EDST 565A Summer 1 2021 full syllabus, pdf

UBC Land Acknowledgement
University of British Columbia, Point Grey Campus (Vancouver)
We [I] would like to begin by acknowledging that the land on which we gather is the traditional, ancestral, and unceded territory of the xwməθkwəy̓əm (Musqueam) People.
(Please see https://indigenous.ubc.ca/)

Selecting A Site of Learning
Throughout the course, students will situate their learning in a particular educational environment of their choice. After reading and reflecting upon the Course Overview Readings, students are encouraged to select a site of learning that they can revisit throughout the term. A “site” might be a physical location in the real world that also has an online presence through a website or online materials in a digital archive or library, or it might be a site that has no digital presence. Sites might be formal places of education such as a specific K-12 school or university campus, or might be an informal place of education such as a farm or outdoor market. Students are encouraged to seek sites that are personally relevant and accessible to them on several levels. In addition, as the COVID-19 pandemic continues to impact our movements and capabilities, the selection of a learning site should be undertaken with great care and consideration of issues such as transportation, local public health guidelines, cultural safety, and personal wellbeing. Through the student-constructed portfolios, the sites of learning will be introduced to other members of the course, whereby we as a class will be able to share our reflections and observations from afar. In relation to these sites of learning, our online educational environment will offer a contrast, and we will endeavour to make sense of the layered meanings of the term “environment” as we proceed through the course.

Course Requirements and Evaluation
Module-based Portfolio, 60%
Students will create online portfolios in Canvas, through an edit-able page made available to each student. The pages can be designed as a long scrolling page, embedded with document files and/or multimedia files, and interspersed with links to other online repositories such as YouTube, SoundCloud, Flickr, or websites. Alternatively, students could use their Canvas page to simply link to a UBC Blog site that they will design for the course (https://blogs.ubc.ca/ ). For each of the three course modules, students will create at least one portfolio element that responds to, or reflects upon, the module readings and topic, in relation to their selected site of learning. Portfolio elements can take various forms (such as a zine, sketch, poem, video, essay, re/un-mapping, soundscape, photo essay, recorded performance, archival research, etc.), but each should be clearly identified as connecting to Modules 1, 2, or 3 (although it is expected that there will be some overlap). Revisiting the same site of learning with different approaches and methods will permit prolonged engagement within the place of your selected educational environment, potentially providing insights (in-sites?) that student may wish to incorporate into the portfolio as well. Portfolios will evolve over the term in a cumulative and iterative process of creating, amending, repositioning, sharing, and responding, with peer feedback along the way. Final portfolios are due on June 17, 2021 (11:59pm).

Learning Statement, 5%
At the beginning of the course, students will write a 1-2 page statement that expresses their learning intentions for the course. Students may wish to include a bibliography of readings and resources they intend to reference as they create their portfolios. Students may also wish to include an explicit set of learning goals (“By the end of this course I will have ….”). Students are encouraged to include a discussion of learning strategies they will undertake, or supports they might access, especially if challenges/extensions are expected in particular areas, or if new skills are needed (such as with creative techniques or technologies). Learning Statements are due on May 13, 2021 (11:59pm).

Midterm Check-in, 5%
Midway through the course students will submit a 1-2 page summary of their learning so far, including a reflection on their portfolio creation to date. The midterm check-in will provide an opportunity for students to communicate with the instructor, seeking specific feedback if needed and sharing insights. The Midterm Check-ins are due on June 1, 2021 (11:59pm).

Portfolio Summary, 5%
At the end of the course, students will submit a 1-2 page summary of their learning in relation to their portfolio and engagements in the course. Students are asked to reflect upon their Learning Statements and discuss their learning in relation to their own intentions and/or goals. Portfolio Summaries are due on June 17, 2021 (11:59pm).

Participation in peer feedback, 15%
Each portfolio is linked to a peer feedback discussion page, providing opportunities for student-led and co-facilitated learning. Class members will access the discussion pages to provide feedback directly to the portfolio creators, iteratively and alongside comments by other peers. The instructor will also engage with students in these online discussion pages. Students are encouraged to visit each other’s portfolio pages frequently throughout the term, sharing ideas and resources in the linked discussion threads. These asynchronous communications are at the heart of our “educational environment” for this course, enhanced by our synchronous Zoom sessions. While there are no set number of formal peer feedback interactions that must be completed for this course, it is expected that students will provide some feedback on other students’ portfolios for each module (in other words, please do not save your feedback for the end of the course). Peer feedback opportunities will close on June 17, 2021 (11:59pm). Please see this UBC Flexible Learning page on the topic of peer feedback and assessment, including the Peer Assessment + Feedback Fact Sheet: https://flexible.learning.ubc.ca/research-evidence/research-articles-2/peer-review-assessment/

Participation in course sessions and discussions, 10%
Synchronous and asynchronous course activities will be held online. As these continue to be pandemic, work-from-home conditions, non-academic life will “flow” into our course in various ways, sometimes unexpectedly. Please feel free to contact the instructor if you have participation concerns with any of our course formats.

EDST Order of Marking Standards
https://edst.educ.ubc.ca/files/2013/05/Order-ofMarkingStandards-2013.pdf

UBC Policies and Resources to Support Student Success
UBC provides resources to support student learning and to maintain healthy lifestyles but recognizes that sometimes crises arise and so there are additional resources to access including those for survivors of sexual violence. UBC values respect for the person and ideas of all members of the academic community. Harassment and discrimination are not tolerated nor is suppression of academic freedom. UBC provides appropriate accommodation for students with disabilities and for religious observances. UBC values academic honesty and students are expected to acknowledge the ideas generated by others and to uphold the highest academic standards in all of their actions. Details of the policies and how to access support are available on the UBC Senate website (https://senate.ubc.ca/policies-resources-support-student-success).

UBC Academic Honesty and Standards
http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,286,0,0#15620
“Academic honesty is essential to the continued functioning of the University of British Columbia as an institution of higher learning and research. All UBC students are expected to behave as honest and responsible members of an academic community. Breach of those expectations or failure to follow the appropriate policies, principles, rules, and guidelines of the University with respect to academic honesty may result in disciplinary action. It is the student’s obligation to inform himself or herself of the applicable standards for academic honesty. Students must be aware that standards at the University of British Columbia may be different from those in secondary schools or at other institutions. If a student is in any doubt as to the standard of academic honesty in a particular course or assignment, then the student must consult with the instructor as soon as possible, and in no case should a student submit an assignment if the student is not clear on the relevant standard of academic honesty. If an allegation is made against a student, the Registrar may place the student on academic hold until the President has made his or her final decision. When a student is placed on academic hold, the student is blocked from all activity in the Student Service Centre.”

UBC Policy on Academic Misconduct:
http://www.calendar.ubc.ca/Vancouver/index.cfm?tree=3,54,111,959

UBC Library, Chapman Learning Commons, Academic Integrity & Citation Resource
https://learningcommons.ubc.ca/academic-integrity/

Creative Commons Guide, Open UBC
https://copyright.ubc.ca/creative-commons/?login

Learning Analytics
Some of the learning technologies used for this course collect data to support the improvement of teaching and learning. This includes the collection of data related to overall class progress to provide personalized feedback, engagement in discussion forums to support the fostering of community within the course, and how resources are being accessed to support improvements to the course design. To learn more about learning analytics at the Faculty of Education and at UBC, see the What is Learning Analytics? page.

UBC SENATE POLICY V-130: “Content and Distribution of Course Syllabi” https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf