary.ca/handle/11023/3995">https://prism.ucalgary.ca/handle/11023/3995</a> (Supervisor, Gale Parchoma)</div><div style="font-family: Calibri;"><br /></div><div style="font-family: Calibri;">Michele Tkachuk: <a href="https://prism.ucalgary.ca/handle/1880/110605" title="https://prism.ucalgary.ca/handle/1880/110605">https://prism.ucalgary.ca/handle/1880/110605</a> (Supervisor, Shelly Russell-Mayhew)</div><div style="font-family: Calibri;"><br /></div><div style="font-family: Calibri;">Upcoming</div><div style="font-family: Calibri;"><br /></div>William Gatti: [embargoed until Feb 2023]. <a href="https://prism.ucalgary.ca/handle/1880/115611">https://prism.ucalgary.ca/handle/1880/115611</a><div style="font-family: Calibri;"><br /></div><div style="font-family: Calibri;">Happy to engage and discuss this approach to preparing the doctoral dissertation with those who are interested. </div><p><br class="Apple-interchange-newline" /></p>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-9837728167002943202022-04-29T16:27:00.002-07:002022-04-29T16:27:17.546-07:00A Decades Long Dance With Open Educational Practices<p>A r<span style="font-family: Calibri;">eflection to capture a few brief thoughts & snapshots of lived experiences dancing with open educational practices as a researcher and teacher educator.</span><span style="font-family: Calibri;"> </span></p><p><span style="font-family: Calibri;">From the time I started my own doctoral journey in 1995, a great deal of my research and teaching has taken place in the open, for anybody with an internet connection to see. Sharing my own work openly and my open education pedagogy with students reflects a deeply held commitment to knowledge building in community and democratizing knowledge. Researching, teaching and academic publishing in the open has also reflected my commitment to the horizon and disrupting the status quo, interrogating practices that are past their best by date, and ensuring that the underrepresented in the academy - in this case, a female, then mother in EdTech, were more visible and their voices heard. </span></p><p><span style="font-family: Calibri;">As a doctoral student, a professor in computer science invited us to publish all of our coursework on a website. One course based task was to go to 12 public events during the term, and write a short review of that event and what we learned from the speaker or the workshop. My supervisor engaged me in his internet research project, which, among other methods involved an online survey. I carried that method forward into my doctoral </span><span style="font-family: Calibri;">research, and used an online survey with faculty on how they were adopting technology for teaching, research and administrative tasks. Engaging in online research methodology requires that one become aware of the ever evolving process and procedures with Internet Research Ethics; this line of inquiry led to a co-authored article in <a href="https://journals.sfu.ca/cjhe/index.php/cjhe/index" target="_blank">CJHE</a> (open access of course!) with a doctoral student (Warrell & Jacobsen, 2014) on <a href="https://doi.org/10.47678/cjhe.v44i1.2594" target="_blank">the policy gap for ethical practice in online research settings</a>. </span></p><p><span style="font-family: Calibri;">Connected to my open educational practices and experiences as doctoral student, I chose to publish </span><a href="https://scholar.google.ca/citations?view_op=view_citation&hl=en&user=-z-xHRoAAAAJ&citation_for_view=-z-xHRoAAAAJ:2osOgNQ5qMEC" style="font-family: Calibri;" target="_blank">my doctoral dissertation</a><span style="font-family: Calibri;"> on my personal website (<a href="https://people.ucalgary.ca/~dmjacobs/phd/diss/" target="_blank">archived PhD</a>) so it would be more discoverable and accessible than the lovely hardcover blue book sitting on a shelf. Openly sharing my dissertation online, while not very exotic today, given the plethora of digital repositories full of theses & dissertations, was a bit unusual in 1998 when few dissertations were OA. According to Google Scholar, <a href="https://prism.ucalgary.ca/handle/1880/26005" target="_blank">Jacobsen (1998)</a> has been cited every year since going online, so my goal of making this research more discoverable and accessible has been met (159 citations and counting). An added benefit of an open access dissertation have been the connections with a global community of researchers who shared an interest in this line of inquiry. The </span><span style="font-family: Calibri;">PRISM version indicates 795 downloads and 137 page views, so the benefits of dropping your dissertation into a digital repository includes painless tracking of statistical information, country views and item views by month. </span></p><p><span style="font-family: Calibri;">Research and Thinking in the Open</span></p><p><span style="font-family: Calibri;">I started this <a href="https://girlprof.blogspot.com" target="_blank">GirlProf blog</a> in 2008, well after many EdTech bloggers took flight. That summer, I was teaching an EdTech Doctoral Seminar, and I figured I better extend upon my use of wikis and websites by modelling blogging as a way to share ideas in the open. My initial goal for the blog was to increase transparency and engage in myth-busting about a female professor trying to balance life in and beyond the academy. In <a href="https://girlprof.blogspot.com/2008/07/day-in-life.html" target="_blank">my first post in July 2008</a>, I aim to disrupt the myth that teaching only a few hours per week gives professors plenty of "free" time. As I had time, I added to the blog and branched off into other forms of academic mom stories and myth-busting, like republishing a 7-year old letter to a columnist in which I argue that technology increases versus decreases interest in literacy and reading: <a href="https://girlprof.blogspot.com/2008/07/edtech-view-on-literacy-and-harry.html" target="_blank">An EdTech View on Literacy and Harry Potter</a>. Or the one about <a href="https://girlprof.blogspot.com/2008/07/intersections-between-professor-and-new.html" target="_blank">how academic moms never stop</a>, even when nursing a new baby. There are a few dozen posts on powerful learning using technology (<a href="https://girlprof.blogspot.com/2009/12/kids-and-technology-today.html" target="_blank">kids and tech 2009</a>, <a href="https://girlprof.blogspot.com/2010/12/should-professors-leave-if-students-are.html" target="_blank">texting in class 2010</a>, and <a href="https://girlprof.blogspot.com/2011/07/thomas-and-seely-browns-book-new.html" target="_blank">new cultures for learning 2011</a>). </span></p><p><span style="font-family: Calibri;">Teaching in the Open</span></p><p><span style="font-family: Calibri;">Along with teaching on-campus, I have taught online throughout my career. The first course I taught online was in 1995, and it was an EdTech seminar. In my teaching with both undergraduate and graduate students, I have always tended to include an assignment or two that involves online sharing, from student created blogs, podcasts, wikis, VR spaces, microblogging and twitter chats, and various types of co-created or individually created websites. For many years, I was privileged to teach an Inquiry and Technology seminar in which student teachers posted all of their work in the open, and engaged in peer review of each other's work. I co-created the EdD in Educational Technology, and we welcomed our first cohort in 2008. An assignment with a great deal of impact was the Doctoral Pathfinder, in which I invited students to curate an open access collection of experts, journals, conferences & resources related to their research problem and questions. Students valued their own pathfinders as a way to keep track and grow their academic and professional networks and open educational practices, and gained much from the access to each other's pathfinders. While many of my open educational practices have evolved & matured over the years, I have also continued to innovate and expand my open educational practices. In the past few years, I have been working with a team of scholars who have supported masters students in publishing their Ethics and Educational Technology research in the open using Pressbooks (<a href="https://openeducationalberta.ca/educationaltechnologyethics/" target="_blank">2020</a>, <a href="https://openeducationalberta.ca/educationaltechnologyethics2/" target="_blank">2021</a>). </span></p><p><span style="font-family: Calibri;">Academic Publishing in the Open</span></p><p><span style="font-family: Calibri;">As a doctoral student, I was involved in creating and launching an open access leadership journal (<a href="https://journals.library.ualberta.ca/iejll/index.php/iejll" target="_blank">IEJLL</a>). As a new assistant professor, I worked with two undergraduate students to launch an open access journal for student scholarship (<a href="https://wayback.archive-it.org/11669/20210913210224/https://people.ucalgary.ca/~egallery/" target="_blank">EGallery</a>). Later, as an Associate professor I worked as an Advisory Editor with a talented group of graduate students who launched a peer reviewed journal for new scholars in education (<a href="https://journalhosting.ucalgary.ca/index.php/cjnse/index" target="_blank">CJNSE</a>). As the Editor of <a href="https://cjlt.ca/index.php/cjlt" target="_blank">CJLT</a> from 2005-2010, I led the transition from <a href="https://cjlt.ca/index.php/cjlt/article/view/26416" target="_blank">dual-medium to fully open access</a>. In my <a href="https://doi.org/10.21432/T2ZK5F" target="_blank">V35(1) Editorial</a>, I capture a brief history of the journal from newsletter in 1972, to journal and then open access. </span></p><p><span style="font-family: Calibri;">To be continued</span></p><p><br /></p><p><br /></p>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-42762796941071280192022-03-24T08:33:00.004-07:002022-03-28T08:01:04.915-07:00My work as a professor: a continuous adventure that is rarely boring<p>In Sharon's and my doctoral seminar this week, we were privileged to welcome and converse with <a href="https://arts-ed.csu.edu.au/schools/education/staff/profiles/emeritus-professors/stephen-kemmis" target="_blank">Dr. Stephen Kemmis</a>, <a href="https://scholar.google.com/citations?hl=en&user=DW2CHQkAAAAJ&view_op=list_works" target="_blank">distinguished scholar</a> who is internationally recognized for his work on innovation and change in education via action research. In a lively hour of conversation, doctoral students asked Dr. Kemmis many questions related to their research and interests, and he was masterful, generous and humble in response. Dr. Kemmis mentioned his latest book, <a href="https://scholar.google.com/citations?view_op=view_citation&hl=en&user=DW2CHQkAAAAJ&sortby=pubdate&citation_for_view=DW2CHQkAAAAJ:Ic1VZgkJnDsC">Transforming Practices: Changing the World with the Theory of Practice Architectures</a>, that I look forward to reading. </p><p><span><i>Thank you, Stephen, for accepting our invitation and spending this time with us! It is such a privilege to work with talented doctoral students who are doing research across a spectrum of educational research methodologies. Your insights and comments tonight have invited us all to reflect deeply on our actions in research, the use of evidence to address research questions, and resisting the urge to settle on what is easy to manage or convenient. You have reminded us to push the boundaries, while also keeping our research practical, so that we can get something meaningful happening as we change education through our research.</i></span></p>
<p>Through the course of the conversation, Sharon mentioned the work of Nobel Laureate Poet, <a href="https://www.nobelprize.org/prizes/literature/1996/szymborska/lecture/" target="_blank">Wislawa Szymborska</a>, in relation to the act of asking questions being what keeps the pulse of the human alive. Here is an excerpt from Szymborska's acceptance speech: </p><p style="text-align: left;"><i>"</i><i>When I’m asked about [inspiration] on occasion, I hedge the question, too. But my answer is this: inspiration is not the exclusive privilege of poets or artists generally. There is, has been, and will always be a certain group of people whom inspiration visits. It’s made up of all those who’ve consciously chosen their calling and do their job with love and imagination. It may include doctors, teachers, gardeners – and I could list a hundred more professions. Their work becomes one continuous adventure as long as they manage to keep discovering new challenges in it. Difficulties and setbacks never quell their curiosity. A swarm of new questions emerges from every problem they solve. Whatever inspiration is, it’s born from a continuous “I don’t know.”</i></p>
<p style="text-align: left;"><i>
... All sorts of torturers, dictators, fanatics, and demagogues struggling for power by way of a few loudly shouted slogans also enjoy their jobs, and they too perform their duties with inventive fervor. Well, yes, but they “know.” They know, and whatever they know is enough for them once and for all. They don’t want to find out about anything else, since that might diminish their arguments’ force. And any knowledge that doesn’t lead to new questions quickly dies out: it fails to maintain the temperature required for sustaining life.... </i>
<i> <b>This is why I value that little phrase “I don’t know” so highly. It’s small, but it flies on mighty wings. It expands our lives to include the spaces within us as well as those outer expanses in which our tiny Earth hangs suspended".</b></i>
</p><p style="text-align: left;">I appreciate Sharon's insight and the opportunity to reflect on my work as a professor, a calling that involves asking new questions and discovering new challenges, approaching knowledge with I don't know -- which has led to a lifelong adventure that is rarely, if ever, boring. </p><p>Wisława Szymborska – Nobel Lecture. NobelPrize.org. Nobel Prize Outreach AB 2022. Wed. 23 Mar 2022. <a href="https://www.nobelprize.org/prizes/literature/1996/szymborska/lecture/" target="_blank">https://www.nobelprize.org/prizes/literature/1996/szymborska/lecture/</a></p><p></p>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-88738983645910155512022-02-25T07:32:00.004-07:002022-02-25T07:49:29.257-07:00Supervisors Cannot Bear the Sole Burden for Effective Graduate Education<p><span style="font-family: arial;">Recently, Sharon, Sandra and I were excited to see our first article published from a research project focused on understanding Online Doctoral Supervision: </span></p><p style="margin: 0cm 0cm 4.8pt; text-indent: 17.85pt;"><span style="font-family: arial;"><span lang="EN-US">Jacobsen, M., Friesen, S., & Becker, S. (2021). Online supervision in a professional doctorate in education: Cultivating relational trust within learning alliances. <i>Innovations in Education and Teaching International, 58(6), 635-646.</i> </span><span lang="EN-US"><a href="https://doi.org/10.1080/14703297.2021.1991425" style="color: purple;"><span style="color: #10147e;">https://doi.org/10.1080/14703297.2021.1991425</span></a></span><span lang="EN-US" style="color: #333333;"> </span><span lang="EN-US">(Q1 Education Journal)</span><o:p></o:p></span></p><p><span style="font-family: arial;">Inspired by a great presentation by Dr. Brockway, Nursing, on the value of tweetorials to increase awareness of one's work, I tried my hand at writing one in 18 parts (see below): </span><a href="https://twitter.com/dmichelej/status/1488651595889856513">https://twitter.com/dmichelej/status/1488651595889856513</a></p><p><span style="font-family: arial;">Dr. Kay Guccione, an amazing colleague I have come to know through <a href="https://www.mun.ca/educ/research/idern.php" target="_blank">IDERN</a>, saw the tweetorial, and invited us to write this blog post: </span></p><p style="margin: 0cm 0cm 4.8pt;"><span style="font-family: arial;"> Jacobsen, M., Friesen, S., & Becker, S. (2022, February). Trust grows when supervisors take the lead in online supervision. Guest post on Dr. Kay Guccione’s Supervising PhDs Blog. <a href="https://supervisingphds.wordpress.com/2022/02/23/trust-grows-when-supervisors-take-the-lead-in-online-supervision/" style="color: purple;">https://supervisingphds.wordpress.com/2022/02/23/trust-grows-when-supervisors-take-the-lead-in-online-supervision/</a></span><span style="font-family: arial;"><o:p></o:p></span></p><p style="margin: 0cm 0cm 4.8pt;"><br /></p><p style="margin: 0cm 0cm 4.8pt;"><span style="font-family: arial;">The three of us have drafted a book chapter from this research for a book (in review) and look forward to sharing it soon. </span></p><p style="margin: 0cm 0cm 4.8pt;"><span style="font-family: arial;"><br /></span></p><p style="margin: 0cm 0cm 4.8pt;"><span style="font-family: arial;"><b>Our <a href="https://twitter.com/dmichelej/status/1488651595889856513" target="_blank">Tweetorial</a> in 18 Parts</b></span></p><p style="margin: 0cm 0cm 4.8pt;"><br />Online supervision in a professional doctorate in education: Cultivating relational trust within learning alliances, Innovations in Education and Teaching International, <a href="https://www.blogger.com/#">DOI:10.1080/14703297.2021.1891425 </a><br />@sfriesen @sandralynnbeck a #tweetorial <br /><br />The rapid and widespread pivot to online teaching and supervision in the pandemic created a pressing need to improve understanding of effective online supervisory relationships 2/18<br /><br />@dmichelej @sfriesen @sandralynnbeck’s case study yielded five enabling factors for effective online supervisory relationships 1) Establish trust early in relationship 2) Engage intentionally in mentorship and scaffolding 3/18<br /><br />3) Provide multiple levels and layers of support 4) Give timely formative feedback 5) Cultivate a collaborative community of support for doctoral student writing 4/18<br /><br />Establishing a trusting relationship early, and then cultivating ongoing relational trust throughout the supervisory relationship, is essential for student progress, success & satisfaction 5/18<br /><br />Effective supervisors establish regular meeting times with their doctoral students and organise deadlines for milestones early in the program 6/18<br /><br />Effective online doctoral supervisors engage in student focused, responsive and tailored mentoring that evolves and changes year by year 7/18<br /><br />Supervisors & programs need to understand and leverage the academic and social support provided by peer relationships in doctoral cohorts 8/18<br /><br />Regular, timely and purposeful communication along with multiple rounds of productive feedback using a range of technologies is necessary for effective online supervisory relationships 9/18<br /><br />Supervisors emphasize mentoring doctoral students as they develop disciplinary knowledge and engage in different forms of scholarly writing is a community experience rather than an individual endeavour 10/18<br /><br />Supervisors emphasize the value of the supervisory committee in supporting students to work through multiple drafts of the research proposal, chapters in the dissertation, and to bring diverse perspectives to research-based learning 11/18<br /><br />Doctoral graduates emphasised that trust and knowing their supervisor had their best interests at heart was key as they engaged in mentored academic writing 12/18<br /><br />Student’s trust and knowledge their supervisor and committee supports their work & provides ongoing, formative feedback and sound advice through multiple drafts and continual review is key to their writing and research progress 13/18<br /><br />The power asymmetry in supervisor-student relationships & student-program interactions means the supervisor must lead and initiate actions to reduce students’ sense and experiences of vulnerability in the relationship and in the program 14/18<br /><br />Institutions and programs must understand that “supervisors cannot bear the sole burden for effective graduate education” (p. 10) 15/18<br /><br />Institutions must ensure doctoral program designs and technological infrastructure provides fertile ground for students & professors to develop effective online supervisory relationships 16/18<br /><br />Universities must provide access to online faculty development for professors to build capacity, join networks of support and create learning alliances across disciplines for effective supervision https://ucalgary.ca/graduate-supervision-mooc 17/18<br /><br />@dmichelej @sfriesen @sandralynnbeck are grateful to the supervisors & doctoral graduates who shared their experiences and insights in our case study of Online doctoral supervision 18/18 fini DOI: <a href="https://www.blogger.com/#">10.1080/14703297.2021.1891425</a></p>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-32721863322703723982022-01-03T11:28:00.006-07:002022-01-03T11:35:08.783-07:00A Bold New Association of Scholars and Practitioners: Open/Technology in Education, Society, and Scholarship<p><span color="rgba(0, 0, 0, 0.87)" style="caret-color: rgba(0, 0, 0, 0.87);"><span style="font-family: arial;">OTESSA: An incredible community of open and technology scholars and practitioners in education were active and bold in growing a new association in 2020 and 2021. Our collective work has resulted in two new issues of a peer-reviewed journal and a conference proceedings of papers from 2020 and 2021. I am proud to be a part of this collaborative and collective scholarly work that serves to cultivate and engage a global community of scholars and practitioners who are committed to pushing at the edges of our discipline. </span></span></p><p><span color="rgba(0, 0, 0, 0.87)" style="caret-color: rgba(0, 0, 0, 0.87);"><span></span><span></span></span></p><a name='more'></a><p></p><p><span style="font-family: arial;"><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;"><b><span color="rgba(0, 0, 0, 0.87)" style="box-sizing: border-box; caret-color: rgba(0, 0, 0, 0.87); white-space: normal;">The Open/Technology in Education, Society, and Scholarship Associatio</span><span color="rgba(0, 0, 0, 0.87)" style="background-color: white; caret-color: rgba(0, 0, 0, 0.87); white-space: normal;">n (OTESSA)</span><span color="rgba(0, 0, 0, 0.87)" style="box-sizing: border-box; caret-color: rgba(0, 0, 0, 0.87); white-space: normal;"> Journal<span style="background-color: white;">: </span></span></b></span><a href="https://journal.otessa.org/index.php/oj/index">https://journal.otessa.org/index.php/oj/index</a> </span></p><p></p><ul style="text-align: left;"><li><span style="font-family: arial;"><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Irvine, V., </span><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Jacobsen, M</span><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">., & Veletsianos, G. (2021). Editorial: Evolving Our Scholarly Practice. </span><span style="font-style: italic; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Open/Technology in Education, Society, and Scholarship Association (OTESSA) Journal, 1(2), 1-6</span><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">. DOI: </span><span style="color: purple; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration-skip: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><a href="https://doi.org/10.18357/otessaj.2021.1.2.9" style="text-decoration: none;">https://doi.org/10.18357/otessaj.2021.1.2.9</a></span></span></li><li><span style="font-family: arial;"><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Veletsianos, G., </span><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Jacobsen, M</span><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">., & Irvine, V. (2021). Promoting Innovation in Research and Practice [Editorial]. </span><span style="font-style: italic; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Open/Technology in Education, Society, and Scholarship Association (OTESSA) Journal, 1(1), 1-6</span><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">. DOI: </span><a href="https://doi.org/10.18357/otessaj.2021.1.1.1" style="text-decoration: none;"><span style="color: #1155cc; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration-skip: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://doi.org/10.18357/otessaj.2021.1.1.1</span></a><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;"> </span></span></li></ul><p></p><div><span><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;"><span><!--more--></span></span></span></div><div><span style="font-family: arial;"><b><span color="rgba(0, 0, 0, 0.87)" style="box-sizing: border-box; caret-color: rgba(0, 0, 0, 0.87);">The Open/Technology in Education, Society, and Scholarship Associatio</span><span color="rgba(0, 0, 0, 0.87)" style="background-color: white; caret-color: rgba(0, 0, 0, 0.87);">n (OTESSA)</span><span color="rgba(0, 0, 0, 0.87)" style="box-sizing: border-box; caret-color: rgba(0, 0, 0, 0.87);"> Conference<span style="background-color: white;">: </span></span></b><a href="https://conference.otessa.org/index.php/conference/index">https://conference.otessa.org/index.php/conference/index</a> (<span style="color: red;">SUBMISSIONS DUE: JAN 15, 2022</span>)</span></div><div><ul style="text-align: left;"><li><span style="font-family: arial;"><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Irvine, V., </span><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Jacobsen, M.</span><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">, Madland, C., & Scott, A-M. (2021). Editorial: Intersections and Connections in Open/Technology, Education, Society, and Scholarship. </span><span style="font-style: italic; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Open/Technology in Education, Society, and Scholarship Association Conference Proceedings</span><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">, 1(1), 1-3. DOI: </span><a href="https://doi.org/10.18357/otessac.2021.1.1.40" style="text-decoration: none; white-space: pre;"><span style="color: purple; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration-skip: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://doi.org/10.18357/otessac.2021.1.1.40</span></a></span></li></ul></div>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-88382257383660419132021-07-29T15:39:00.002-07:002021-07-30T17:28:51.640-07:00A day of Academic Work - On campus versus Home Office<p>It has been a while since I wrote about a "day in the life of girlprof". These two vignettes offer a brief glimpse and opportunity to compare pace, balance and wellness between an On Campus Workday Vs. a Home Office Workday. </p><p>Campus Workday</p><p>Wake up. Start Coffee. Feed cats. Slurp coffee while doing an hour of email and preparation for a day of meetings. Shower. Dress in professional clothes. Nylons. Heels. Breakfast at home, or a smoothie in car on way to work. Drive 40 minutes to campus in rush hour traffic, often doing a hands-free phone meeting from car. Unpack bag, hit the restroom. Meeting, Email, Meeting, Phone call, Meeting, Email, Meeting. Lunch, if I brought one, mostly over my keyboard trying to get work done from meetings. If no lunch, granola bars or scrounged food bolted down between meetings. Afternoon meeting, meeting, meeting, meeting. Occasional drop-ins throughout the days. Sporadic walks across campus to a workshop. Drive 40 minutes home in rush hour traffic, often picking up takeout for supper, often doing a phone meeting from car. Rushed dinner, sometimes with family, then catch up on a few household tasks. </p><p>Home Office Workday</p><p>Wake up. Coffee with husband. Feed cats. Read email. Eat a cooked breakfast on a plate. Use actual silverware. Early phone meeting. Start a load of Laundry. Shower. Dress code casual. Bare feet. Zoom meeting. Do work from meeting. Zoom meeting. Put clothes in dryer, plan supper. Walk to mailbox and back. Zoom meeting. Lunch on deck sans laptop. Fold clothes. Prep supper. Zoom meeting. Check on garden, turn on sprinkler. Zoom meeting. Do work from meeting. Move sprinkler. Zoom meeting. Start supper. Turn off sprinkler. Greet children and talk to them after school. Do work from meetings. Enjoy a family meal. Engage in clean up and picking the night's activity. </p><p>Of course, this is a simplified and aggregated example of two days, shared for the insights on pace, balance and wellness they might offer. The one vignette offers insight into the lack of balance an institutionalized workday can become and the other vignette offers insight into the wellness and balance that can come from working and living at home, often in bare feet, without gobbling over a keyboard.</p><p><br /></p>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-4021131385323435302021-04-09T11:46:00.008-07:002021-04-09T16:02:10.167-07:00Analysis of digital literacies in the Draft Alberta K-6 Curriculum (Brown & Jacobsen, 2021)<p style="text-align: center;"><b><span style="font-size: medium;">By Barbara Brown & Michele Jacobsen</span></b></p><p class="MsoNormal"><span style="font-size: medium;">Over the past couple of weeks, Alberta educators, curriculum experts and researchers have offered a variety of responses to the March 2021 <a href="https://www.alberta.ca/curriculum.aspx?utm_source=google&utm_medium=sem&utm_campaign=K6curriculum&utm_term=curriculum&utm_content=v1" target="_blank">Draft Alberta K-6 Curriculum</a> [start <a href="https://edmontonjournal.com/opinion/columnists/opinion-albertas-draft-social-studies-curriculum-will-hinder-students" target="_blank">here</a>, <a href="https://www.cbc.ca/news/canada/calgary/road-ahead-alberta-education-curriculum-criticism-1.5978023" target="_blank">here</a>, <a href="https://twitter.com/drrobinbright/status/1378051788239069184" target="_blank">here</a><span style="color: #0563c1;"><span style="caret-color: rgb(5, 99, 193);"><u>, </u></span></span>and <a href="http://www.windyjmusic.com/blog/music-is-hard-for-the-ucp" target="_blank">here</a>]. One <a href="https://calgaryherald.com/opinion/columnists/corbella-new-k-6-curriculum-gets-top-grades-from-educational-experts" target="_blank">journalist</a> gave the draft top marks, but most experts, after detailed and critical review, assign a failing grade. Dr. Carla Peck, Professor of Social Studies Education, Faculty of Education, University of Alberta, completed a <a href="https://carlapeck.wordpress.com/2021/03/29/analysis-of-the-draft-alberta-k-6-social-studies-curriculum-part-1/" target="_blank">detailed analysis</a> of the draft K-6 Social Studies Curriculum and calls for a complete re-write. In a future post, we will address the clear disconnect between professional practice expectations of <a href="https://open.alberta.ca/dataset/14d92858-fec0-449b-a9ad-52c05000b4de/resource/afc2aa25-ea83-4d23-a105-d1d45af9ffad/download/edc-teaching-quality-standard-english-2020.pdf" target="_blank">teachers</a> (TQS), <a href="https://www.alberta.ca/assets/documents/ed-leadership-quality-standard-english.pdf" target="_blank">school leaders</a> (LQS), and <a href="https://www.alberta.ca/assets/documents/ed-superintendent-leadership-quality-standard-english.pdf" target="_blank">superintendents</a> (SLQS) and the draft K-6 curriculum. The <a href="https://www.alberta.ca/professional-practice-standards.aspx" target="_blank">professional practice standards</a> include competencies for applying foundational knowledge of First Nations, Métis and Inuit peoples and culture in educational professionals’ work with children, and these ideas and concepts are only superficially addressed in the draft curriculum. </span></p><p class="MsoNormal"><span style="font-size: medium;"><br /></span></p><p class="MsoNormal"><span style="font-size: medium;">An explosion of social media activity includes diverse commentary and sharp critiques that run counter the positive and defensive narrative from the ministry. We appreciate the detailed <a href="https://drsaraheaton.wordpress.com/2021/04/03/analysis-of-plagiarism-in-the-draft-alberta-k-6-curriculum/" target="_blank">analysis of plagiarism</a> in the curriculum documents provided by our colleague, Dr. Sarah Elaine Eaton, from the University of Calgary. The two of us (Drs. Brown and Jacobsen) have decided to weigh in on the relative lack of any meaningful role for learning technology and digital media in the draft K-6 Curriculum documents. Our initial analysis contributes a review of digital literacies and competencies, technology, coding and ethics from an educational technology perspective. The two of us hold teaching expertise and our doctorates in educational technology, conduct research in online and blended K-12 and post-secondary contexts, and have been involved in development of the <a href="https://education.alberta.ca/media/3114953/ictpos.pdf" target="_blank">Information and Communication Technology Curriculum (2000)</a> and the <a href="https://education.alberta.ca/media/1046/learning-and-technology-policy-framework-web.pdf" target="_blank">Technology Policy Framework (2013)</a> . We have both served as members of the School Technology Advisory Committee in Alberta. Alberta Education has been a world leader in the <a href="https://www.alberta.ca/supporting-digital-learning-environments.aspx" target="_blank">integration of technology for learning</a> across the curriculum. The <a href="https://files.eric.ed.gov/fulltext/ED507041.pdf" target="_blank">timeline of learning and technology in Alberta from 1975 to 2009</a> also includes various initiatives and research projects that we have both been part of and provides a foundation for our research in Alberta schools. We are also involved in designing and continually updating contemporary university programs for educators, such as the <a href="https://werklund.ucalgary.ca/graduate-programs/leading-learning-in-digital-age" target="_blank">Leading and Learning in a Digital Age</a> graduate certificate that invites critical inquiry on leading learning and teaching with technology across the curriculum. </span></p><p class="MsoNormal"><span style="font-size: medium;"><br /></span></p><p class="MsoNormal"><span style="font-size: medium;">The following themes emerged in our analysis of close to 273 pages of draft <a href="https://curriculum.learnalberta.ca/curriculum/en" target="_blank">curriculum documents</a> including the competency progressions, literacy progressions, numeracy progressions, subject introductions and draft curriculum for ELA, Fine Arts, Mathematics, Physical Education and Wellness, Science, Social Studies, and Visual Arts. Our review does not include the French Immersion or French Language curriculum, Dance, Music or Drama. We suggest further analysis of learning technologies and digital literacy should include all of the draft curriculum documents.</span></p><p class="MsoNormal"><span style="font-size: medium;"><span><br /></span></span></p><p class="MsoNormal"><span style="font-size: medium;"><span>Our initial analysis includes five key areas of concern related to digital literacies in the draft K-6 curriculum. First, we note that </span><i>digital literacies and digital competencies</i><span> are not part of the literacy progressions. We note that digital texts are referenced 5 times, as are vague notions of modes and media. We argue that specific reference to digital literacies and digital competencies must be included in the literacy progressions in a modern curriculum, especially if Alberta children are to learn how to navigate, evaluate and create knowledge in this post-truth era in which disinformation, appeals to emotion and fake news proliferates. </span></span></p>
<p class="MsoNormal"><span style="font-size: medium;"><br /></span></p><p style="text-align: left;"><span style="font-size: medium;">Second, the outcomes that include the terms technology, technologies or digital are limited in frequency throughout the curriculum, include few expectations for the early grades and are unclear with a possibility for different interpretations:</span></p><ul style="margin-bottom: 0cm; margin-top: 0cm;" type="disc"><li class="MsoNormal"><span style="font-size: medium;">Words with <i>technology</i> appeared in 20 instances in the English Language Arts, Math and Science documents, and the term “technologies” also appeared in 20 instances but only in the Science documents. <o:p></o:p></span></li><li class="MsoNormal"><span style="font-size: medium;">In the English Language Arts K-6 draft, the first of three instances of <i>technology </i>appeared in grade 4. Based on our research, we are concerned about this omission in K-3 in the English Language Arts curriculum and discuss findings from one of our studies with early learners using technology <span color="windowtext"><a href="http://doi.org/10.4018/978-1-7998-7294-8" target="_blank">here</a></span>. The way the term <i>technology</i> and <i>technologies</i> are used in the draft curriculum are ambiguous. For example, in the Language arts curriculum in grade 6 – “Vocabulary is contextual and influenced by emerging or changing conditions, including technology” is vague and can be interpreted as optional. <o:p></o:p></span></li><li class="MsoNormal"><span style="font-size: medium;">In Math, the single instance of <i>technology</i> appeared in grade 5: “Create various representations of data, including with technology, to interpret frequency.” <o:p></o:p></span></li><li class="MsoNormal"><span style="font-size: medium;">In the Science curriculum, the term <i>technology</i> appeared in the introduction and started to appear minimally in grade 2. The term <i>technologies</i> appeared starting in grade 3. However, the terms <i>technology</i> and <i>technologies</i> appeared most frequently in the grade 5-6 outcomes. Even in the science curriculum, we noted the ambiguous use. For example, in Science Grade 6, the term <i>technology</i> is used as part of a list (e.g., computers, coding and technology). <o:p></o:p></span></li><li class="MsoNormal"><span style="font-size: medium;">Even though the term <i>digital </i>appears in over 130 instances throughout the documents, the term is mostly preceded by the term OR and can be interpreted as optional. For example, “use non-digital OR digital sources/texts” is commonly used in the English Language Arts curriculum. In contrast, a <span color="windowtext"><a href="https://doi.org/10.1007/s10643-016-0792-z" target="_blank">conceptual framework for emergent digital literacy</a></span> from Australia used more precise language, “As we progress in the 21<sup>st</sup> century, children learn to become proficient readers and writers of both digital and non-digital texts” (Neumann, Finger & Neumann, 2017, p. 471). The Australian authors clearly emphasize the use of both digital and non-digital unlike the ambiguous wording currently used in the draft Alberta curriculum. </span></li></ul><p class="MsoNormal"><span style="font-size: medium;"><br /></span></p><p class="MsoNormal"><span style="font-size: medium;">Third, we are concerned that the use of <i>coding</i> in the curriculum suggests that computer programming skills are sufficiently integrated in the draft K-6 curriculum. While computer science is listed in the practical skills section, <i>coding</i> is simplified in the learning outcomes as a mechanical process that can be done with paper/pencil. When we searched the 273 pages, the word <i>coding</i> only appeared in 17 learning outcomes and all of these instances were found in the Science curriculum grade 5, 6. The integration of coding is limited to learning in one disciplinary area and is absent for younger learners. Where are the “algorithms, technology and engineering to design solutions to problems” evident in the learning outcomes? These omissions in the draft curriculum stand in direct contrast to contemporary research on the importance of coding and computational thinking for all learners worldwide. Andreas Schleicher, OECD Director (March 22, 2019), asked “<a href="https://oecdedutoday.com/should-schools-teach-coding/">Should schools teach coding?</a><span class="MsoHyperlink">”</span>, and presents important questions about coding and computational thinking that need to be better considered in the Alberta K-6 draft curriculum: “How can we focus learning on the “essence” of a subject rather than the ‘mechanics of the moment’? It is fair to question how working code on paper in a modern age offers any value beyond rote mechanics.</span></p><p class="MsoNormal"><span style="font-size: medium;"><br /></span></p><p class="MsoNormal"><span style="font-size: medium;">Fourth, we argue the curriculum should include explicit focus on ethics and technology at every age. The word <i>ethics </i>only appears in 3 instances and all of these were in the Science curriculum, grade 5. Here’s one of our recent books regarding the importance of <a href="https://doi.org/10.11575/ant1-kb38" target="_blank">ethical use of technology in digital learning environments</a> to support our argument for increasing the curricular focus in this area. As they engage deeply in accessing and contributing knowledge a digital world, Alberta students and teachers need to be engaged in conversations and inquiry into contemporary issues such as personal privacy, access rights, copyright, surveillance, and security. </span></p><p class="MsoNormal"><span style="font-size: medium;"><br /></span></p><p class="MsoNormal"><span style="font-size: medium;">Fifth, there is limited and superficial reference to technology and digital competencies in this draft curriculum. We would have expected a new curriculum to build on or further develop the concepts and ideas in the <a href="https://education.alberta.ca/media/1046/learning-and-technology-policy-framework-web.pdf">Learning and Technology Policy Framework (LTPF) from 2013</a>. The LTPF, Policy Direction 1 described the direction for technology use with students: “to support student-centred, personalized, authentic learning for all students” (p. 5) and this could have been a great starting point for developing a contemporary curriculum for Alberta’s children. Instead, this draft curriculum takes us back decades in failing to adequately consider learning technologies, digital literacy and digital competencies for Alberta children. </span></p><p class="MsoNormal"><span style="font-size: medium;"><br /></span></p><p class="MsoNormal"><span style="font-size: medium;">We recognize this is an initial versus comprehensive critique of the relative absence of meaningful consideration of educational technology in the draft. We anticipate and welcome more commentaries and critique to emerge over the coming days and weeks. Based on our initial analysis, we argue the ministry needs to go back to the drawing board to design a contemporary curriculum that prepares learners for their digital futures and digital economies, instead of our pasts. We also encourage everyone to <a href="https://www.alberta.ca/curriculum-have-your-say.aspx" target="_blank">get involved in the public engagement and provide feedback</a> on the draft K-6 curriculum presented in March 2021.</span></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><span style="font-size: medium;"><a href="https://oecdedutoday.com/should-schools-teach-coding/" target="_blank">Schleicher (2019)</a>, OECD, leaves us with this call to action: “<i>To determine what tomorrow’s students should learn, we must assemble the best minds in a given country – leading experts in the field, but also those who understand how students learn, as well as those who have a good understanding of how knowledge and skills are used in the real world. Such knowledge sharing will allow us to more precisely determine and regularly re-examine which topics should be taught and in what sequence – without succumbing to the temptations of the moment</i>” (P 9).<o:p></o:p></span></p><p class="MsoNormal"><span style="font-size: medium;"><br /></span></p><p class="MsoNormal"><span style="font-size: medium;">Some of the best minds and leading experts in their fields across Alberta, and school, classroom and university experts who understand how children learn, are analyzing, questioning and critiquing elements of this draft curriculum; will the Minister of Education listen? Or, will she continue to succumb to the ideological and political temptations of the moment?</span></p><p class="MsoNormal"><span style="font-size: medium;"><strong style="font-family: "Times New Roman", serif;">Note: This post is also available on </strong><a href="http://drbarbbrown.com/2021/04/09/analysis-of-digital-literacies-in-the-draft-alberta-k-6-curriculum/" style="font-family: "Times New Roman", serif;" target="_blank">Dr. Barb Brown’s blog</a><span style="font-family: "Times New Roman", serif;"> </span></span></p><p><span style="font-size: medium;"><strong>Feel free to connect with us: </strong><a href="mailto:babrown@ucalgary.ca">babrown@ucalgary.ca</a> and <a href="mailto:dmjacobs@ucalgary.ca">dmjacobs@ucalgary.ca</a> </span></p><p><span style="font-size: medium;">Twitter handles: <a href="https://twitter.com/barbbrown" target="_blank">@barbbrown</a> and <a href="https://twitter.com/dmichelej" target="_blank">@dmichelej</a><o:p></o:p></span></p><p class="MsoNormal"><o:p><span style="font-size: medium;"> </span></o:p></p>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-32300650260251408702021-03-29T17:06:00.002-07:002021-03-29T17:06:49.859-07:00Advancing Faculty Development and Graduate Supervision Online: A Global Dialogue Forum (Brown & Jacobsen, 2021)<p><span style="font-family: Calibri, sans-serif; font-size: 11pt;">Overview of our global dialogue presented with Beijing Normal University on March 30, 2021: In this session we discuss the challenges and opportunities for advancing faculty development and graduate supervision in online learning. We </span><a href="http://girlprof.blogspot.com/2020/11/exploring-promise-of-online-and-blended.html" style="font-family: "Times New Roman", serif;" target="_blank"><span style="color: blue; font-family: Calibri, sans-serif; font-size: 11pt;">dispel myths about online learning environments </span></a><span style="font-family: Calibri, sans-serif; font-size: 11pt;">and discuss how digital innovations provide possibilities for faculty and students to learn and connect globally. We also share our experiences with engaging pre-service, in-service teachers, and faculty in professional learning through an online pedagogy series and graduate supervision MOOC.</span></p><p><span style="font-family: Calibri, sans-serif; font-size: 11pt;">Presentation Slides - <a href="http://drbarbbrown.com/wp-content/uploads/2021/03/Mar30-2021-Slides.pptx.pdf" target="_blank">PDF</a></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><b><span lang="EN-US" style="font-family: Calibri, sans-serif;">University of Calgary Links:<o:p></o:p></span></b></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span lang="EN-US" style="font-family: Calibri, sans-serif;">Werklund School of Education Graduate Programs, University of Calgary- </span><a href="https://werklund.ucalgary.ca/graduate-programs" style="color: #954f72;"><span style="color: #0563c1; font-family: Calibri, sans-serif;">https://werklund.ucalgary.ca/graduate-programs</span></a><span style="font-family: Calibri, sans-serif;"></span><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span lang="EN-US" style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span lang="EN-US" style="font-family: Calibri, sans-serif;">Taylor Institute for Teaching and Learning, University of Calgary – </span><a href="https://taylorinstitute.ucalgary.ca/" style="color: #954f72;"><span style="color: #0563c1; font-family: Calibri, sans-serif;">https://taylorinstitute.ucalgary.ca/</span></a><span style="font-family: Calibri, sans-serif;"> (open access learning modules)</span><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span lang="EN-US" style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span lang="EN-US" style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><b><span lang="EN-US" style="font-family: Calibri, sans-serif;">Other Related Sources:<o:p></o:p></span></b></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;">Brown, B. (2019). One-Take Productions for Student Feedback. Education Canada Magazine, 59(2). </span><a href="https://www.edcan.ca/articles/student-feedback/" style="color: #954f72;"><span style="color: black; font-family: Calibri, sans-serif; text-decoration: none;">https://www.edcan.ca/articles/student-feedback/</span></a><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;"> </span></p><p style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;">Brown, B. (2020). Using Zoom to create weekly video message for students. </span><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p style="font-family: "Times New Roman", serif; margin: 0cm;"><a href="http://www.drbarbbrown.com/2020/06/18/using-zoom-to-create-a-weekly-video-message-for-students/" style="color: #954f72;"><span style="color: #0563c1; font-family: Calibri, sans-serif;">http://www.drbarbbrown.com/2020/06/18/using-zoom-to-create-a-weekly-video-message-for-students/</span></a><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;">Brown, B., Alonso-Yanez, G., Friesen, S., & Jacobsen, M. (2020). High school redesign: Carnegie unit as a catalyst for change. <i>Canadian Journal of Educational Administration and Policy (CJEAP), </i>193, 97-114.</span><a href="https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/68066" style="color: #954f72;"><span style="color: black; font-family: Calibri, sans-serif;"></span><span style="color: purple; font-family: Calibri, sans-serif;">https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/68066</span></a><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;">Brown, B., Burns, A., Kendrick, A., Kapoyannis, T., & Delanoy, N. (2020). Adapting to changing K-12 contexts during COVID-19: Teacher education perspectives. In M. K. Barbour & LaBonte, R., <i>Stories from the field: Voices of K-12 Stakeholders during Pandemic</i>, Canadian eLearning Network, pp. 63-68. </span><a href="https://sites.google.com/view/canelearn-ert/" style="color: #954f72;"><span style="font-family: Calibri, sans-serif;">https://sites.google.com/view/canelearn-ert/</span></a><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;">Brown, B. & Eaton, S. E. (2020). Using a community of inquiry lens to examine synchronous online discussions in graduate courses. In L. Wilton, & Brett C. (Eds.) <i>Handbook of Research on Online Discussion-Based Teaching Methods (pp. 229-262)</i>, IGI Global.</span><a href="https://doi.org/10.4018/978-1-7998-3292-8" style="color: #954f72;"><span style="color: black; font-family: Calibri, sans-serif;"> </span><span style="color: purple; font-family: Calibri, sans-serif;">https://doi.org/10.4018/978-1-7998-3292-8</span></a><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span lang="EN-US" style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;">Brown, B., Jacobsen, M., & Lambert, D. (2014, May 9-10). Learning technologies in higher education [Paper presentation]. In P. Preciado Babb (Ed<i>.). Proceedings of the IDEAS: Rising to the Challenge Conference</i>, (pp. 25-43). Werklund School of Education, University of Calgary, AB, Canada.</span><a href="http://hdl.handle.net/1880/50588" style="color: #954f72;"><span style="color: black; font-family: Calibri, sans-serif;"></span><span style="color: purple; font-family: Calibri, sans-serif;">http://hdl.handle.net/1880/50588</span></a><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;">Brown, B., Roberts, V., Jacobsen, M., & Hurrell, C. (Eds.) (2020). <i>Ethical use of technology in digital learning environments: Graduate student perspectives.</i> University of Calgary [eBook] </span><a href="https://doi.org/10.11575/ant1-kb38" style="color: #954f72;"><span style="color: black; font-family: Calibri, sans-serif;"> </span><span style="font-family: Calibri, sans-serif;">https://doi.org/10.11575/ant1-kb38</span></a><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span lang="EN-US" style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;">Brown, B. & Vaughan, N. (2018). Designing group work in blended learning environments. <span style="background-color: white;">In R. J. Harnish, K. R. Bridges, D. N. Sattler, M. L. Signorella, & M. Munson (Eds.). <em>The Use of Technology in Teaching and Learning (pp. 82-97)</em>. Society for the Teaching of Psychology web site: </span></span><a href="https://teachpsych.org/ebooks/useoftech" style="color: #954f72;"><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Calibri, sans-serif;">https://teachpsych.org/ebooks/useoftech</span></a><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; color: #0563c1; font-family: Calibri, sans-serif;"></span><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span lang="EN-US" style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="background-color: white; font-family: Calibri, sans-serif;">Donovan, T., Bates, T., Seaman, J., Mayer, D., Martel, E., Paul, R., . . . Poulin, R. (2019). Tracking online and distance education in Canadian universities and colleges: 2018. Canadian National Survey of Online and Distance Education, Public Report. Canadian Digital Learning Research Association. </span><a href="https://onlinelearningsurveycanada.ca/" style="color: #954f72;"><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; color: #222222; font-family: Calibri, sans-serif;">https://onlinelearningsurveycanada.ca/</span></a><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;">Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. <i>The Internet and Higher Education</i>, 2(2-3), 87-105.<o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;">Community of Inquiry (CoI) Framework - </span><a href="https://coi.athabascau.ca/coi-model/" style="color: #954f72;"><span style="color: #0563c1; font-family: Calibri, sans-serif;">https://coi.athabascau.ca/coi-model/</span></a><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span lang="EN-US" style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span lang="EN-US" style="font-family: Calibri, sans-serif;">Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). </span><span style="font-family: Calibri, sans-serif;">A framework for institutional adoption and implementation of blended learning in higher education</span><span style="font-family: Calibri, sans-serif;">. <i>Internet and Higher Education, 18</i>, 4-14. </span><a href="https://doi.org/10.1016/j.iheduc.2012.09.003" style="color: #954f72;" target="_blank" title="Persistent link using digital object identifier"><span style="color: #0c7dbb; font-family: Calibri, sans-serif;">https://doi.org/10.1016/j.iheduc.2012.09.003</span></a><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span lang="EN-US" style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span lang="EN-US" style="font-family: Calibri, sans-serif;">Irvine, V. (2020, Oct 26). </span><span style="font-family: Calibri, sans-serif;">The Landscape of Merging Modalities. Educause Review, 4. <b><o:p></o:p></b></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><a href="https://er.educause.edu/articles/2020/10/the-landscape-of-merging-modalities" style="color: #954f72;"><span style="color: #0563c1; font-family: Calibri, sans-serif;">https://er.educause.edu/articles/2020/10/the-landscape-of-merging-modalities</span></a><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;">Jacobsen, M., Friesen, S., & Lock, J. (2013). Strategies for Engagement: Knowledge building and intellectual engagement in participatory learning environments. Education Canada. <a href="https://www.edcan.ca/articles/strategies-for-engagement/">https://www.edcan.ca/articles/strategies-for-engagement/</a><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;"><br />Jacobsen, M., Brown, B., & Lambert, D. (2013). <i>Technology-enhanced learning environments in higher education: A review of the literature</i>. Werklund School of Education, University of Calgary, </span><span style="color: blue; font-family: Calibri, sans-serif;">(</span><span style="font-family: Calibri, sans-serif;">80 pages).</span><a href="http://hdl.handle.net/1880/52244" style="color: #954f72;"><span style="color: black; font-family: Calibri, sans-serif;"></span><span style="color: purple; font-family: Calibri, sans-serif;">http://hdl.handle.net/1880/52244</span></a><u><span style="color: purple; font-family: Calibri, sans-serif;"><o:p></o:p></span></u></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;">Martin, J. (2019). Building Relationships and Increasing Engagement in the Virtual Classroom. Journal of Educators Online, 16(1), 9-13. <o:p></o:p></span><span style="font-family: Calibri, sans-serif;"><a href="https://www.thejeo.com/archive/2019_16_1/martin">https://www.thejeo.com/archive/2019_16_1/martin</a></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif;">Mazur, A., Brown, B., & Jacobsen, M. (2015). Learning designs using flipped classroom instruction<i>.</i><i>Canadian Journal of Learning Technology</i>, <i>41</i>(2), 1-26.</span><a href="https://www.cjlt.ca/index.php/cjlt/article/view/26977" style="color: #954f72;"><span style="color: #0563c1; font-family: Calibri, sans-serif;"> </span><span style="color: purple; font-family: Calibri, sans-serif;">https://www.cjlt.ca/index.php/cjlt/article/view/26977</span></a><span style="font-family: Calibri, sans-serif;"> </span><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><br /></p><p style="font-family: "Times New Roman", serif; margin-left: 0cm; margin-right: 0cm;"><strong><span style="font-family: Calibri, sans-serif; font-size: 11pt;">Note: This post is also available on <a href="http://drbarbbrown.com/2021/03/29/global-dialogue-forum/" target="_blank">Dr. Barb Brown's Blog</a></span></strong></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><b><span style="font-family: Calibri, sans-serif;">Feel free to connect with us for more information:</span></b><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><a href="mailto:babrown@ucalgary.ca" style="color: #954f72;"><b><span style="font-family: Calibri, sans-serif;">babrown@ucalgary.ca</span></b></a><b><span style="font-family: Calibri, sans-serif;"> and </span></b><a href="mailto:dmjacobs@ucalgary.ca" style="color: #954f72;"><b><span style="font-family: Calibri, sans-serif;">dmjacobs@ucalgary.ca</span></b></a><b><span style="font-family: Calibri, sans-serif;"> </span></b></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><b><span style="font-family: Calibri, sans-serif;">twitter handles: @barbbrown @dmichelej</span></b><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm;"><span style="font-family: Calibri, sans-serif; font-size: 11pt;"><o:p></o:p></span></p>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-24211383779987830002020-11-30T13:45:00.015-07:002020-12-09T17:48:02.302-07:00Exploring the Promise of Online and Blended Pedagogy (Jacobsen & Brown, Nov 30, 2020)<p><span style="font-family: arial;"><span face="Calibri, sans-serif">Interactive Technology Demos, Resources and References from our Synchronous Session in the </span>WSE Professional Learning Series: <a href="https://werklund.ucalgary.ca/professional-learning-series">https://werklund.ucalgary.ca/professional-learning-series</a></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: arial;"><span lang="EN-US"><b>Overview</b>: </span><span style="background-color: white;">Good teaching is good teaching whether it occurs online or in blended contexts. One myth of online learning is that it is inferior to meeting in person. In this session, we explored how teachers can cultivate strong relationships with students and create the conditions for learning in diverse digital spaces. We focused on ways teachers can engage with networked learning communities and access expertise and resources for teaching in diverse contexts. </span><o:p></o:p></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="background-color: white; font-family: arial;"><br /></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: arial;"><b>Connect with us:</b><o:p></o:p></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: arial;">Email: <span style="color: #954f72;"><a href="mailto:babrown@ucalgary.ca" style="color: #954f72;">babrown@ucalgary.ca</a></span> and <a href="mailto:dmjacobs@ucalgary.ca" style="color: #954f72;">dmjacobs@ucalgary.ca</a> </span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: arial;">Twitter: @barbbrown @dmichelej<o:p></o:p></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: arial;">Blog cross-posted: <a href="http://drbarbbrown.com/2020/12/01/exploring-the-promise-of-online-and-blended-pedagogy-jacobsen-brown-nov-30-2020/">http://drbarbbrown.com/2020/12/01/exploring-the-promise-of-online-and-blended-pedagogy-jacobsen-brown-nov-30-2020/</a></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: arial;">Session Slides: </span><a href="http://drbarbbrown.com/wp-content/uploads/2020/12/Nov30-2020-Slides.pdf">http://drbarbbrown.com/wp-content/uploads/2020/12/Nov30-2020-Slides.pdf</a> </p><p class="MsoNormal" style="margin: 0cm;"><b><span style="font-family: arial;"><br /></span></b></p><p class="MsoNormal" style="margin: 0cm;"><b><span lang="EN-US" style="font-family: arial;">Interactive Technology Demos</span></b></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"></p><p style="text-align: left;"></p><ul style="text-align: left;"><li><span style="font-family: arial; font-size: medium;">Google slides, Google forms & Google jamboards</span></li></ul><ul style="text-align: left;"><ul><li><span style="font-family: arial; font-size: medium; text-indent: -18pt;"><a href="https://jamboard.google.com/d/1K6MDIaO9fhcniFNAZLaXThAFlb-XBKBjAz0G0NMRU6k/viewer?f=0">https://jamboard.google.com/d/1K6MDIaO9fhcniFNAZLaXThAFlb-XBKBjAz0G0NMRU6k/viewer?f=0</a></span></li></ul></ul><ul style="text-align: left;"><ul><li><span style="font-family: arial; font-size: medium;"><span style="text-indent: -18pt;"><span style="font-stretch: normal; line-height: normal;"> </span></span><span face="Calibri, sans-serif" style="text-indent: -18pt;"><a href="https://forms.gle/MDRMQ2dCPGjK4rdH6">https://forms.gle/MDRMQ2dCPGjK4rdH6</a></span></span></li></ul></ul><ul style="text-align: left;"><li><span style="font-family: arial; font-size: medium;"><span face="Calibri, sans-serif" lang="EN-US">Mentimeter - </span><span face="Calibri, sans-serif"><a href="http://www.menti.com/"><span style="color: #0563c1;">www.menti.com</span></a></span></span></li></ul><ul style="text-align: left;"><li><span style="font-family: arial; font-size: medium;">Zoom videoconferencing</span></li></ul><ul style="text-align: left;"><li><span style="font-family: arial; font-size: medium;">Zoom polls, Zoom chat, Zoom annotations, Zoom breakout rooms</span></li></ul><ul style="text-align: left;"><li><span style="font-size: medium;"><span style="font-family: arial;">Using Zoom to Create Messages: </span><a href="http://www.drbarbbrown.com/2020/06/18/using-zoom-to-create-a-weekly-video-message-for-students/"><span style="color: #0563c1;"><span style="font-family: arial; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration-skip: none; white-space: pre-wrap;">http://drbarbbrown.com/2020/06/18/using-zoom-to-create-a-weekly-video-message-for-students/</span></span></a></span></li></ul><p></p><p></p><p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><span style="font-family: arial;"><o:p></o:p></span></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;"><o:p></o:p></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: arial;"><style class="WebKit-mso-list-quirks-style">
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</style></span></p><p class="MsoNormal" style="margin: 0cm;"><b style="font-size: 12pt;"><span style="font-family: arial;">Resources & Networks</span></b></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"></p><p style="text-align: left;"></p><ul style="text-align: left;"><li><span style="font-family: arial; font-size: medium;"><span face="Calibri, sans-serif" lang="EN-US">Bitmoji Classroom Tutorial: </span><span face="Calibri, sans-serif"><a href="https://glittermeetsglue.com/virtual-bitmoji-classroom/"><span style="color: black;"><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; white-space: pre-wrap;"> </span></span><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration-skip: none; white-space: pre-wrap;"><span style="color: #954f72;">https://glittermeetsglue.com/virtual-bitmoji-classroom/</span></span></a></span></span></li></ul><ul style="text-align: left;"><li><span style="font-family: arial; font-size: medium;"><span face="Calibri, sans-serif" lang="EN-US">Bitmoji Creation: </span><span face="Calibri, sans-serif"><a href="https://www.bitmoji.com/"><span style="color: #954f72;"><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration-skip: none; white-space: pre-wrap;">https://www.bitmoji.com/</span></span></a> Then, </span><span face="Calibri, sans-serif" lang="EN-US">adding as a Google Chrome Extension: </span><span face="Calibri, sans-serif"><a href="https://chrome.google.com/webstore/detail/bitmoji/bfgdeiadkckfbkeigkoncpdieiiefpig?hl=en"><span style="color: #954f72;"><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration-skip: none; white-space: pre-wrap;">https://chrome.google.com/webstore/detail/bitmoji/bfgdeiadkckfbkeigkoncpdieiiefpig?hl=en</span></span></a></span></span></li></ul><ul style="text-align: left;"><li><span style="font-family: arial; font-size: medium;"><span face="Calibri, sans-serif">Media Smarts -</span><span face="Calibri, sans-serif"> </span><a href="https://mediasmarts.ca/">https://mediasmarts.ca</a> <span face="Calibri, sans-serif" style="text-indent: -18pt;">Canada’s Centre for Digital and Media Literacy</span></span></li></ul><ul style="text-align: left;"><li><span style="font-family: arial; font-size: medium;"><span face="Calibri, sans-serif">EdCan Network -</span><span face="Calibri, sans-serif"> </span><a href="https://www.edcan.ca/">https://www.edcan.ca</a> </span></li></ul><ul style="text-align: left;"><ul><li><span style="font-family: arial; font-size: medium;"><span face="Calibri, sans-serif" style="background-color: white; color: #231f20; text-indent: -18pt;">National Educational Association that amplifies how teachers, principals, superintendents, researchers and other education leaders are boldly challenging the status quo.</span><span style="text-indent: -18pt;"> </span></span></li></ul></ul><ul style="text-align: left;"><ul><li><span style="font-family: arial; font-size: medium; text-indent: -18pt;">Open access to Education Canada Magazine</span></li></ul></ul><ul style="text-align: left;"><ul><li><span style="font-family: arial; font-size: medium;"><span style="text-indent: -18pt;"><span face="Calibri, sans-serif" style="color: #2b2b2b;">Teaching Effectiveness Framework: </span></span><span face="Calibri, sans-serif" style="text-indent: -18pt;"><a href="https://www.edcan.ca/articles/what-did-you-do-in-school-today-teaching-effectiveness-a-framework-and-rubric/"><span style="color: #d6001c;"><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration-skip: none; white-space: pre-wrap;">https://www.edcan.ca/articles/what-did-you-do-in-school-today-teaching-effectiveness-a-framework-and-rubric/</span></span></a></span></span></li></ul></ul><ul style="text-align: left;"><li><span style="font-family: arial; font-size: medium;"><span face="Calibri, sans-serif" style="white-space: pre-wrap;">Werklund School of Education Graduate </span><span face="Calibri, sans-serif" lang="EN-US" style="white-space: pre-wrap;">Programs - </span><span face="Calibri, sans-serif" style="white-space: pre-wrap;"><span style="color: #0563c1;"><a href="https://werklund.ucalgary.ca/graduate-programs">https://werklund.ucalgary.ca/graduate-programs</a></span></span></span></li></ul><ul style="text-align: left;"><li><span style="font-family: arial; font-size: medium;"><span face="Calibri, sans-serif" lang="EN-US" style="white-space: pre-wrap;">Taylor Institute, UCalgary, Open Access Seminars – </span><span style="white-space: pre-wrap;"><span face="Calibri, sans-serif" style="color: #0563c1;"><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration-skip: none;"><a href="https://taylorinstitute.ucalgary.ca/">https://taylorinstitute.ucalgary.ca/</a></span></span></span></span></li></ul><ul style="text-align: left;"><li><span style="font-family: arial; font-size: medium;"><span face="Calibri, sans-serif" lang="EN-US">Visible Learning Online Resources - </span><span face="Calibri, sans-serif"><span style="color: #0563c1;"><a href="https://visible-learning.org/">https://visible-learning.org/</a></span></span></span></li></ul><p></p><p class="MsoNormal" style="margin: 0cm;"><b><span style="font-family: arial;">References & Readings</span></b></p><p class="MsoNormal" style="margin: 0cm; text-align: left;"><span style="font-family: arial; font-size: 12pt;"><br /></span></p><p class="MsoNormal" style="margin: 0cm; text-align: left;"><span style="font-family: arial;"><span style="font-size: 12pt;">Brown, B., & Jacobsen, M. (2020, September 3). Underlying Messages and Myths about Online Learning. Blog: </span><span style="font-size: 12pt;"><a href="http://girlprof.blogspot.com/2020/09/underlying-messages-and-myths-about.html">http://girlprof.blogspot.com/2020/09/underlying-messages-and-myths-about.html</a></span></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;"><o:p> </o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;"><span face="Calibri, sans-serif" style="color: black;">Brown, B., Alonso-Yanez, G., Friesen, S., & Jacobsen, M. (2020). High school redesign: Carnegie unit as a catalyst for change. </span><i><span style="font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; white-space: pre-wrap;">Canadian Journal of Educational Administration and Policy (CJEAP), </span></i><span style="font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; white-space: pre-wrap;">193, 97-114. </span><a href="https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/68066" style="color: #954f72; text-decoration: underline;"><span style="color: black;"><span style="font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration-skip: none; white-space: pre-wrap;">https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/68066</span></span></a><o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;"><o:p> </o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;"><span face="Calibri, sans-serif" style="color: black;">Brown, B. & Eaton, S. E. (2020). Using a community of inquiry lens to examine synchronous online discussions in graduate courses. In L. Wilton, & Brett C. (Eds.) </span><i><span style="font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; white-space: pre-wrap;">Handbook of Research on Online Discussion-Based Teaching Methods (pp. 229-262)</span></i><span style="font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; white-space: pre-wrap;">, IGI Global.</span><span style="color: black; text-decoration: underline;"><a href="https://doi.org/10.4018/978-1-7998-3292-8" style="color: #954f72; text-decoration: underline;"><span style="font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; white-space: pre-wrap;"> </span><span style="color: purple;"></span><span style="font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration-skip: none; white-space: pre-wrap;">https://doi.org/10.4018/978-1-7998-3292-8</span></a></span><span face="Calibri, sans-serif"><o:p></o:p></span></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;"><br /></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;">Brown, B. (2019). One-Take Productions for Student Feedback. <i>Education Canada Magazine, 59</i>(2). </span><a href="https://www.edcan.ca/articles/student-feedback/" style="color: #954f72; font-family: arial; font-style: normal;"><span style="color: black; text-decoration: none;">https://www.edcan.ca/articles/student-feedback/</span></a></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span lang="EN-US" style="font-family: arial;"><o:p> </o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;"><span face="Calibri, sans-serif" style="color: black;">Brown, B., Jacobsen, M., & Lambert, D. (2014, May 9-10). Learning technologies in higher education [Paper presentation]. In P. Preciado Babb (Ed<i>.). Proceedings of the IDEAS: Rising to the Challenge Conference</i>, (pp. 25-43). Werklund School of Education, University of Calgary, AB, Canada.</span><span face="Calibri, sans-serif"><a href="http://hdl.handle.net/1880/50588" style="color: #954f72; text-decoration: underline;"><span style="color: black;"></span><span style="color: purple;">http://hdl.handle.net/1880/50588</span></a><span style="color: black;"><o:p></o:p></span></span></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;"><o:p> </o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;"><span face="Calibri, sans-serif" style="color: black;">Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020). Teaching, Technology & Teacher Education during the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education</span> eBook: <span style="color: #0563c1; text-decoration: underline;"><a href="https://www.learntechlib.org/p/216903/" style="color: #954f72; text-decoration: underline;">https://www.learntechlib.org/p/216903/</a> </span></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span face="Calibri, sans-serif" style="font-size: 16px;"><br /></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;"><span face="Calibri, sans-serif">Friesen, S., Saar, C., Park, A., Marcotte, C., Hampshire, T., Martin, B., Brown, B., & Martin, J. (2015). </span><i>Focus on Inquiry</i><span face="Calibri, sans-serif">. [eBook]</span></span><span face="Calibri, sans-serif" style="font-size: 16px;"> </span><a href="http://inquiry.galileo.org/" style="color: blue; font-family: Calibri, sans-serif; font-size: 16px;" title="http://inquiry.galileo.org/">http://inquiry.galileo.org/</a></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;"><o:p> </o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;"><span face="Calibri, sans-serif" style="color: black;">Friesen, S. (2009). What did you do in school today? Teaching Effectiveness: A Framework and Rubric. Toronto: Canadian Education Association. </span><span face="Calibri, sans-serif"><a href="https://galileo.org/publication/what-did-you-do-in-school-today-teaching-effectiveness-a-framework-and-rubric/" style="color: #954f72; text-decoration: underline;">https://galileo.org/publication/what-did-you-do-in-school-today-teaching-effectiveness-a-framework-and-rubric/</a><span style="color: black;"><o:p></o:p></span></span></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;"><o:p> </o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;">Friesen, S. (2015). “An Inquiry Stance on Practice: How the Process of Inquiry Produces Knowledge”. In Focus on Inquiry [eBook].<span> </span><a href="https://inquiry.galileo.org/ch5/an-inquiry-stance-on-practice/">https://inquiry.galileo.org/ch5/an-inquiry-stance-on-practice/</a><o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span lang="EN-US" style="font-family: arial;"><o:p> </o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;">Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. <i>The Internet and Higher Education</i>, 2(2-3), 87-105. </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"></p><ul style="text-align: left;"><li><span style="font-family: arial; text-indent: -18pt;">Community of Inquiry (CoI) Framework - </span><span style="color: #954f72; font-family: arial; text-indent: -18pt;"><a href="https://coi.athabascau.ca/coi-model/" style="color: #954f72;">https://coi.athabascau.ca/coi-model/</a></span></li></ul><p></p><p></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;"><span face="Calibri, sans-serif" lang="EN-US">Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). </span><span face="Calibri, sans-serif">A framework for institutional adoption and implementation of blended learning in higher education</span><span face="Calibri, sans-serif">. <i>Internet and Higher Education, 18</i>, 4-14. <a href="https://doi.org/10.1016/j.iheduc.2012.09.003" style="color: #954f72; text-decoration: underline;" target="_blank" title="Persistent link using digital object identifier"><span style="color: #0c7dbb;">https://doi.org/10.1016/j.iheduc.2012.09.003</span></a></span><span face="Calibri, sans-serif"><o:p></o:p></span></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;"><br /></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;"><span face="Calibri, sans-serif" lang="EN-US" style="font-weight: normal;">Irvine, V. (2020, Oct 26). </span><span face="Calibri, sans-serif">The Landscape of Merging Modalities. Educause Review, 4. Online:<b style="font-weight: normal;"><o:p></o:p></b></span></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;"><a href="https://er.educause.edu/articles/2020/10/the-landscape-of-merging-modalities" style="color: #954f72; text-decoration: underline;"><span style="color: #0563c1;">https://er.educause.edu/articles/2020/10/the-landscape-of-merging-modalities</span></a><o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;"><o:p> </o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;">Jacobsen, M., Friesen, S., & Lock, J. (2013). Strategies for Engagement: Knowledge building and intellectual engagement in participatory learning environments. Education Canada, <o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;">https://www.edcan.ca/articles/strategies-for-engagement/<o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;"><span face="Calibri, sans-serif" style="color: black;"><br />Jacobsen, M., Brown, B., & Lambert, D. (2013). <i>Technology-enhanced learning environments in higher education: A review of the literature</i>. Werklund School of Education, University of Calgary, </span><span face="Calibri, sans-serif" style="color: blue;">(</span><span face="Calibri, sans-serif" style="color: black;">80 pages).</span><span face="Calibri, sans-serif"><a href="http://hdl.handle.net/1880/52244" style="color: #954f72; text-decoration: underline;"><span style="color: black;"></span><span style="color: purple;">http://hdl.handle.net/1880/52244</span></a><u><span style="color: purple;"><o:p></o:p></span></u></span></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;"><o:p> </o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;">Martin, J. (2019). Building Relationships and Increasing Engagement in the Virtual Classroom. Journal of Educators Online, 16(1), 9-13. https://www.thejeo.com/archive/2019_16_1/martin<o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;"><o:p> </o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;">Mazur, A. D., Brown, B., & Jacobsen, M. (2015). Learning Designs using Flipped Classroom Instruction. <i>Canadian Journal of Learning and Technology, 41</i>(2), 1-26.<o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;"><span> </span>DOI: https://doi.org/10.21432/T2PG7P<o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: arial;"><o:p> </o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;"><span face="Calibri, sans-serif" style="color: black;">Minero, E. (2020, August). Educators turn to Bitmoji to build community and engagement. </span>Edutopia. <span face="Calibri, sans-serif" style="color: black;"><a href="https://www.edutopia.org/article/educators-turn-bitmoji-build-community-and-engagement" style="color: #954f72; text-decoration: underline;"><span>https://www.edutopia.org/article/educators-turn-bitmoji-build-community-and-engagement</span></a></span><span face="Calibri, sans-serif"><o:p></o:p></span></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><br /></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; margin: 0cm; orphans: auto; widows: auto;"><span style="font-family: arial;"><span face="Calibri, sans-serif" style="background-color: white; background-position: initial initial; background-repeat: initial initial; color: black;">Stelmach, B. M., Hunter, D. M., Brown, B., O'Connor, B., & Brandon, J. (2019). Optimum Learning for All Students: Highlights from the Research Literature.</span> <span face="Calibri, sans-serif" style="color: black;"><a href="http://hdl.handle.net/1880/110447" style="color: #954f72;"><span style="color: black;">http://hdl.handle.net/1880/110447</span></a><o:p></o:p></span></span></p><p class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; margin: 0cm; orphans: auto; widows: auto;"></p><p></p><p></p><ul style="text-align: left;"><li><span style="color: black; font-family: arial; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-themecolor: text1; text-indent: -18pt;"><span style="mso-list: Ignore;">·</span></span><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; color: black; font-family: arial; text-indent: -18pt;">Werklund School of Education Research Partnership. Optimum Learning for All Students: Implementing Alberta’s 2018 Professional Practice Standards</span><span style="font-family: arial; text-indent: -18pt;">. Online: </span><a href="https://werklund.ucalgary.ca/community-engagement/partner-research-schools/research-partnerships/optimum-learning-all" style="color: #954f72; font-family: arial; text-indent: -18pt;">https://werklund.ucalgary.ca/community-engagement/partner-research-schools/research-partnerships/optimum-learning-all</a></li></ul><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-size: medium; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0cm; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: arial;">Tucker, C. (2020, August 19). Asynchronous vs. Synchronous: How to Design for Each Type of Learning. </span><span style="font-family: arial;"><span style="color: black; text-decoration: none;"><a href="https://catlintucker.com/2020/08/asynchronous-vs-synchronous/">https://catlintucker.com/2020/08/asynchronous-vs-synchronous/</a></span></span></p><p class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><span style="font-family: arial; text-indent: 0px;"><span> </span></span></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0cm;"><br /></p><p class="MsoNormal" style="font-family: Calibri, sans-serif; margin: 0cm;"><span lang="EN-US"><o:p></o:p></span></p>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-73918514414451915282020-11-24T08:58:00.002-07:002020-11-24T09:17:37.159-07:00Thriving in Academia and Maintaining a Work-Life Balance: Being a Mom on the Tenure Track (Jacobsen, 2018)<div>Citation for re-post: <br />Jacobsen, M. (2018, Sept 19). Thriving in academia and maintaining a work-life balance: Being a mom on the tenure track. Canadian Society for the Study of Education. Online: <a href="https://csse-scee.ca/blog/thriving-in-academia-and-maintaining-a-work-lifebalance-being-a-mom-on-the-tenure-track/">https://csse-scee.ca/blog/thriving-in-academia-and-maintaining-a-work-lifebalance-being-a-mom-on-the-tenure-track/</a></div><div><br />In the years leading up to my successful bid for early tenure as an assistant professor, I designed and taught two new graduate courses (of the five courses I was required to teach each year), led two major million dollar research initiatives, won a teaching award, published seven journal articles and three book chapters, presented at several national and international conferences, supervised two masters students who completed their theses, and gave birth to my first child. Far from this being the start to a hero story, the intense pace and heavy workload I experienced as an untenured, female academic also included an unplanned one-week hiatus in hospital to be treated for a peptic ulcer and lectures on finding balance from my physician.</div><div><br />While I survived my own sprint to tenure, I almost sacrificed my health and wellness. Sadly, my experience is all too common. Many untenured professors are struggling under unwieldy workloads and relentless demands from colleagues, students and the institution. In order to thrive and maintain balance during the long marathon of a successful academic career, I have learned to be very intentional about how I balance a demanding academic career while still enjoying an active and healthy family life. Based on my experience as an academic and mother, I offer the following advice for surviving and thriving on the tenure track.</div><div><br />First, time away from campus can be great for reflection and personal growth, especially on gender dynamics, as well as for being productive. Leading up to promotion as an associate professor, I gave birth to my second child. What was different this time, in addition to having both a toddler and a baby at home, was that I took a maternity leave combined with a sabbatical, and worked from home. In between potty training, playdoh and naps, I reflected on and wrote down my long-term goals as an academic, wrote and published a book, edited a peer reviewed journal and supervised my graduate students. I also made time for selfcare and good habits, like walks and play time with my children, preparing and eating healthy meals with my spouse, making time for daily exercise and getting enough sleep (okay, this last one continues to be a work in progress). Lately, I find that bringing academic work with me to the arena is a strategy that helps me to balance watching my two teenage hockey players with marking papers, drafting reports and reviewing dissertation chapters. So, balance work on campus with work at home to strive for optimal productivity.</div><div><br />Second, learn when to say yes and when to say no. Along my own tenure track pathway in academia, while balancing research, teaching and a demanding family life, I have learned that saying <span style="box-sizing: border-box; font-weight: 700;">YES</span> to diverse and unexpected invitations and opportunities to become involved in councils and committees, engage in projects, new teaching and research initiatives, innovative course design work, collaborative design and research teams, using a new technology or design for teaching, working with educators in the ministry and leaders in the classroom, has expanded and enriched my career in rewarding and exciting ways. I have not followed a linear path. A diverse range of projects, courses and leadership and service roles have challenged me to learn, grow and change in ways I could not have planned for and certainly didn’t imagine when I started my initial teacher preparation program almost 30 years ago. I am still excited and passionate about being a professor every day because of the dynamic nature of the work.</div><div><br />In the years between associate and full professor, I have also learned when and how to say <span style="box-sizing: border-box; font-weight: 700;">NO</span>. In part, saying no means that you hold yourself to your big goals, set priorities and establish boundaries. Set reasonable timelines for projects and block time in your calendar for this work. Blocking time for your priorities and projects gives you an idea of any “left over” time you might have for new requests. Avoid putting your own work, your own scholarship, and your own teaching, last. Avoid procrastination and time sinks, like twittering away hours on social media. Go for a walking meeting instead of taking a coffee break. There is more than enough work to go around, so you do not need to do it all. Learn the graceful art of saying no: <em style="box-sizing: border-box;">Thank you for this invitation to become involved in</em><em style="box-sizing: border-box;">…. I appreciate being asked… I regret saying no, h</em><em style="box-sizing: border-box;">owever, I am fully engaged in</em><em style="box-sizing: border-box;">… I am working towards a deadline </em><em style="box-sizing: border-box;">for</em><em style="box-sizing: border-box;">… Two of my doctoral students are working towards candidacy… </em><em style="box-sizing: border-box;">Please approach me again in the future. </em>So, strategy two is to learn when to say yes and when to say no.</div><div><br />Third, manage your time or others will manage it for you. I have learned to make every moment in my day count through the use of routines, processes and tracking systems. For example, I attempt to clear my inbox each day by acting/responding, filing or deleting. I eat a healthy lunch while reading graduate student papers and chapters. I develop systems and strategies, like daily, weekly and monthly lists, project management plans, and accountability charts, to keep on top of my work and reward myself for getting things done. I regularly document and track my accomplishments, through curating my curriculum vitae, organizing and filing relevant documents (such as teaching evaluations, evidence of productivity), sorting and organizing printed materials in my yearly Performance Review folder.<br /><br /></div><div>Fourth, find ways to become fully engaged with your academic community, on your campus and with colleagues at other universities, and seek out positive colleagues who generate energy rather than take energy. Work with trusted mentors and credible information to prepare for the tenure and promotion process. Too many new professors, myself included, experience fear and anxiety about the tenure and promotion process because they get seduced by urban legends and hallway talk, or get discouraged by sour colleagues, instead of talking to positive colleagues in senior leadership who have experience with the process. Instead, I encourage junior colleagues to seek out high performing and generous colleagues as mentors and coaches who will advise you, review your CV, recommend strategies to strengthen your research, teaching and service portfolios, and outline the tenure and promotion process at your institution. Talk to trusted mentors instead of getting distracted by horror stories, hallway talk and disenchanted colleagues.<br /><br /></div><div>Finally, develop a knowledge mobilization plan and project timeline for your research activities, grant writing, journal articles, conference papers and presentations, and other outcomes of your scholarship. Great advice I have been given and now live by is to set timelines and goals for the “<a href="https://chroniclevitae.com/news/1447-my-writing-productivity-pipeline" style="box-sizing: border-box; color: #c60950; text-decoration: none; transition: all 0.3s ease 0s;">productivity pipeline,</a>” which means I aim to have a few manuscripts in preparation, a few manuscripts submitted for consideration, and a few works in press. I do keep track of new ideas that can be shaped into proposals for grants, conferences or journals. Prior to conference presentations, I try to work with my colleagues to develop a plan and deadline to prepare and submit the paper to a journal. Do not fly solo! Enhance your growth and productivity as a researcher by working with a collaborative research team that shares expertise and is willing to work on several manuscripts, with different leads on each on, at a time. Finally, and importantly, an investment that always pays off huge dividends is to mentor and support your graduate students as first authors by coaching them on academic writing, and also by co-writing articles and co-presenting at conferences with them.</div><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; box-sizing: border-box; caret-color: rgb(85, 85, 85); color: #555555; font-family: Poppins; font-size: 13px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0px 0px 20px; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://csse-scee.ca/wp-content/uploads/2018/09/Jacobsen.jpg" style="background-color: transparent; box-sizing: border-box; color: #c60950; text-decoration: none; transition: all 0.3s ease 0s;"></a></p><p style="font-family: Helvetica; font-size: 12px; font-stretch: normal; line-height: normal; margin: 0px;"><br /></p>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-77931708957941458082020-09-03T09:22:00.006-07:002020-09-03T13:54:36.486-07:00Underlying Messages and Myths about Online Learning (Brown & Jacobsen, 2020)<div style="text-align: center;"><b>Underlying Messages and Myths about Online Learning</b></div><div style="text-align: center;"><b>Barb Brown and Michele Jacobsen</b></div><div style="text-align: left;"><br /></div><div style="text-align: left;">There are many underlying messages about online learning that we have been noting in the communications and decisions related to school re-entry plans. Dr. Barb Brown and I thought it might be helpful to provide some trustworthy information and research citations to help counter some of these myths:</div><div><ul style="text-align: left;"><li>Myth#1: Online learning is less effective than in-person learning</li><li>Myth #2: Online learning implies less interaction than in-person</li><li>Myth #3: More time should be spent on synchronous activities in online learning</li></ul></div><div><b>Myth#1: Online learning is less effective than in-person learning</b><br /><br />Online learning designs have been proven to be effective for learning. In fact, research occurring during the pandemic demonstrated that even during a crisis-response and rapid transition to remote teaching, this mode of learning online can be effective for a diverse range of learners. The promise and possibilities for robust online learning designs increase when instructors have ample lead time to collaborate and design digital learning plans and strategies for their students. <br /><ul style="text-align: left;"><li>According to Donovan et al. (2019), blended and hybrid learning have been proven to be an important part of Canadian post-secondary education prior to the COVID-19 pandemic.</li><ul><li>Online learning is accepted (e.g., online credentials are as respected as face-to-face credentials</li><li>Demonstrated Student Satisfaction (e.g., Students are as satisfied with online courses as they are with face-to-face course.</li><li>Online learning designs often promote innovations in teaching</li></ul><li>Barbour et al. (2019) indicated that approximately 300,000 K-12 students in Canada were engaged in distance and/or online learning in 2018-19. In March 2020, educators and students across Canada pivoted from in-person classrooms to educating over 5 million students remotely in less than two weeks.</li><li>During the pandemic, researchers shared many examples of effective teaching, technology and teacher education during the pandemic (Ferding et al., 2020). Some key findings that help support the notion that even a rapid transition to online can be effective:</li><ul><li>p. 50 – research shows eLearning presents challenges for parents, teachers and administrators, argues for field placements online, professional development for teachers, and additional research is needed for a thoughtful digital learning plan</li><li>p.67 – a blend of synchronous and asynchronous learning activities, collaborative tools, can be supportive for students with diverse learning need and can provide equitable access when approaches are grounded in patience and flexibility</li><li>p. 78 – classes that were using technologies pre-COVID found it a seamless transition to fully online and using the same technologies</li><li>p. 94 – social interactions are important and this can be achieved online</li><li>p. 132 – relationships and professional collaboration can be achieved online</li></ul></ul><br /><b>Myth #2: Online learning implies less interaction than in-person</b><br /><br />Some presume there is less interaction in online courses when compared to in-class, face-to-face teaching and learning (Watts, 2016). However, it has been proven that interactivity, engagement and strong social and community presence can be fostered in online courses for students and instructors (Garrison, 2017; Young & Bruce, 2011). Contemporary learning technologies enable teachers and learners to connect, collaborate and communicate effectively in diverse ways using an intentional blend of “live” (synchronous) and teacher or self-directed (asynchronous) learning designs (Jacobsen, et al., 2013; Tucker, 2020). For example, a teacher can collect, curate and assign relevant podcasts, videos, and textual resources to be accessed and viewed by learners prior to a real-time or live modelling session the teacher leads with the entire class. Known as flipped instruction, this approach to blending asynchronous and synchronous learning experiences and opportunities is an effective pedagogical approach teachers are using to design online learning experiences that are highly interactive (Mazur, et al., 2015). <br /><br /><b>Myth #3: More time should be spent on synchronous activities in online classes</b><br /><br />Both self-directed asynchronous learning tasks and activities, and scheduled synchronous activities and interactions, are important for learning in online courses. <br />Asynchronous activities provide students with time to reflect and think before interacting with their peers in discussion groups. Students can view multi-media educational resources at their own pace with accessibility options. These are important elements of active and engaged learning in online courses (Lee & Brett, 2015; Watts, 2016)<br />Synchronous activities, such seminars, webinars and conversations with instructors, peers and expert guest speakers, are also important for learning in online courses (Martin et al., 2017; Watts, 2016).<br />Live interaction matters but relying on too many synchronous activities can promote inequities for those unable to connect/attend scheduled events (Banna et al., 2015)<br />An appropriate range and blend of asynchronous and synchronous activities using communication applications for collaborative knowledge building (Brown et al., 2013; Brown & Eaton, 2020; Watts, 2016) are ideal with flexibility for individual student needs, circumstances, and access to reliable technology.<br /><br /><b>References:</b><br /><br />Banna, J., Grace Lin, M., Stewart, M., & Fialkowski, M. (2015). Interaction matters: Strategies to promote engaged learning in online introductory nutrition course. Journal of Online Learning and Teaching, 11(2), 249-261.<br /><br />Barbour, M., & LaBonte, R. (2019). State of the Nation: K-12 E-Learning in Canada. <br /><a href="https://www.blogger.com/#">https://k12sotn.ca/reports/</a><br /><br />Brown, B. & Eaton, S. E. (2020). Using a community of inquiry lens to examine synchronous online discussions in graduate courses (Chapter 10). In L. Wilton, & Brett C. (Eds.) Handbook of Research on Online Discussion-Based Teaching Methods (pp. 229-262), IGI Global. <a href="https://www.blogger.com/#">https://doi.org/10.4018/978-1-7998-3292-8</a><br /><br />Brown, B., Eaton, S. E., Jacobsen, M., & Roy, S. (2013). Instructional design collaboration: A professional learning and growth experience. MERLOT Journal of Online Learning and Teaching, 9(3). <a href="https://www.blogger.com/#">http://jolt.merlot.org/vol9no3/brown_0913.htm</a><br /><br />Donovan, T., Bates, T., Seaman, J., Mayer, D., Martel, E., Paul, R., . . . Poulin, R. (2019). Tracking online and distance education in Canadian universities and colleges: 2018. Canadian National Survey of Online and Distance Education, Public Report. Canadian Digital Learning Research Association. <a href="https://www.blogger.com/#">https://onlinelearningsurveycanada.ca/</a><br /><br />Ferding, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Association for the Advancement of Computing in Education (AACE). <a href="https://www.blogger.com/#">https://www.learntechlib.org/p/216903/</a><br /><br />Garrison, D. R. (2017). E-learning in the 21st century: A community of inquiry framework for research and practice (3rd ed.). Routledge. <br /><br />Jacobsen, M., Brown, B., & Lambert, D. (2013). Technology-Enhanced Learning Environments in Higher Education: A Review of the Literature. Werklund School of Education, University of Calgary. November, 80 pages. URL: <a href="https://www.blogger.com/#">http://hdl.handle.net/1880/52244</a><br /><br />Lee, K. & Brett, C. (2015). Dialogic understanding of teachers’ online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course. Teaching and Teacher Education, 46, 72-83. <a href="https://www.blogger.com/#">https://doi.org/10.1016/j.tate.2014.11.001</a><br /><br />Martin, F., Ahlgrim-Delzell, L., & Budhrani, K. (2017). Systematic review of two decades (1995 to 2014) of research on synchronous online learning. American Journal of Distance Education, 31(1), 3-19. <a href="https://www.blogger.com/#">https://doi.org/10.1080/08923647.2017.1264807</a><br /><br />Mazur, A. D., Brown, B., & Jacobsen, M. (2015). Learning designs using flipped classroom instruction. Canadian Journal of Learning and Technology, 41(2), 1-26. DOI: <a href="https://www.blogger.com/#">https://doi.org/10.21432/T2PG7P</a> <br /><br />Tucker, C. (2020). Asynchronous vs. Synchronous: How to Design for Each Type of Learning. <a href="https://www.blogger.com/#">https://catlintucker.com/2020/08/asynchronous-vs-synchronous/</a><br /><br />Watts, L. (2016). Synchronous and asynchronous communication in distance learning: a review of the literature. Quarterly Review of Distance Education, 17(1), 23–32. <a href="https://www.blogger.com/#">https://eric.ed.gov/?id=EJ1142962</a><br /><br />Young, S., & Bruce, M. A. (2011). Classroom community and student engagement in online courses. Journal of Online Learning and Teaching, 7(2). <a href="https://www.blogger.com/#">http://jolt.merlot.org/vol7no2/young_0611.htm</a><style class="WebKit-mso-list-quirks-style">
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</style></div><div><br /></div><div>--</div><div><i>This co-authored blog post has been cross published by both authors; please access Dr. Barb Brown's post here [</i><a href="http://www.drbarbbrown.com/2020/09/03/underlying-messages-and-myths-about-online-learning/">http://www.drbarbbrown.com/2020/09/03/underlying-messages-and-myths-about-online-learning/</a><i>] </i></div>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-36163302784950410992020-05-20T14:55:00.001-07:002020-05-20T14:55:38.986-07:00Latest Exploration of the Future of the Doctoral Dissertation, V.2A few years ago, I wrote a blog (<a href="http://girlprof.blogspot.com/2017/03/exploring-future-of-doctoral.html" target="_blank">here</a>) to explore emerging forms of the doctoral dissertation beyond the five-chapter monograph.<br />
<br />
This brief update foregrounds CAGS - Non-traditional dissertation profiles<br />
<a href="https://cags.ca/category/projects/rethinking-profiles/" target="_blank">https://cags.ca/category/projects/rethinking-profiles/ </a><br />
<br />
There is also a great set of papers from CAGS on Rethinking the PHD, that have been published between 2016 - 2018. <a href="https://cags.ca/category/projects/rethinking-the-phd/">https://cags.ca/category/projects/rethinking-the-phd/</a>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-30534304302412837382019-03-19T04:51:00.005-07:002019-03-19T04:51:55.533-07:00Costs of academic travel cultureGreat blog by <b>Race MoChridhe</b>, London School of Economics and PoliSci, on how academic travel culture is both bad for the planet and also bad for equity and diversity in research: <a href="https://blogs.lse.ac.uk/impactofsocialsciences/2019/03/19/academic-travel-culture-it-is-not-only-bad-for-the-planet-it-also-bad-for-the-diversity-and-equity-of-research/" target="_blank">https://blogs.lse.ac.uk/impactofsocialsciences/2019/03/19/academic-travel-culture-it-is-not-only-bad-for-the-planet-it-also-bad-for-the-diversity-and-equity-of-research/ </a><br />
<br />
This paragraph resonates with me, given the 5 - 6 weeks per year that my husband subsidizes my conference and committee travel, and an additional 36 - 48 evenings or weekend days of academic leadership commitments, and takes on the entire burden of home and childcare during my absence:<br />
<br />
<i>These burdens fall primarily upon women because, whether they are the wives of academics or are academics themselves, they are far more likely to be primary caregivers for relatives of all kinds (including their own children) and are generally responsible for a far greater share of the other domestic work that keeps a household together. When we tie professional advancement in the academy to participation in conferences and on committees that require extensive travel, we are too often asking for what is simply impossible to give, either in terms of their own time <b>or of a spouse’s</b>. This is an arrangement that disproportionately favors those without family commitments, which is much more likely to mean men. Just as there is a certain degree of myopia, if not outright hypocrisy, in our collective professional agitation for action on climate change, while maintaining our jet-set lifestyle, so too the continued reliance on conference and committee travel in the digital age discredits our claims to desiring greater gender equity.</i><br />
<i><br /></i>
I agree with Race that meeting face-to-face at conferences has value; however, with contemporary technology we can be much more creative in the ways we gather together groups of academics to share ideas, offer feedback and critique and build original knowledge in ways that reduce the academic travel footprint on the environment, and remove barriers to equity and diversity in research engagement.GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-6435939464391573322017-08-04T10:32:00.002-07:002017-08-04T12:36:56.973-07:00Dr. Ann Sherman, An Inspiring Academic Leader and Dear FriendIt is with deep sadness and a heavy heart that I write about the death of my dear friend, Dr. Ann Sherman. <br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmXDgnsiDJSOosiLEW2CY0UKitecvuVrw4u4Y4i_LVdYb-jIbiMNzm9G-5h1W6uNQcGZ5yjmQ_5l4HcZxvysbAnIZkcoLv27SejTbm9c9LghL3ReMM23kyRr6wMdNmZEcHbBdtOf1dj-O7/s1600/AnnSherman_Aug2.jpg"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmXDgnsiDJSOosiLEW2CY0UKitecvuVrw4u4Y4i_LVdYb-jIbiMNzm9G-5h1W6uNQcGZ5yjmQ_5l4HcZxvysbAnIZkcoLv27SejTbm9c9LghL3ReMM23kyRr6wMdNmZEcHbBdtOf1dj-O7/s320/AnnSherman_Aug2.jpg" /></a><br /><br />Yesterday, I received the news: University of New Brunswick dean of education Ann Sherman died on Wednesday, August 2. From the UNB website, "It is with heavy hearts that we confront news of the passing of Ann Sherman, who has served as Dean of the Faculty of Education at UNB since 2010," said Dr. George MacLean, Vice-President Academic of the Fredericton campus, in a message to university members issued Thursday. <br /><br />Ann Sherman was an empowering and powerful leader in education who brought hope, creativity and inspiration to the many communities of which she was a part. Ann Sherman was such an important mentor to me; she was an inspirational leader and role model, a generous and giving teacher, and, most importantly, a dear and kind friend who had a beautiful laugh and infectious sense of humour. I will miss Ann a great deal, and I mourn her loss. What gives me comfort is that while Ann is no longer with us physically, she will live with us forever in spirit, and I know that her impact and influence lives on in the many educational and international initiatives, projects and programs that she led, the many people who she mentored, challenged and taught throughout her life, and the extended family and broad community of friends who cherished her, loved her and got to share in her bright light. <a href="https://www.facebook.com/hashtag/changemaker?source=feed_text&story_id=10154716883636434">#changemaker</a> <a href="https://www.facebook.com/hashtag/exceptionalteacher?source=feed_text&story_id=10154716883636434">#exceptionalteacher</a> <a href="https://www.facebook.com/hashtag/empoweringleader?source=feed_text&story_id=10154716883636434">#empoweringleader</a><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb9H869OfYWL2Q9X76X6KfASTn7V63SbAkAoetDgi11TU3-yoUntm9G_IxU9QjcF2ylpb-Gu_CfY5-KMfa_y5YWCRCHb_XNKiO1F01ZX2kc7L1e3THfhhtb0C0HIyPS5IY9ueh-sXoeBYm/s1600/MicheleAnn.jpg"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb9H869OfYWL2Q9X76X6KfASTn7V63SbAkAoetDgi11TU3-yoUntm9G_IxU9QjcF2ylpb-Gu_CfY5-KMfa_y5YWCRCHb_XNKiO1F01ZX2kc7L1e3THfhhtb0C0HIyPS5IY9ueh-sXoeBYm/s320/MicheleAnn.jpg" /></a><br /><br />Dr. Sharon Friesen shared the following to mark the passing of Ann Sherman:<br /><br />Ann received the news of her prognosis in true Ann fashion—fully of courage, determination, and adaptability. In her final days she wrote: “I want you to know that I am very accepting of this all and can only think about the most amazing life that I have had. I have such incredible friends and family. I think of all the experiences I have had…travel, meeting kings, children in arctic villages, prime ministers, on every continent except Antarctica. I am so excited about the life that I have had and you all know how crazy I am about my nephews and nieces and great niece and nephews!”<br /><br />Comfort is a great word, etymologically derived from two Latin roots: con, meaning with, and fortitude, meaning strength. We move strongly together, bound to one another with fortitude, determination and power. We deeply be-hold and are be-held.<br /><br />With strength,<br />SharonGirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-71929626614996826272017-03-02T13:16:00.003-07:002022-04-05T15:25:17.376-07:00Exploring the Future of the Doctoral Dissertation<div>
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="35" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="1" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
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<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
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<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
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<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
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<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="21" QFormat="true"
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<w:LsdException Locked="false" Priority="31" QFormat="true"
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<w:LsdException Locked="false" Priority="32" QFormat="true"
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<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
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<!--StartFragment-->
<div class="Pa1">
<span class="A7"><b><span style="font-size: 11.5pt;">The Innovative
Dissertation </span></b></span><span style="color: #221e1f; font-size: 11.5pt;"><o:p></o:p></span></div>
<div class="Default">
<span class="A7"><span style="font-size: 11.5pt;">As the PhD / EdD is
reconsidered as preparation for diverse career trajectories in addition to /
beyond academia, the idea of the dissertation as monograph written for only for
a scholarly audience comes into question. On May 31, 2016, five outstanding new
scholars made brief presentations at the 2016 Congress of the Humanities and
Social Sciences, held at the University of Calgary, describing their innovative
dissertation form, their reason for selecting this form, and how their research
is being received. The following videos have been made available by <a href="http://nutv.ca/" target="_blank">NUTV, University of Calgary</a>.</span></span></div>
<div class="Pa2">
</div>
<ul>
<li><span class="A7"><b>The
Experiential Dissertation </b></span><span class="A7">– </span><span class="A7"><span style="color: #e42725; mso-ansi-font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-size: 12.0pt; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Faye Bres</span></span><span class="A7">, PhD candidate, Werklund School of
Education, University of Calgary; </span>Presentation: 2016 Congress of the Humanities and Social
Sciences, University of Calgary: <a href="https://www.youtube.com/watch?v=lV2BEb40W1c"><span style="color: #0b4cb4; mso-bidi-font-family: Calibri;">https://www.youtube.com/watch?v=lV2BEb40W1c</span></a></li>
<li>Faye
Bres’ research, based on a study conducted with The City of Calgary to examine
how the City interacted with the environment during the 2013 flood. Funded by a
MITACS internship, Faye examined how situations during the flood brought forth
evidence of adaptive capacity that could be formalized to supplement
environmental risk control with adaptation.</li>
<li><span class="A7"><b>The
Public Scholarship Dissertation </b></span><span class="A7">– </span><span class="A7"><span style="color: #e42725; mso-ansi-font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-size: 12.0pt; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Kirk King</span></span><span class="A7">, PhD candidate, University of
British Columbia; </span>Presentation:
2016 Congress of the Humanities and Social Sciences, University of Calgary: <a href="https://www.youtube.com/watch?v=2Mzmfg87Whc"><span style="color: #0b4cb4; mso-bidi-font-family: Calibri;">https://www.youtube.com/watch?v=2Mzmfg87Whc</span></a></li>
<li>Kirk’s
research, part of the UBC Public Scholars program, includes development of a
website to tell the story of Okinawan folk singer Kadekaru Rinsho, taking an
approach to ethnography in line with Okinawan traditional modes of knowledge
transmission that rely on public storytelling.</li>
<li><span class="A7"><b>The
Community Engaged Dissertation </b></span><span class="A7">– </span><span class="A7"><span style="color: #e42725; mso-ansi-font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-size: 12.0pt; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Sarah Nickle</span></span><span class="A7">, PhD, Simon Fraser University: </span>Presentation: 2016 Congress of the Humanities and Social
Sciences, University of Calgary<span style="color: #221e1f;">; </span><a href="https://www.youtube.com/watch?v=3jHWhkQTO2Q"><span style="color: #0b4cb4; mso-bidi-font-family: Calibri;">https://www.youtube.com/watch?v=3jHWhkQTO2Q</span></a></li>
<li>Sarah’s
dissertation was a community-engaged study of a twentieth-century pan-tribal
political organization, the Union of BC Indian Chiefs. It used new
ethnohistorical and critical oral history methods to understand the history of
pan-tribal unity in BC.</li>
<li><span class="A7"><b>The
Graphic Dissertation </b></span><span class="A7">– </span><span class="A7"><span style="color: #e42725; mso-ansi-font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-size: 12.0pt; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Nick Sousanis</span></span><span class="A7">, Post-Doctoral Scholar, University
of Calgary; </span>Presentation:
2016 Congress of the Humanities and Social Sciences, University of Calgary; <a href="https://www.youtube.com/watch?v=-cJ1e1SoEkg"><span style="color: #0b4cb4; mso-bidi-font-family: Calibri;">https://www.youtube.com/watch?v=-cJ1e1SoEkg</span></a></li>
<li>Nick’s
Columbia University EdD dissertation, Unflattening, was presented entirely in
comic book form. It has now been published as a book with the same title by
Harvard University Press.</li>
<li> </li>
<li><span class="A7"><b>The
Noir Detective Novel Dissertation </b></span><span class="A7">– </span><span class="A7"><span style="color: #e42725; mso-ansi-font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-size: 12.0pt; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">John Williamson</span></span><span class="A7">, PhD, Werklund School of Education, University
of Calgary; </span>Presentation:
2016 Congress of the Humanities and Social Sciences, University of Calgary: <a href="https://www.youtube.com/watch?v=6q0mCy6pq3c"><span style="color: #0b4cb4; mso-bidi-font-family: Calibri;">https://www.youtube.com/watch?v=6q0mCy6pq3c</span></a></li>
<li>Written
as a fictionalized hard-boiled detective story, John’s dissertation drew on
experiential data, primary sources, and interviews to examine the
categorization of and programming for students labelled as “slow learners.”
John was awarded the Chancellor’s Graduate Medal 2016 (Doctoral).</li>
</ul>
</div>
<div>
<b>CAGS - Canadian Association for Graduate Studies - Rethinking the PhD</b></div>
<div>
<br /></div>
Earlier in 2018, the <a href="https://cags.ca/rethinkingphd/">Canadian Association for Graduate Studies Rethinking the PhD group</a> released a whitepaper entitled “The Doctoral Dissertation—Purpose, Content, Structure, Assessment.” The paper outlines challenges the traditional dissertation presents in light of changes to the academic work environment and the likely career trajectories of PhD students. Does the dissertation serve its intended purpose? How could it be changed to better suit the needs of students and the academy? From the report:<br /><br />The challenge for supervisors, examination committees, and all those involved in graduate education is to find ways to allow (or even encourage) the inclusion of diverse forms of scholarship and scholarly products in the dissertation, while ensuring the rigour of the research.(4)<br /><br /><b>AECT - Association for Educational Communications and Technology</b><div>
<br />A sign that this conversation is underway elsewhere in North America is an upcoming AECT Webinar, "What are we preparing our students for? An argument for alt-format dissertations"<div>
<br />March 8th at 4:00 PM EST - 2017 [Webinar Registration]<br /> Hosted by: Feng-Ru Sheu, Kent State University<br />Presented by: Rick West, Brigham Young University<br /><br />Most scholars agree that the main purposes of the dissertation are to train students in proper research methodology and to contribute original findings to research. However, some worry that the traditional dissertation format is not conducive to either of these goals. Research has shown that dissertations rarely get disseminated into academic journals, and academics rarely cite dissertations that have not been published as articles. Additionally, some scholars argue that the traditional dissertation format is a poor training tool because it does not prepare scholars for future professional pursuits. Many departments, including mine, now offer alternative-format dissertations, including the option of defending a series of articles. In this webinar, Dr. West will share some of the research about alternative-format dissertations and our experience at BYU. He will discuss what lessons we have learned, and engage you in a discussion about the strengths and weaknesses of the alternative-format dissertation and how it might be used to improve scholarship in our field.</div>
</div>
GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-44021862302195492252015-06-11T04:45:00.000-07:002015-06-11T04:45:06.123-07:00The Value and Contribution of Sessional Instructors - Diverse Expertise and Relevant Professional ExperienceGreat 2014 article by Usher on sessionals on the Higher Education Strategy Associates' Blog: <a href="http://higheredstrategy.com/sessionals/">http://higheredstrategy.com/sessionals/</a><br />
<br />
In the blog, Usher outlines reasons why sessional instructors are a growing proportion of academic staff in higher education: universities are paid to teach, and spend a great deal of time also doing research. The part that most interested me, however, was that in which Usher described two broad categories of sessional instructors: those who have full-time employment elsewhere and recent PhD graduates. This quote about the first category of sessionals resonates with my experience in our School of Education, especially the part where we are much better for their presence: '<i>First are the mid/late-career professionals who already make good money from full-time employment elsewhere, and who help provide relevant, up-to-date content based on practical experience in programs like Law and Nursing. For them, sessional teaching is a way to pick up an extra cheque, and maybe have some fun doing it. Outside Arts & Science, this is the dominant model of sessionals, and universities are much the better for their presence</i>". The second category of sessionals include recent PhD graduates looking to get a tenure track position in academia.<br />
<br />The blog resonated with me because I am privileged to work alongside a cohort of sessional instructors in Graduate Programs in Education, and I make these observations about my highly valued colleagues:<br /><br />· The majority of GPE Sessional instructors hold full time employment elsewhere, and teach one or two courses per year with Werklund School of Education.<br /><br />· Contrary to the national public discourse on sessional colleagues as under appreciated, underpaid individuals who “want to be on the tenure track”, the sessional instructors who teach in GPE are not seeking a tenure track position and they report high levels of satisfaction in their teaching roles, experience success in their teaching, and feel valued for what they contribute to graduate students' learning and development<div>
<br /></div>
<div>
· Each of our sessional instructors bring deep expertise in their discipline, broad experience in their profession, and current knowledge and highly relevant insights from their employment elsewhere, all of which greatly enriches and expands our graduate program offerings<br /><br />· Sessional instructing also offers diverse and expanded opportunities for our doctoral students to develop teaching experience in higher education, as well as contribute their unique expertise and diverse strengths to the graduate program.</div>
<div>
<br /></div>
<div>
I encourage you to read Usher's <a href="http://higheredstrategy.com/sessionals/" target="_blank">blog</a> - it offers a different perspective on the debate about sessional instructors.<br /><br /><br /></div>
GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-79493223081176337132015-06-04T10:09:00.004-07:002016-11-17T05:20:54.446-07:00My response to: Are there too many PhDs? Turns out, maybe not: A look at where PhDs end up after leaving the Ivory Tower<h2>
<span style="color: #3f4549; font-family: inherit;"><span style="font-size: 15px; line-height: 21px;">Here is my response to </span></span><span style="color: #3f4549; font-family: "helvetica neue" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 21px;">the</span></span><span style="color: #3f4549; font-family: inherit;"><span style="font-size: 15px; line-height: 21px;"> National Post article by: Catherine McIntyre: </span></span><span style="font-size: small;"><a href="http://news.nationalpost.com/news/canada/are-there-too-many-phds-turns-out-maybe-not-a-look-at-where-phds-end-up-after-leaving-the-ivory-tower?">http://news.nationalpost.com/news/canada/are-there-too-many-phds-turns-out-maybe-not-a-look-at-where-phds-end-up-after-leaving-the-ivory-tower?</a></span></h2>
<br />
<br />
<header style="box-sizing: border-box; color: #777777; font-family: 'Helvetica Neue', arial, sans-serif; font-size: 13px; line-height: 1; margin-bottom: 3px; padding-right: 46px;"><span style="color: #3f4549; font-family: inherit; font-size: 15px; line-height: 21px;">Along with Danny and Stephanie, PhD candidate, I was a panelist at the CSSE session June 1 during which we discussed the changing contexts for graduates from doctoral programs. As the Associate Dean, Graduate Programs in Education, Werklund School of Education, University of Calgary, I can offer the academic perspective that is largely missing from this article. I contend that Schools of Education have already re-imagined doctoral education to reflect the needs and reality of our changing global contexts by preparing diverse doctoral students, who bring diverse career goals and expectations, for diverse career outcomes. For example, Werklund School of Education, University of Calgary, offers three different doctoral degrees. First, we offer a professional Education Doctorate (EdD) in Educational Research that prepares scholars of the profession who lead and study change in diverse learning contexts, from schools, to health and corporate settings, and in diverse disciplines in higher education. Werklund School of Education also offers the Doctorate of Philosophy (PhD) in Educational Research, which is a research degree that prepares scholars of the discipline who aim to research and teach in higher education. Third, we offer the Doctorate of Philosophy (PhD) in Educational Psychology that is a professional research degree that includes a one-year internship; graduates from this program aim to teach and research in higher education or to lead and study change and innovation in professional psychology settings. In Education, at least, I argue that we need to rethink the call to rethink the PHD because we have already done so with the creation of the Professional EDD and the Professional PhD with Internship. Education already provides high quality research and professional doctoral programs that meet respond to global trends and the demands of disciplines and professions in transition by being Accessible, Agile, Flexible, Responsive and Collaborative. Graduates who hold an EDD or a PHD enjoy the highest employment rates amongst all undergraduate and graduate degree holders in Canada. While I fully agree that universities must prepare students for life within AND beyond the ivory tower, and for careers beyond the professoriate, I disagree that the current employment rate of PhDs as professors is a cause for alarm – graduates from doctoral programs contribute their deep expertise, their critical and analytical thinking, and teaching and research experience across higher education, public education and many other sectors. While many doctoral students do plan for a life in the academy, a substantially higher number of students who pursue PhDs and EDDs are not planning on a life of higher education teaching and research. Like Education, faculties across disciplines should probably consider how they might provide different pathways to the doctorate. Academic faculty who are already experts at promoting a culture of research and teaching do a great job of preparing doctoral students for the academy; across Canada, Universities need to invest in expanding faculty capacity to promote and support a culture of research informed professional practice and leadership of innovation and change across sectors. </span></header><header style="box-sizing: border-box; color: #777777; font-family: 'Helvetica Neue', arial, sans-serif; font-size: 13px; line-height: 1; margin-bottom: 3px; padding-right: 46px;"><span style="color: #3f4549; font-family: inherit; font-size: 15px; line-height: 21px;">Dr. Michele Jacobsen, dmjacobs@ucalgary.ca,</span><span style="color: #3f4549; font-family: inherit; font-size: 15px; line-height: 21px;"> </span><a href="http://werklund.ucalgary.ca/gpe/" rel="nofollow" style="border: 0px; box-sizing: border-box; color: rgb(51, 102, 205) !important; font-family: inherit; font-size: 15px; line-height: 1; margin: 0px; padding: 0px; text-decoration: none;">http://werklund.ucalgary.ca/gp...</a></header>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-51384017619923383302014-07-04T08:41:00.002-07:002014-07-08T06:10:02.373-07:00Best offers a superficial analysis at best in: Are Universities Gouging Online Students? Thanks to my colleague, John, for pointing me to Best's (2014) essay. The "comments" sure counterbalance the essay's argument ....<br />
<br />
Best, R. (2014). Are Universities Gouging Online Students? Inside Higher Education. Available online: <a href="http://www.insidehighered.com/views/2014/07/03/essay-calls-end-charging-online-students-same-person-students">http://www.insidehighered.com/views/2014/07/03/essay-calls-end-charging-online-students-same-person-students</a><br />
<br />
The comments from professors who teach online and students who benefit from the accessibility and diversity of online programs are right on point. I have taught online for 16 years and believe that I have achieved some of my best teaching online - I also love teaching on campus, and believe I offer an engaging and interesting experience for students no matter what the delivery method. What I have learned over the past 16 years is that to design, develop and teach an online course tends to take me at least <u><b>double</b></u> the amount of time that it takes me to design, develop and teach an on-campus course. Part of the extra time is spent on the design and development of the online learning environment itself, and then supporting the immersive, interactive and engaging knowledge building activities that I have sponsored in online discussions and case groups. Part of the extra time is meeting 1-2-1 and 1-2-many with my online students to discuss assignment expectations, review assessment criteria and provide feedback and support when work is returned. On campus, I can often meet with groups for this kind of interaction. Part of the extra time online is the preparation for an active and engaging synchronous session, carrying out the session and then the follow up required after each session. On campus, I can follow up with students who have questions right after class in the hallway. <br />
<br />
As the <a href="http://werklund.ucalgary.ca/gpe/">Associate Dean, Graduate Programs in Education</a>, I have deep knowledge of the organizational and governance structures, the program design, development and delivery structures, the program office staffing and resources needed, and the academic expertise and experience required to offer blended and online programs. With a little reflection, I was able to assemble this partial list of the additional investments that <a href="http://werklund.ucalgary.ca/">Werklund School of Education</a> and Graduate Programs in Education make in order to design, develop and offer high quality, robust and accessible blended and online professional graduate programs and provide excellent support and service to our global community of graduate students:<br />
<ul>
<li>Double the number of Graduate Program Assistants</li>
<li>A Distance Delivery Coordinator</li>
<li>A Team Lead </li>
<li>A Practicum and Internship Coordinator </li>
<li>An additional Graduate Program Director (academic)</li>
<li>A Director, Professional Programs (academic)</li>
<li>Academic Coordinators for every cohort in every program (academics)</li>
<li>Ongoing, professional learning and development opportunities for staff and instructors (academics and graduate students)</li>
<li>Release time for new program / course development (academics)</li>
<li>Associate Dean, Teaching and Learning, who provides leadership and support with high quality teaching in the Werklund School of Education </li>
<li>Two Distance Technology support staff in the School, and the army of staff in the Taylor Family Institute for Teaching and Learning Center who provide technical and pedagogical support for students, staff and academics</li>
<li>Over 80 full time, tenure track academic staff and 60+ contingent term academic staff who hold the expertise and experience to teach courses online using engaging and appropriate signature pedagogies</li>
<li>Graduate Assistant Teachers, who are doctoral students who are mentored and supported in their own development as post-secondary educators, who provide support for online courses </li>
</ul>
I will keep adding to this list -- it is a complex, multifaceted enterprise when higher education offers blended and online programs. Ongoing orientations, research events, blended symposia, online resources and tutorials and integration with contemporary learning technologies is part of the human and technological infrastructure that underpins good quality blended and online learning experiences. There is a large list of additional investments that need to be made in order for Graduate Programs in Education, Werklund School of Education to be able to consistently offer high quality, research informed and research active learning experiences in our professional programs -- we are very proud of the quality of students in our programs, we are proud of the quality of courses and programs we offer, and we are focused on continual improvement and expansion of services. <br />
<br />
I appreciate the essay written by Mr. Best even though I feel it is, at best, a superficial analysis of the issues and needs associated with offering blended and online programs in higher education. I am sure Best's (2014) essay will provoke a range of comments and reactions over the next few weeks, which is likely the most important point - to get a thoughtful conversation started. I appreciate the opportunity and motivation that Mr. Best's essay provided for me to reflect upon the human and technological infrastructure and essential conditions required to offer high quality blended and online graduate programs. <br />
<br />
UPDATE: A great contribution to the conversation: Online Pricing, by Matt Reed, July 6th: <a href="http://www.insidehighered.com/blogs/confessions-community-college-dean/online-pricing#disqus_thread" target="_blank">http://www.insidehighered.com/blogs/confessions-community-college-dean/online-pricing#disqus_thread </a>GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0tag:blogger.com,1999:blog-6921173856187068889.post-37067548006078583032014-07-03T11:35:00.001-07:002014-07-03T11:35:23.023-07:00Great Quotes about ResearchAs a researcher, I have always understood research to be a form of <b>disciplined inquiry</b> -- when I conduct research, I usually start by surveying what is known - by talking to colleagues, by attending conferences, by reading journal articles, books and resources about the topic or problem of interest. Based on the review of literature and consultation with other researchers to survey what is known, I can identify what questions that other researchers are asking, what themes are emerging in the literature, what findings have been achieved, what new problems are arising, and where the gaps are in current knowledge. Based on the review of what is known, I can design a research protocol to explore what is not known. <br />
<br />
Thanks to Jenn McKay, EDD Candidate, for sending along these great quotes about research:<br />
<br />
“Research is creating new knowledge.” ~ Neil Armstrong<br /><br />“If we knew what it is we were doing, it would not be called research, would it?” ~ Albert Einstein<br /><br />“Research is formalized curiosity. It is poking and prying with a purpose.” ~ Zora Neale Hurston<br /><br />“You'd be amazed how much research you can get done when you have no life whatsoever.” ~ Ernest ClineGirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com2tag:blogger.com,1999:blog-6921173856187068889.post-89763495616728766242013-11-28T16:50:00.005-07:002013-12-20T11:17:07.408-07:00Nov 28: Surviving and Thriving in Graduate School - PhDWhat a great day!! Today I hosted the first of four conversations in the <a href="http://girlprof.blogspot.ca/2013/11/surviving-and-thriving-in-graduate.html" target="_blank"><b>Surviving and Thriving in Graduate School</b></a> series. A big thank you to <b>Gwyneth Meyers</b>, Educational Technology / Learning Sciences, and <b><a href="http://werklund.ucalgary.ca/node/2516" target="_blank">Tanya Mudry</a></b>, Counselling, who shared their deep expertise and experiences as post-candidacy doctoral students and fielded many questions from their peers about strategies for success in preparing the research proposal and getting ready for candidacy exam.<br />
<br />
<i>"Keep writing - every sentence is a sentence closer to being done" </i><br />
<br />
It was very exciting to attract and to engage with 25 doctoral students from across specializations in a conversation about the doctoral research proposal and candidacy exam. The conversation took place in Education Tower 114, the "Glass Oral Exam Room", in Graduate Programs in Education office. Given the interest, and range of questions, I aim to book future
conversations that focus exclusively on the candidacy exam and the <a href="http://girlprof.blogspot.ca/2013/09/preparing-for-doctoral-dissertation.html" target="_blank">dissertation oral exam</a>. Stay tuned!<br />
<br />
<b>Graduate Programs in Education Resources</b><br />
<br />
Several resources on the GPE Website will be helpful as doctoral students navigate the development of their research proposal and prepare for candidacy. <span style="background-color: white;">You will find t</span>he
following documents on the GPE Website that will guide the preparation
of your research proposal and preparation for candidacy exam: <br />
<ul><a href="http://werklund.ucalgary.ca/gpe/files/gpe/gpe_candidacy_guidelines_revised_2013_11_27.pdf"></a>
<li><a href="http://ucalgary.ca/gpe/files/gpe/gpe_candidacy_guidelines_revised_2012_11_11.pdf" target="_blank">GPE Guidelines for Doctoral Oral Candidacy Examination </a></li>
<li><a href="http://werklund.ucalgary.ca/gpe/files/gpe/EdD%20Candidacy%20Criteria_final.pdf">GPE Written Requirements Prior to Oral Candidacy – EdD</a> </li>
<li><a href="http://werklund.ucalgary.ca/gpe/files/gpe/Phd_Candidacy_Criteria_final.pdf" target="_blank">GPE Written Requirements Prior to Oral Candidacy – PhD</a> </li>
</ul>
Our School of Education is unique in that we offer two doctoral program pathways:<br />
<ul>
<li>The <a href="http://werklund.ucalgary.ca/gpe/content/programs/doctor-philosophy-phd-campus" target="_blank">Doctor of Philosophy (PhD)</a><a href="http://werklund.ucalgary.ca/gpe/content/programs/doctor-philosophy-phd-campus"> </a></li>
<li><a href="http://werklund.ucalgary.ca/gpe/programs/doctor-education-edd-0">The Doctor of Education (EdD)</a> </li>
</ul>
Doctoral students in both pathways complete coursework both in research methodology and in their discipline, prepare a research
proposal, sit a candidacy oral exam based on the<span style="background-color: white;">
research proposal, and then write a dissertation that is examined by
committee in the dissertation oral exam. You can study the distinctions between the <a href="http://werklund.ucalgary.ca/gpe/content/programs/doctor-philosophy-phd-campus">Research PhD</a> and the <a href="http://werklund.ucalgary.ca/gpe/programs/doctor-education-edd-0">Professional EdD</a>. </span><br />
<span style="background-color: white;"><br /></span>
<b>Faculty of Graduate Studies</b><br />
<ul>
<li><b>My GradSkills</b> provides a comprehensive range of professional and academic
development opportunities to give graduate students the skills they need to succeed before and after graduation, such as academic writing, preparing for candidacy and project management: <a href="http://grad.ucalgary.ca/mygradskills">http://grad.ucalgary.ca/mygradskills</a>.<br /> </li>
<li><b>3MT - Three Minute Thesis Competition</b>, <span style="color: black;">an internationally recognized research communication competition developed by <a href="http://www.uq.edu.au/grad-school/3mt" title="Queensland 3MT"><span style="color: black;">The University of Queensland</span></a>
in 2008. The exercise challenges thesis based graduate students to
present a compelling presentation on their thesis topic and its
significance in three minutes or less</span>: <a href="http://grad.ucalgary.ca/mygradskills/3MT">http://grad.ucalgary.ca/mygradskills/3MT</a></li>
</ul>
<b>University of Calgary Library</b><br />
<ul>
<li><b>Student Services</b>: There is a diverse array of courses
offered by the Library on Literature Search (Very Important and
Useful!!), Academic Writing, Thesis Formatting, Mendeley, EndNote, RefWorks, and
more. I encourage all graduate students to take advantage of these great
learning opportunities: <a href="http://library.ucalgary.ca/workshops">http://library.ucalgary.ca/workshops</a></li>
</ul>
In conclusion, this is only a start to our ongoing conversations in Graduate Programs about how to Survive and Thrive in Graduate School, and a starting list of resources - I hope you find this blog one stocked with vital
resources to scaffold and support your success in the doctoral program. Upcoming conversations are listed below. <br />
<br />
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<b><span style="color: blue; font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin;">Winter 2014</span></b><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin;"><br />
<br />
<b>Surviving and Thriving as an Education Doctoral Student</b><br />
Online, Tues, January 28 - 1800-1930<br />
<br />
In this second session, Dr. Michele Jacobsen and two colleagues, Dr. Jennifer
Lock and Dr. Veronika Bohac-Clarke, will co-host a conversation that
demystifies the transition from Year 1 to Year 2 in the Education Doctorate.<br />
<br />
<b>Surviving and Thriving in the Specialist MEd</b><br />
Online Tues, February 25 - 1800-1930<br />
<br />
In this third session, Dr. Michele Jacobsen, and Dr. Sal Mendaglio and Dr. Jim
Brandon, will co-host a conversation that demystifies the transition from Year
1 to Year 2 in the Specialist MEd. <br />
<br />
<b>Surviving and Thriving as a Master’s Thesis Student</b><br />
March 13, from 1:00 – 2:00 PM<br />
Graduate Programs Office, EDT 114a<br />
<br />
In this fourth session Dr. Michele Jacobsen and Dr. Sharon Cairns from
Educational Research and Educational Psychology will co-host a conversation
that demystifies the transition from Research Proposal to Thesis Oral
Exam. </span></div>
<br />GirlProfhttp://www.blogger.com/profile/07112992541578838517noreply@blogger.com0