Muddiest points or comments from CDI Day 2: June 2017
Hi everyone, Christine raised a question at the end of the day on Wed. related to the challenge of creating learning outcomes that are suitable for first year students. I proposed that our "expert blind spots" may contribute to this challenge. Here is a resource that offers some suggestions for mediating this issue: https://tilt.colostate.edu/teachingResources/tips/tip.cfm?tipid=181
For those of you teaching first year students, do you have any strategies to share for dealing with your own expert blind spots?
See you all tomorrow! Cindy
Oops, I think I just posted this in the wrong place, so am posting here now instead!
Hi everyone:
As I've been processing yesterday's session, I've been thinking more about the challenges of using web-based platforms in our classes under FIPPA. I was struck by Patrick's example (where his changes to Math 210 necessitated the development of a Canadian coding platform) and Judy's work-around with PeerWise so she could safely use it in her course. In the screenwriting course Sharon and I are devising, we will be teaching our students to write and format scripts using industry-standard screenwriting software. The most cost-effective option for students is a program called Celtx which, until last year or so, was available as freeware downloadable to the students' computer desktop (and which we've used for years in our upper-level screenwriting classes). Celtx has since become a web-based application only, where students create and save work in the Cloud. Our departmental IT expert has suggested that we're okay to keep using it so long as we simply suggest using the software (along with more expensive software used by industry professionals, such as Final Draft and Movie Magic). However, we were hoping to teach students to use the software in hands-on exercises in class using Celtx, where we will be formatting along with them at the front of the class -- will this be a problem under FIPPA, or is it okay so long as students don't enter identifying information such as student numbers? Any thoughts on this, or suggestions for work-arounds? Thanks in advance -- Sara
I know that some instructors have students set up alias accounts for foreign-held servers. The students are then to submit their aliases to the instructor so the instructor can assess students' progress, and students can use the tool without compromising FIPPA. It is an added layer of administrivia for instructors, TAs & students to manage, but it is a work-around.
Hi Sara,
Here's the formal word from UBC legal about the use of web based tools: http://universitycounsel.ubc.ca/files/2014/01/Fact-Sheet-Disclosure-Outside-Canada.pdf
We can check with our CTLT colleague (Derek White) who deals with Privacy Impact Assessments related to learning tech - he may be able to advise as to an acceptable work around.
Thank you, Cindy and Jennifer, for your helpful responses.
I think this is a great list, Cindy. Thanks for sharing. It reminds me of the saying: "The older I get, the better I was" We often forget the time, effort, and missteps that went in to our own learning (and I would argue that some of benefitted from now extinct bonuses such as smaller class sizes, fewer financial commitments, fewer distractions in and out of class). Once we know it, we tend to forget what it was like to not know.
It might also help to take stock of students' (pre-) existing understanding by asking them about a key concept/process/etc. Their early answers could serve as a diagnostic as to where they're at and what you need to teach. This could also inform HOW we teach it.