How do we help our students to engage in deep processing in the cognitive
domain? What is expertise and how do we help students develop it? How does
students’ prior attitudes and beliefs in themselves as learners impact their
future learning? How does their level of cognitive development change their
learning and what effect might it have on the teacher?

The session will attempt to address these question by presenting some
interesting ideas, findings, evidence, shaky theories, and good questions
from the teaching and learning literature.

The session structure will be 55 minutes of presentation from the teaching
and learning literature and then 30 minutes for activities and follow-up
questions.

Facilitator: Jim Sibley

Jim Sibley is director of the Centre for Instructional Support at the Faculty of Applied Science. As a faculty developer his current focus includes the implementation of Team-Based Learning in large class settings, new faculty orientation, course design, and developing his own online peer evaluation software (iPeer). The Centre for Instructional Support serves six engineering departments, a School of Nursing, and a School of Architecture and Landscape Architecture. Jim has over 27 years experience in faculty support and training, web design, and managing software development at UBC.

Over the past few years, we’ve seen a growing interest in electronic educational resources and a move toward digital textbooks as a way to help a financially distressed higher education. During this webinar, we’ll discuss why textbook costs have skyrocketed; how textbook costs impact students, faculty, and institutions; and current initiatives by the University System of Ohio to address textbook affordability and learning outcomes. We’ll also discuss what defines open educational resources and open textbooks and how they can reduce costs by up to 80 percent while increasing quality and accessibility. Malcolm Brown, EDUCAUSE Learning Initiative director, and Veronica Diaz, ELI associate director, will moderate this webinar.

Presenters

Darlene McCoy, Associate Vice Chancellor, Division or Affordability and Efficiency, University System of Ohio

Steve Acker, Research Director, Ohio Digital Bookshelf Project

Eric Frank, President and Co-Founder of Flat World Knowledge

Shu Schiller, Assistant Professor of Information Systems, Wright State University

Join us for a showcase panel and discussion focusing on innovative assessment of learning, using the online environment and learning technologies. Three UBC faculty and staff members will share their experiences developing and implementing innovative assessments in the context of their teaching practices.

Mary Clark, Assistant Director of the Rehabilitation Science Online Programs, will discuss ways to engage graduate learners with technology that not only builds but also assesses knowledge, and provides them with innovative tools for translating this new knowledge into their clinical practice.

Bernie Garrett, Associate Professor and Associate Director of Undergraduate Programs in the School of Nursing, will demonstrate the use of Concept Maps and Web Reports as alternative assignment techniques to written papers or examinations. The new UBC Online Resource Assessment Centre will also be discussed.

Rob Peregoodoff, Manager Learning Technologies in the Sauder School of Business will present ways that Cascading Style Sheets (CSS) have been used with ‘Fill in the Blank’ question types as a way to create online forms that are used in formal student assessment. In addition to providing a way of assessing student’s online work, these forms are a means of linking student learning with the authentic assessment of specific workplace skills. By merging these technologies, Sauder has successfully implemented fully-online, invigilated exams for 600 concurrent students over the past two semesters.

In this seminar Dr. Richard Keeling, M.D. and Dr. Richard Hersh, Ed.D. of Keeling & Associates will review research, current scholarship and emerging best practices in promoting student learning, achievement, and success. They will emphasize “high impact practices” (such as first year seminars,undergraduate research, and international learning opportunities) associated with the accomplishment of desired learning outcomes and the roles of institution-wide initiatives (including formative and summative learning assessments, stratified approaches to advising, and the establishment of high expectations and standards) in helping students learn. A central focus of the seminar will be on the need, within and across Faculties, to create and assess cumulative, collective student learning outcomes.

Keeling & Associates (K&A) works with colleges, universities, and professional organizations to promote student learning and strengthen institutional effectiveness. The Company believes that learning should be transformative, that learning must be at the core of the mission of colleges and universities, and that sound processes of institutional renewal can enable campuses to improve learning in its broadest sense. K&A has worked with more than 250 institutions and organizations over nearly 25 years of practice.

Facilitator Bios

Dr Richard Keeling, M.D: http://keelingassociates/bio/keeling.html

Dr Richard Hersh, Ed.D: http://keelingassociates/bio/hersh.html