UBC Wiki - User contributions [en]

Documentation:CTLT programs/CTLT Institute/2026 Summer

2026-08-17T17:08:43Z

ManuelDias: /* Centre for Teaching, Learning and Technology 2026 Summer Institute */

= Centre for Teaching, Learning and Technology 2026 Summer Institute =
Hosted each year in August, the Summer Institute focuses on the fundamentals of teaching and learning issues. The Summer Institute is designed to help participants enhance their understanding of sound teaching practices and how to implement them in their teaching contexts. Workshop topics range from refining a syllabus/lesson plan to incorporating active learning and effective assessment in their teaching.

{| class="wikitable"
|+
!Date
!Workshop
!Facilitators
!Resources
|-
|August 17
|New Faculty Teaching Orientation
|Various
|
|-
|
|Starting Strong: Preparing for the First Day of Class
|Zoe Morris, Associate Director, Teaching & Learning Professional Development, CTLT;
Emily Renoe, Senior Educational Consultant: Learning Technologies, CTLT
|
|-
|August 18
|Writing a (Mindful) Learner Centred and Inclusive Syllabus
|Gail Hammond, Associate Professor of Teaching in Food, Nutrition and Health, LFS;
Judy Chan Faculty Associate, Faculty Liaison LFS (Land and Food Systems)
|
|-
|
|Introduction to Lesson Planning
|Jens Vent Schmidt, Educational Consultant: Design and Facilitation, CTLT
|
|-
|
|Designing Your Course in Canvas
|John Cheng, Educational Consultant, Learning Design, CTLT
Manuel Dias, Educational Consultant, Learning Design, CTLT
|[[:File:Designing your Canvas Course - August 2026.pdf|Designing your Canvas Course - August 2026.pdf]]
|-
|August 19
|From Crowd to Community: Making Large Classes Feel Small
|Brett Gilley, Professor of Teaching, Department of Earth Ocean and Atmospheric Sciences
|
|-
|
|The TA-Faculty Relationship (For Faculty)
|Judy Chan, Faculty Liaison (Land and Food Systems), Educational Consultant CTLT
|
|-
|
|The TA-Faculty Relationship (For TAs)
|Shaya Golaprian, Educational Developer, TA Development Programs
|
|-
|
|Make-a-thon: Developing Teaching Materials with AI
|Lucas Wright, Senior Education Consultant, CTLT
|
|-
|
|Can I Use This? Working with Copyright and Open Educational Resources (OER)
|Stephanie Savage, Scholarly Communications and Copyright Services Librarian, UBC
Will Engle, Strategist, Open Education Initiatives, CTLT
|
|-
|August 20
|Making Sense of Student Feedback: An Introduction to Student Experience of Instruction (SEI) Surveys and Reports
|Alison Wong, Research and Analytics Lead, Planning Analytics and Institutional Research Office (PAIR) UBC
Tzitash Mohammed, Senior Research Analyst, Planning Analytics and Institutional Research Office (PAIR) UBC
|
|-
|
|Building Capacity—Networking and Resource Sharing for IBPOC Teaching and Learning Community
|Renata Hall,Educational Consultant, Anti-Racist Teaching and Learning CTLT, Educational and Community Engagement Consultant, EIO
Lauren Casey, Educational Consultant: Anti-Racist and Indigenous Initiatives
|
|-
|
|Introduction to Assessment Design at UBC
|Judy Chan Faculty Associate, Faculty Liaison LFS(Land and Food Systems);
Nicole Ronan, Learning Design Consultant, CTLT
|
|-
|
|Increasing Accessibility for Video
|Michael Sider, Producer, UBC Studios
|
|}

Documentation:CTLT programs/CTLT Institute/2026 Summer

2026-08-17T17:08:05Z

ManuelDias: /* Centre for Teaching, Learning and Technology 2026 Summer Institute */

= Centre for Teaching, Learning and Technology 2026 Summer Institute =
Hosted each year in August, the Summer Institute focuses on the fundamentals of teaching and learning issues. The Summer Institute is designed to help participants enhance their understanding of sound teaching practices and how to implement them in their teaching contexts. Workshop topics range from refining a syllabus/lesson plan to incorporating active learning and effective assessment in their teaching.

{| class="wikitable"
|+
!Date
!Workshop
!Facilitators
!Resources
|-
|August 17
|New Faculty Teaching Orientation
|Various
|
|-
|
|Starting Strong: Preparing for the First Day of Class
|Zoe Morris, Associate Director, Teaching & Learning Professional Development, CTLT;
Emily Renoe, Senior Educational Consultant: Learning Technologies, CTLT
|
|-
|August 18
|Writing a (Mindful) Learner Centred and Inclusive Syllabus
|Gail Hammond, Associate Professor of Teaching in Food, Nutrition and Health, LFS;
Judy Chan Faculty Associate, Faculty Liaison LFS (Land and Food Systems)
|
|-
|
|Introduction to Lesson Planning
|Jens Vent Schmidt, Educational Consultant: Design and Facilitation, CTLT
|
|-
|
|Designing Your Course in Canvas
|John Cheng, Educational Consultant, Learning Design, CTLT
Manuel Dias, Educational Consultant, Learning Design, CTLT
|[[:File:Designing your Canvas Course - August 2026.pdf]]
|-
|August 19
|From Crowd to Community: Making Large Classes Feel Small
|Brett Gilley, Professor of Teaching, Department of Earth Ocean and Atmospheric Sciences
|
|-
|
|The TA-Faculty Relationship (For Faculty)
|Judy Chan, Faculty Liaison (Land and Food Systems), Educational Consultant CTLT
|
|-
|
|The TA-Faculty Relationship (For TAs)
|Shaya Golaprian, Educational Developer, TA Development Programs
|
|-
|
|Make-a-thon: Developing Teaching Materials with AI
|Lucas Wright, Senior Education Consultant, CTLT
|
|-
|
|Can I Use This? Working with Copyright and Open Educational Resources (OER)
|Stephanie Savage, Scholarly Communications and Copyright Services Librarian, UBC
Will Engle, Strategist, Open Education Initiatives, CTLT
|
|-
|August 20
|Making Sense of Student Feedback: An Introduction to Student Experience of Instruction (SEI) Surveys and Reports
|Alison Wong, Research and Analytics Lead, Planning Analytics and Institutional Research Office (PAIR) UBC
Tzitash Mohammed, Senior Research Analyst, Planning Analytics and Institutional Research Office (PAIR) UBC
|
|-
|
|Building Capacity—Networking and Resource Sharing for IBPOC Teaching and Learning Community
|Renata Hall,Educational Consultant, Anti-Racist Teaching and Learning CTLT, Educational and Community Engagement Consultant, EIO
Lauren Casey, Educational Consultant: Anti-Racist and Indigenous Initiatives
|
|-
|
|Introduction to Assessment Design at UBC
|Judy Chan Faculty Associate, Faculty Liaison LFS(Land and Food Systems);
Nicole Ronan, Learning Design Consultant, CTLT
|
|-
|
|Increasing Accessibility for Video
|Michael Sider, Producer, UBC Studios
|
|}

File:Designing your Canvas Course - August 2026.pdf

2026-08-17T17:07:38Z

ManuelDias: Uploaded own work with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=PowerPoint slides for the Designing your Canvas course session.}}
|date=2026-08-17
|source={{own}}
|author=[[User:ManuelDias|ManuelDias]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

Sandbox:H5P Learning Design Resource Outline

2022-10-05T18:47:04Z

ManuelDias: /* What is H5P */

This page can be used to draft an outline for a H5P Learning Design Resource.

==Purpose and Goals==
* What is the Purpose:
** Formal tool (more formal than H5P Symposium Site)
** Best Practices (extending beyond how to do it)
** Reader for things like how to write good MCP, Formative Assessment, how to write good feedback.
** Extending H5P guidance on accessibility
** Teaching/showing people
** Building and Engaging the H5P Community at UBC
** Helping instructors decide when is it a good time to use H5P? What is the right way to do it?
* Who is the Audience
** Faculty and Staff Members
'''Goals'''

* Explain what H5P is and how it’s use can improve teaching and learning
* Identify the different ways to create and access H5P
* Know how to license and share H5P interactive objects
* How to build and share H5P interactive objects
* Select H5P interactive types that are well suited to aid learning for the course content and learning goals
* Design interactions with accessibility, visual communications, and multimedia theories applied
* Best practices for using H5P interactive contents throughout a course
* Use the resources, job aid and checklists type tools to guide H5P selection, design and implementation

Focus on Why (not so much the how to)

==Outline==

=== Introduction ===
==== What is H5P====
*(Will)
** How to access it
*** UBC (Blurb about Open HUB) - (RICH)

and non-UBC
*Managing expectations
*** Scorm / graded assignments (Bosung)
**** When not to use it
**** Limitations (non-computational, not really a quizzing tool)
**** Mention that video aspect
** Situating H5P within the LT ecosystem (Manuel)
H5P allows users to enrich the teaching and learning experience with different interactive elements. Specifically, H5P can expand what is currently available in other learning platforms (Canvas, WordPress) to increase learner engagement in a course using various interactive elements. These interactive elements can then be shared to a Canvas course or WordPress site using embed code (HTML). Read the following section to familiarize yourself with the workflow.

* Workflow

'''Pedagogical considerations'''

There are two major steps to get started with H5P. However, it is first important to consider the pedagogical considerations of H5P and how it will integrate in your course, to engage learners with the content, assess their learning, provide feedback, etc. The H5P elements can be organized in 6 categories (Quiz/Problem solving, image, multimedia, presentation, fun and display) from simple to more complex in terms of design and content creation. Take some time to explore the examples (<nowiki>https://h5p.open.ubc.ca/h5p-examples/</nowiki>) and the eCampus Ontario H5P content catalogue (<nowiki>https://h5pstudio.ecampusontario.ca/</nowiki>) to familiarize yourself with the functionality of some of the H5P elements.

'''STEP 1: Create'''

Click the log in button located at the top right-hand side to login to Op[en H5P Hub If this is the first time you sign in, you will be required to update your profile. Under UBC Faculty, select the faculty you belong to. Then click Update Profile. Go to H5P Content -> Add New to create a new H5P element. A list of H5P elements appear. Browse through and click the element you want to create. You can also click Details to see what the H5P element looks like and if this is what you would like to use. Once you are ready to save your H5P element, click Create. You have created your H5P element. To share it to another platform, click Embed and copy the embed code provided. Then move on to Step 2: Share. Note: you can also Upload an H5P element that you created previously in a separate instance of H5P. This will automatically recreate the H5P element under the H5P Open UBC Hub.

'''STEP 2: Share'''

'''Share to your Canvas course'''

* Go to your Canvas course.
* Edit the page (or other Canvas item) where you would like to embed your H5P element.
* On that page, go to View -> HTML Editor to switch to HTML Editor.
* Paste the embed code that you have copied in Step 1 - Create.
* Click Save.

'''Note:''' you can then edit the embed code in Canvas in the the HTML editor and modify the width and length of the H5P element, as well as instructions on how to complete the activity and access the feedback provided (if applicable).

'''Share to your WordPress (Blogs/CMS) site'''

* Go to your WordPress site.
* Edit the page or post where you would like to embed the H5P element.
* Add Custom HTML block.
* Paste the embed code that you have copied in Step 1: Create.
* Click Save.

*Other tools that may be useful
There are other authoring tools that could be considered, depending on the type of interactivity you are planning to create. Here is a list of UBC-supported tools that could be considered:

* Kaltura Video Quiz feature to engage learners with a video using multiple-choice, True/False and short answer questions.
* Camtasia to create short video clips with annotations and animations that can help engage viewers with the content.
* Videoscribe to create animated videos that could be used to emphasize specific concepts of the course, and engage viewers with the content.
* Value of embedding content in the place students are doing their learning (i.e. within course content) (Manuel)
H5P elements can be embedded within different areas on Canvas that include the rich content editor (RCE), namely a page, an assignment, a discussion, a quiz, or an announcement. For example, embedding H5P elements into a page will allow you to seamlessly combine your course content (e.g. text, images, hyperlinks, videos) with various types of interactive elements (e.g. multiple choice or multiple answer questions, image hotspots, matching, image slider, etc.). H5P can help expand the use of Canvas tools and engage students more fully with the content with a seamless learning experience, without redirecting them to a separate quiz or assignment. The same seamless learning experience can be replicated to other learning platforms, such as the UBC Blogs (WordPress) or UBC Wiki.
** Privacy, Data Storage (Rie)
*** H5P is located in UBC server. However, all of the content you put on H5P will be publicly viewable.
**** Security concerns (?)

==== The Why of H5P ====
(Parm)
* Formative Assessment
* Presenting Information
** Multimedia Principles
** Visual communication
***Traditional vs Interactive
* Learner Experience/Design
* Accessibility / UDL
** Multmodal Content
** Diversity and Inclusion
* Student Engagemen

=== Presenting Information ===
(Parm)
*getting students more active and engaged with content

===Using Formative Assessments===
(Simon)
* How to Write Good Formative Assessments
*** MCQ Questions
* How to Provide good Feedback
* Prior knowledge and retention best practices
* Self Directed Learning
* Considerations for Summative Assessment

===General Design Considerations===
(Jason)
* How can h5P be applicable to your class
* How to make the H5P elements meaningful to students
** Value of embedding content in the place students are doing their learning (i.e. within course content)
** How to instruct students to get the most out of the h5p interactivity - instructions!
* Assessing what you've created
** Rubric (Assessing Quality)
* Learning Wrappers (purpose of h5p element, how to use it)
* Wayfinding/Iconography
* Showing Solution (vs turning it off)
* Non English Language Suggestions/Accessibility
* Metadata
* h5p project organization ( Rie)
** keeping things organized and findable
* Media Storage Considerations
:* Where to store/host stuff
:* Embed graphics in media area
* Accessibility

===Teaching and Learning W/ H5P===
(Nicole)
* Demonstrating Course Content
* Where to use in the course
** demonstrating intuitive examples
* Assignments where students produce h5p content (Will)
* Increasing complexity throughout the course
* Scaffolding
* Assessing Prior Knowledge
* Learning though activities
* Examples

===Creating H5P Elements===
* Different discipline examples
** Language/audio
* Multifaceted Content
** Adding different elements together (Audio/video)
* LaTeX

===Sharing and Reusing===
(Will)
* Sharing Content - Open Tool
** Embedable
** Reusability
* Licensing (CC Licenses)

===Appendices/Handouts===
* Student facing resources; how to make the most of an h5p-ified resource
* Glossary
* FAQ
* Graded H5P Assignments
* Job Aid (Appendix)
** Simple, clear instructions/cheat sheets.;
** Hand outs (for workshops)

==Chapter Elements==
*Big Ideas/Learning Objectives - Pull box
*Sections - Section Header
*Digging Deeper - For More (Links out to existing resources)
*Example in Practice
*H5P Examples vs H5P Reinforce Your Learning
*References
*Summary of Key Points - Key Take Aways
*Glossary
*Knowledge Check (H5P)

==Chapter==
*Any third party content has to be openly licensed (including pictures)
*Proper attribution for third party content (If it works, directly under resource used or at end of chapter)
*Canadian English
*APA Citation
*Accessibility - Write good alt text; be aware of colours, page structures, describe your links, etc.
*Inclusive Language

==Vocab==
Words define use

H5P calls it interactive content - we may use the following terms:
*H5P Content
*H5P Element
*H5P Interaction
*H5P

*Formative vs Summative Assessment Definitions
:*Quizzes for learning; self check
:*Concept

*Specific example
:*Activities
:*Practice quiz, retrieval practice
:*self check

*Not discuss limitations of other platforms; more focus on what h5p ccan do and enable

**You
**Instructors
**Learners
**H5P Interactive content <s> vs H5P object </s>
*Engagement

*Link to references, resources

Sandbox:H5P Learning Design Resource Outline

2022-10-05T18:44:28Z

ManuelDias: /* What is H5P */

This page can be used to draft an outline for a H5P Learning Design Resource.

==Purpose and Goals==
* What is the Purpose:
** Formal tool (more formal than H5P Symposium Site)
** Best Practices (extending beyond how to do it)
** Reader for things like how to write good MCP, Formative Assessment, how to write good feedback.
** Extending H5P guidance on accessibility
** Teaching/showing people
** Building and Engaging the H5P Community at UBC
** Helping instructors decide when is it a good time to use H5P? What is the right way to do it?
* Who is the Audience
** Faculty and Staff Members
'''Goals'''

* Explain what H5P is and how it’s use can improve teaching and learning
* Identify the different ways to create and access H5P
* Know how to license and share H5P interactive objects
* How to build and share H5P interactive objects
* Select H5P interactive types that are well suited to aid learning for the course content and learning goals
* Design interactions with accessibility, visual communications, and multimedia theories applied
* Best practices for using H5P interactive contents throughout a course
* Use the resources, job aid and checklists type tools to guide H5P selection, design and implementation

Focus on Why (not so much the how to)

==Outline==

=== Introduction ===
==== What is H5P====
*(Will)
** How to access it
*** UBC (Blurb about Open HUB) - (RICH)

and non-UBC
*Managing expectations
*** Scorm / graded assignments (Bosung)
**** When not to use it
**** Limitations (non-computational, not really a quizzing tool)
**** Mention that video aspect
** Situating H5P within the LT ecosystem (Manuel)
H5P allows users to enrich the teaching and learning experience with different interactive elements. Specifically, H5P can expand what is currently available in other learning platforms (Canvas, WordPress) to increase learner engagement in a course using various interactive elements. These interactive elements can then be shared to a Canvas course or WordPress site using embed code (HTML). Read the following section to familiarize yourself with the workflow.

* Workflow

'''Pedagogical considerations'''

There are two major steps to get started with H5P. However, it is first important to consider the pedagogical considerations of H5P and how it will integrate in your course, to engage learners with the content, assess their learning, provide feedback, etc. The H5P elements can be organized in 6 categories (Quiz/Problem solving, image, multimedia, presentation, fun and display) from simple to more complex in terms of design and content creation. Take some time to explore the examples (<nowiki>https://h5p.open.ubc.ca/h5p-examples/</nowiki>) and the eCampus Ontario H5P content catalogue (<nowiki>https://h5pstudio.ecampusontario.ca/</nowiki>) to familiarize yourself with the functionality of some of the H5P elements.

'''STEP 1: Create'''

Click the log in button located at the top right-hand side to login to Op[en H5P Hub If this is the first time you sign in, you will be required to update your profile. Under UBC Faculty, select the faculty you belong to. Then click Update Profile. Go to H5P Content -> Add New to create a new H5P element. A list of H5P elements appear. Browse through and click the element you want to create. You can also click Details to see what the H5P element looks like and if this is what you would like to use. Once you are ready to save your H5P element, click Create. You have created your H5P element. To share it to another platform, click Embed and copy the embed code provided. Then move on to Step 2: Share. Note: you can also Upload an H5P element that you created previously in a separate instance of H5P. This will automatically recreate the H5P element under the H5P Open UBC Hub.

'''STEP 2: Share'''

'''Share to your Canvas course'''

Go to your Canvas course - Edit the page (or other Canvas item) where you would like to embed your H5P element; - On that page, go to View -> HTML Editor to switch to HTML Editor. - Paste the embed code that you have copied in Step 1 - Create. - Click Save.

'''Note:''' you can then edit the embed code in Canvas in the the HTML editor and modify the width and length of the H5P element, as well as instructions on how to complete the activity and access the feedback provided (if applicable).

'''Share to your WordPress (Blogs/CMS) site'''

* Go to your WordPress site.
* Edit the page or post where you would like to embed the H5P element.
* Add Custom HTML block.
* Paste the embed code that you have copied in Step 1: Create.
* Click Save.

*Other tools that may be useful
There are other authoring tools that could be considered, depending on the type of interactivity you are planning to create. Here is a list of UBC-supported tools that could be considered:

* Kaltura Video Quiz feature to engage learners with a video using multiple-choice, True/False and short answer questions.
* Camtasia to create short video clips with annotations and animations that can help engage viewers with the content.
* Videoscribe to create animated videos with animations to emphasize specific concepts of the course.
* The UBC Wiki where students can co-create content.

* Value of embedding content in the place students are doing their learning (i.e. within course content) (Manuel)
H5P elements can be embedded within different areas on Canvas that include the rich content editor (RCE), namely a page, an assignment, a discussion, a quiz, or an announcement. For example, embedding H5P elements into a page will allow you to seamlessly combine your course content (e.g. text, images, hyperlinks, videos) with various types of interactive elements (e.g. multiple choice or multiple answer questions, image hotspots, matching, image slider, etc.). H5P can help expand the use of Canvas tools and engage students more fully with the content with a seamless learning experience, without redirecting them to a separate quiz or assignment. The same seamless learning experience can be replicated to other learning platforms, such as the UBC Blogs (WordPress) or UBC Wiki.
** Privacy, Data Storage (Rie)
*** H5P is located in UBC server. However, all of the content you put on H5P will be publicly viewable.
**** Security concerns (?)

==== The Why of H5P ====
(Parm)
* Formative Assessment
* Presenting Information
** Multimedia Principles
** Visual communication
***Traditional vs Interactive
* Learner Experience/Design
* Accessibility / UDL
** Multmodal Content
** Diversity and Inclusion
* Student Engagemen

=== Presenting Information ===
(Parm)
*getting students more active and engaged with content

===Using Formative Assessments===
(Simon)
* How to Write Good Formative Assessments
*** MCQ Questions
* How to Provide good Feedback
* Prior knowledge and retention best practices
* Self Directed Learning
* Considerations for Summative Assessment

===General Design Considerations===
(Jason)
* How can h5P be applicable to your class
* How to make the H5P elements meaningful to students
** Value of embedding content in the place students are doing their learning (i.e. within course content)
** How to instruct students to get the most out of the h5p interactivity - instructions!
* Assessing what you've created
** Rubric (Assessing Quality)
* Learning Wrappers (purpose of h5p element, how to use it)
* Wayfinding/Iconography
* Showing Solution (vs turning it off)
* Non English Language Suggestions/Accessibility
* Metadata
* h5p project organization ( Rie)
** keeping things organized and findable
* Media Storage Considerations
:* Where to store/host stuff
:* Embed graphics in media area
* Accessibility

===Teaching and Learning W/ H5P===
(Nicole)
* Demonstrating Course Content
* Where to use in the course
** demonstrating intuitive examples
* Assignments where students produce h5p content (Will)
* Increasing complexity throughout the course
* Scaffolding
* Assessing Prior Knowledge
* Learning though activities
* Examples

===Creating H5P Elements===
* Different discipline examples
** Language/audio
* Multifaceted Content
** Adding different elements together (Audio/video)
* LaTeX

===Sharing and Reusing===
(Will)
* Sharing Content - Open Tool
** Embedable
** Reusability
* Licensing (CC Licenses)

===Appendices/Handouts===
* Student facing resources; how to make the most of an h5p-ified resource
* Glossary
* FAQ
* Graded H5P Assignments
* Job Aid (Appendix)
** Simple, clear instructions/cheat sheets.;
** Hand outs (for workshops)

==Chapter Elements==
*Big Ideas/Learning Objectives - Pull box
*Sections - Section Header
*Digging Deeper - For More (Links out to existing resources)
*Example in Practice
*H5P Examples vs H5P Reinforce Your Learning
*References
*Summary of Key Points - Key Take Aways
*Glossary
*Knowledge Check (H5P)

==Chapter==
*Any third party content has to be openly licensed (including pictures)
*Proper attribution for third party content (If it works, directly under resource used or at end of chapter)
*Canadian English
*APA Citation
*Accessibility - Write good alt text; be aware of colours, page structures, describe your links, etc.
*Inclusive Language

==Vocab==
Words define use

H5P calls it interactive content - we may use the following terms:
*H5P Content
*H5P Element
*H5P Interaction
*H5P

*Formative vs Summative Assessment Definitions
:*Quizzes for learning; self check
:*Concept

*Specific example
:*Activities
:*Practice quiz, retrieval practice
:*self check

*Not discuss limitations of other platforms; more focus on what h5p ccan do and enable

**You
**Instructors
**Learners
**H5P Interactive content <s> vs H5P object </s>
*Engagement

*Link to references, resources

Sandbox:H5P Learning Design Resource Outline

2022-07-29T22:10:41Z

ManuelDias: /* What is H5P */ value of embedding H5P

Documentation:CTLT PDcohort

2022-03-15T19:55:14Z

ManuelDias: Manuel added the readings discussed during the March 2nd presentation.

{{Template:Infobox Unit
|name=CTLT PDcohort
|image=File:CTLT Logo.png
|about=An internal professional development group that is exploring Indigenous perspectives and topics with respect to our roles at UBC
|website=http://ctlt.ubc.ca
|phone=604-827-4494
|address=214-1961 East Mall
|building=[[Irving K Barber Learning Centre]]
}}

The [[CTLT]] PDcohort is an internal professional development group that is exploring Indigenous perspectives and topics with respect to our roles at UBC. Each month the group engages with a resource supported by the Indigenous Initiatives team and meet together to discuss their learnings. The topics and learning objectives are decided together by the group.

== 2022 Meetings and Sign Up ==
''Monthly Topic Sign-up Sheet''
{| class="wikitable"
|Month
|Facilitators
|Topic
|Resources
|-
|March 2 10:00-11:00
|Manuel Dias
|''“It will never be my first choice to do an online course”: Examining Experiences of Indigenous Learners Online in Canadian Post-Secondary Educational Institutions”''
|Tony Bates: <nowiki>https://www.tonybates.ca/2022/01/18/investigating-indigenous-learners-experience-of-online-learning/</nowiki>

(Chapter 2): <nowiki>https://www.academia.edu/41349225/_It_will_never_be_my_first_choice_to_do_an_online_course_Examining_Experiences_of_Indigenous_Learners_Online_in_Canadian_Post_Secondary_Educational_Institutions</nowiki>

The following two resources could help you familiarize yourself with the context of online learning from the perspective of Indigenous learners:

- <nowiki>https://pressbooks.bccampus.ca/learningtolearnonlinereview/chapter/indigenous-student/</nowiki>: This book chapter provides an overview of the key characteristics of an Indigenous Learner (“Learning to Learn online”, resource developed as part of a course assignment by Nicole Crozier and Joanna Lake)

- <nowiki>https://www.cbc.ca/news/canada/sudbury/indigenous-remote-learning-challenges-1.6296680</nowiki>: This CBC article on “Indigenous learners face more challenges with virtual learning, says report”
|-
|March 30 10:00-11:00
|Isabeau Iqbal
|
|
|-
|April 25 2:00-3:00
|Ashley and Adriana
|
|
|-
|May 30 11:00-12:00
|Ainsley and Paulina
|
|
|-
|June 20 2:00-3:00
|
|
|
|}

==2021 Meetings and Resources ==

===November 2021===
''Theme:'' ISP

*[https://aboriginal-2018.sites.olt.ubc.ca/files/2021/06/UBC.ISP_StrategicPlan2020-SPREAD-Borderless-REDUCED.pdf Indigenous Strategic Plan]
:*[https://indigenous.ubc.ca/indigenous-engagement/indigenous-strategic-plan/#video The ISP — overview video]: Watch Dr. Sheryl Lightfoot, Dr. Margaret Moss, and President Santa Ono in this three-minute video, discussing the process of creating the ISP and how to respect Indigenous rights in the daily life of the university through respectful, reciprocal and mutually beneficial relationships.
:*[https://soundcloud.com/ubc_blue_and_goldcast/episode-10-the-indigenous-strategic-plan Blue and Goldcast Episode 10]: The Indigenous Strategic Plan: Listen to Dr. Sheryl Lightfoot and President Santa Ono discuss the commitment UBC has made to Indigenous peoples and the UBC community through the ISP. ([https://president3.sites.olt.ubc.ca/files/2020/09/Blue-Gold-10-The-Indigenous-Strategic-Plan.pdf Download the transcript]).
*[https://www.un.org/development/desa/indigenouspeoples/wp-content/uploads/sites/19/2018/11/UNDRIP_E_web.pdf United Nations Declaration on the Rights of Indigenous People]
:*Dr. Sheryl Lightfoot’s Unfinished Business: Implementation of the [https://www.un.org/development/desa/indigenouspeoples/wp-content/uploads/sites/19/2018/11/UNDRIP_E_web.pdf UN Declaration on the Rights of Indigenous Peoples in Canada (PDF) essay], published this year, explores why implementation has been slow and why legislation is a necessary step towards implementing UNDRIP as a part of reconciliation.
:*[https://irshdc.ubc.ca/about/publications-and-reports/undrip-papers/ Implementing UNDRIP in BC: A Discussion Paper Series]: The UBC Indian Residential School History and Dialogue Centre periodically publishes short discussion papers. Read their work covering current and ongoing developments in institutions recognizing and implementing the fundamental human rights of Indigenous peoples.
*[https://ehprnh2mwo3.exactdn.com/wp-content/uploads/2021/01/Calls_to_Action_English2.pdf Truth and Reconciliation Commission of Canada: Calls to Action (PDF)]
:*[https://guides.library.ubc.ca/irss/trc Xwi7xwa Library TRC resources]
*[https://www.mmiwg-ffada.ca/wp-content/uploads/2019/06/Calls-Web-Version-EN.docx Missing and Murdered Indigenous Women and Girls’ Calls for Justice (Word document)]
*For more info: [https://ctlt.ubc.ca/2020/11/24/edubytes-the-indigenous-strategic-plan-overview/ Edubytes: The Indigenous Strategic Plan: An Overview]

===October 2021===
''Theme:'' Reimagining Knowledge when discussing and learning about Indigenous Knowledge

*I’m (Bronte) including a quote below from [https://sustain.ubc.ca/sites/sustain.ubc.ca/files/Sustainability%20Scholars/2015%20SS%20Projects/2015%20Executive%20Summaries/UBC-Musqueam%20Collaboration%20-%20UBC%20Sustainability%20Scholars%202015.pdf Professor Jeanette Armstrong] at UBCO (quoted on [https://indigenousfoundations.arts.ubc.ca/land__rights/ Indigenous Foundations]) as a way to start thinking about knowledge and connection:
<blockquote>“I’m speaking for Okanagan Indigenous peoples in terms of the way we think about land. We never have ever thought of it, I don’t think, as anything static. As anything physical. We’ve always thought about it as a process of interactions, a process of changes and a process that’s ongoing…. And so a lot of things that we think about as Okanagan people is how those systems should inform us, in terms of our interactions and the principles that we need to think about and adhere to. In the process of learning in our society, one of the things that we have come to understand is that there always needs to be that connection to and from the individual, and the connection of the family, and the connection to community, and how that intersects to the natural world.”</blockquote>
*[https://guides.library.ubc.ca/ld.php?content_id=35872995 Considerations for when looking/searching for Indigenous Knowledges] from Xwi7xwa Library
*[https://clas.osu.edu/sites/clas.osu.edu/files/Tuck%20and%20Yang%202012%20Decolonization%20is%20not%20a%20metaphor.pdf Decolonization is Not a Metaphor] by Eve Tuck & K. Wayne Yang: "Our goal in this article is to remind readers what is unsettling about decolonization. Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools."
*[https://open.ubc.ca/open-dialogues-daniel-heath-justice/ Open Dialogues: Daniel Heath Justice on Decolonizing Open - Open UBC]
*Traditional Knowledge Labels: Explore the labels and reasoning behind them on [https://localcontexts.org/labels/traditional-knowledge-labels/ TK Labels – Local Contexts] and a way a community put these labels into practice: [http://digitalsqewlets.ca/traditional-knowledge_connaissances_traditionnelles-eng.php Traditional Knowledge Labels]
*[https://strategicplan.ubc.ca/research-cluster-promotes-traditional-indigenous-knowledge-science-collaboration/ UBC research cluster promotes traditional Indigenous knowledge and science collaboration] - an article about a UBC research project working with indigenous groups to incorporate traditional ecological knowledge
*[https://www.nationalobserver.com/2020/01/24/analysis/what-we-mean-when-we-say-indigenous-land-unceded What We Mean When We Say Indigenous Land is 'Unceded']and [https://www.cbc.ca/news/canada/6-landmark-rulings-on-native-rights-1.1316961 6 Landmark Rulings On Native Rights] focuses on different ways to think of land and title.

===September 2021===
''Theme:'' academia’s role in colonization and reconciliation

*Justice Sinclair speaks about the role of education in completing the TRC Calls to Action in [https://www.musqueam.bc.ca/our-story/our-territory/place-names-map/ this video]
*[https://doi.org/10.1177/1177180118785382 Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for indigenizing the Canadian academy.] AlterNative: An International Journal of Indigenous Peoples, 14(3), 218-227.
*[https://pages.ucsd.edu/~rfrank/class_web/ES-114A/Week%204/TuckHEdR79-3.pdf Eve Tuck, Suspending Damage]: An academic “open letter” in which Tuck urges communities and universities to institute a moratorium on damage centered research to reformulate the ways research is framed and conducted and to reimagine how findings might be used by, for, and with communities.
*The history of NITEP at UBC: please watch this [https://www.youtube.com/watch?v=phrXGv4JvnI&t=3s video] and read this [https://nitep.educ.ubc.ca/about/history-of-nitep/ historical piece]:
:*If you’d like to read more about the movement of First Nations Colleges in Canada, we’ve found these two pieces:
::*[https://tribalcollegejournal.org/a-history-of-the-first-nations-college-movement-of-canada-1969-2000/ A History of the First Nations College Movement of Canada] and
::*[https://oneca.com/IndianControlofIndianEducation.pdf Indian Control of Indian Education" Policy Paper] - Presented to the Minister of Indian Affairs and Northern Development by the National Indian Brotherhood/Assembly of First Nations (1972).
*Understanding how faculty sees reconciliation efforts on campus now helps us understand what areas we can help improve on and demonstrates institutional changes that have been seen/could be seen in support of Indigenous initiatives at the university. Please watch both videos on the What I Learned In Class Today project website, [https://intheclass.arts.ubc.ca/renewed-project/faculty-perspectives/part one focuses on institutional changes and part two focuses on classroom settings].
*Please read the 2006 Memorandum of Affiliation between Musqueam and UBC (which is interesting from a historical perspective): https://indigenous.ubc.ca/files/2011/01/UBC-Musqueam-MOA-signed1.pdf and, as a companion piece, the UBC Sustainability student produced [https://sustain.ubc.ca/sites/sustain.ubc.ca/files/Sustainability%20Scholars/2015%20SS%20Projects/2015%20Executive%20Summaries/UBC-Musqueam%20Collaboration%20-%20UBC%20Sustainability%20Scholars%202015.pdf “Connecting Communities: Principles for Musqueam-UBC Collaboration”]

===August 2021===
''Theme:'' revitalizing language and Indigenous languages

*[http://powerofaname.ubc.ca/films/ The Power of A Name] - Please watch all four videos listed on this page: These less than 10 minute each films are presented within learning wrappers, so please use the “explore” and “learn more” sections as a way to interact with the videos.

*[http://powerofaname.ubc.ca/films/ hən̓q̓əmin̓əm̓ Alphabet Page]: Part of the MOA teaching kit, this page provides a chance to listen and learn some hən̓q̓əmin̓əm̓ language phrases, including “hay č xʷ q̓ə” or “thank you” (The website ''First Voices'' is also great if you’d like to explore a language other than hən̓q̓əmin̓əm̓ https://www.firstvoices.com/home)

*[http://www.thelanguagehouse.ca/ The N̓syilxčn̓ Language House] in the Okanagan produced a great video about why learning ancestral languages is an integral part of culture and community: https://www.youtube.com/watch?v=ctW-1TvvRu8&t=92] (video link)

*Khelsilem shares in this more broad video the reasons we need thriving indigenous languages and how we can make it happen. https://www.youtube.com/watch?v=ljBjUbVWmbQ&t=493s (video link)

*[https://www.musqueam.bc.ca/our-story/our-territory/place-names-map/ Place Name Map from Musqueam]: explore this map and names of places you might live by or pass by on your commute to and from UBC. Knowing the names of places around you is a way to connect back to the land, which is something we first spoke about in our June discussion and continued a bit in our July discussion.

===July 2021===
''Theme:'' residential schools

*[https://indigenousfoundations.web.arts.ubc.ca/the_residential_school_system/ The Residential School System Indigenous Foundations]
*[https://www.youtube.com/watch?v=CvLR5qslcs8&list=PLiE7YBxN9zmKXi2dz8Nt4NEPGOrTk1DY Voices From Here Video Series]
*[https://theintercept.com/2021/06/16/intercepted-mass-grave-kamloops-residential-school/ Intercepted: Stealing Children to Steal the Land]
*[https://wpl.ubc.ca/browse/professional-development/courses/wpl-pd-rsr Respect, Sincerity, Responsibility: Land Acknowledgements Course]

[[Category:CTLT]][[Category:CTLT Resources]]

File:Embedkalturamedia.jpg

2020-03-14T03:36:08Z

ManuelDias: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Embed Kaltura Media into Canvas page}}
|date=2020-03-13
|source={{own}}
|author=[[User:ManuelDias|ManuelDias]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

[[Category:Kaltura]]

File:Kalturawebcamrecorder.jpg

2020-03-11T22:30:55Z

ManuelDias: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Add New Kaltura file on Canvas}}
|date=2020-03-11
|source={{own}}
|author=[[User:ManuelDias|ManuelDias]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

[[Category:Kaltura]]

File:KalturaCapturerecording.jpg

2020-03-11T22:20:39Z

ManuelDias: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Kaltura Capture software}}
|date=2020-03-11
|source={{own}}
|author=[[User:ManuelDias|ManuelDias]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

[[Category:Kaltura]]

Documentation:CTLT programs/PROT/Process

2019-09-16T22:59:10Z

ManuelDias: /* Process */

== How it works ==
The peer review process is organized around an online course observation. A peer reviewer will get “observer” access to the course, navigate the course and review a particular element of the online course, or learning sequence and provide the reviewee with formative feedback. Generally, the reviewer uses a checklist or rubrics that has been validated by the reviewee to generate a more complete observation of the online course.

==Process==

Anyone interested in participating in the peer review of online teaching may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee and will revolve around the reviewee's goals.

Your goals for growth as a teacher are at the centre of this process and they will influence who you approach for--and how you structure--your review . That's why we encourage you to reflect carefully on your goals. If you are not sure what your goals are, you may wish to go to the "Resources" section and look at some sample protocols as these can provide ideas. For example, would you like to focus on how you use questions in your teaching? or how you pay attention to student diversity? or how you use the physical space for active learning? or something else? There are so many potential areas you could focus on. Select a small number (one is just fine!) and see how it plays out in various aspects of your teaching.

The following describes what happens before, during and after the classroom observation:

'''Part 1: Before the course review''' (once the reviewer has been determined)

* The reviewee reflects further on their goals for peer review.
* The reviewee decides which element of the online course will be reviewed and prepares a list of online modules (if course hosted on Canvas) or online materials (if course hosted outside of Canvas) the reviewer can choose from when scheduling an online review.
* Before the online course review, the reviewee should plan and prepare for the online course as they normally would for a classroom observation. In addition, the reviewee must also prepare to brief the peer reviewer about their goals for the review, as well as any details relevant to the course and the class that will be observed. [[:File:PROTPreObservationQuestions.docx|This pre-observation meeting document]] may help the reviewee prepare in advance of the first meeting with the peer reviewer(s).
* Approximately one week before the online course review, the peer reviewers and reviewee meet for approximately one hour to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and his/her plans for the online module or learning material to be reviewed.
Watch videos on:
* [https://www.youtube.com/watch?v=fhmkHtm375w Reviewer's first steps]
* [https://youtu.be/9mn55C8WmCg?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO How to prepare for a pre-observation meeting]
* [https://youtu.be/djGrYALBjXw?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO The pre-observation meeting]

Note: the focus of the videos is on face-to-face classroom teaching.

'''Part 2: Online Course Review'''

* The reviewee releases the online module while the peer reviewer reviews the online material. The peer reviewers’ observation is guided by a set of questions (see post-observation discussion questions below) and any goals set before the course review meeting.
Watch the video on [https://youtu.be/TqshQJ2SkRc The classroom observation]

'''Part 3: After the Online Course Review'''

* The peer reviewer(s) will [https://wiki.ubc.ca/File:PROTWrittenReport.docx prepare a written report] based on the reviewee’s goals and the online course review.
* No more than a week (approximately) after the online course review, the reviewee and peer reviewer will meet to discuss the online review and the report. See here for [https://wiki.ubc.ca/File:PROTPost-observation_questions.docx post-observation discussion questions].
* Following the meeting the peer reviewer may revise their report and send it to the reviewee. The reviewee may then choose to use the report to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.
Watch the video on [https://youtu.be/Ot3VyTVd5yE The post observation].
[[Category:Peer Review of Teaching]]

File:PROTPost-observation questions.docx

2019-09-16T22:58:18Z

ManuelDias: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=post observation questions for peer review of online teaching}}
|date=2019-09-16
|source={{own}}
|author=[[User:ManuelDias|IsabeauIqbal]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

Documentation:CTLT programs/PROT/Process

2019-09-16T18:25:15Z

ManuelDias:

== How it works ==
The peer review process is organized around an online course observation. A peer reviewer will get “observer” access to the course, navigate the course and review a particular element of the online course, or learning sequence and provide the reviewee with formative feedback. Generally, the reviewer uses a checklist or rubrics that has been validated by the reviewee to generate a more complete observation of the online course.

==Process==

Anyone interested in participating in the peer review of online teaching may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee and will revolve around the reviewee's goals.

Your goals for growth as a teacher are at the centre of this process and they will influence who you approach for--and how you structure--your review . That's why we encourage you to reflect carefully on your goals. If you are not sure what your goals are, you may wish to go to the "Resources" section and look at some sample protocols as these can provide ideas. For example, would you like to focus on how you use questions in your teaching? or how you pay attention to student diversity? or how you use the physical space for active learning? or something else? There are so many potential areas you could focus on. Select a small number (one is just fine!) and see how it plays out in various aspects of your teaching.

The following describes what happens before, during and after the classroom observation:

'''Part 1: Before the course review''' (once the reviewer has been determined)

* The reviewee reflects further on their goals for peer review.
* The reviewee decides which element of the online course will be reviewed and prepares a list of online modules (if course hosted on Canvas) or online materials (if course hosted outside of Canvas) the reviewer can choose from when scheduling an online review.
* Before the online course review, the reviewee should plan and prepare for the online course as they normally would for a classroom observation. In addition, the reviewee must also prepare to brief the peer reviewer about their goals for the review, as well as any details relevant to the course and the class that will be observed. [[:File:PROTPreObservationQuestions.docx|This pre-observation meeting document]] may help the reviewee prepare in advance of the first meeting with the peer reviewer(s).
* Approximately one week before the online course review, the peer reviewers and reviewee meet for approximately one hour to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and his/her plans for the online module or learning material to be reviewed.
Watch videos on:
* [https://www.youtube.com/watch?v=fhmkHtm375w Reviewer's first steps]
* [https://youtu.be/9mn55C8WmCg?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO How to prepare for a pre-observation meeting]
* [https://youtu.be/djGrYALBjXw?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO The pre-observation meeting]

Note: the focus of the videos is on face-to-face classroom teaching.

'''Part 2: Online Course Review'''

* The reviewee releases the online module while the peer reviewer reviews the online material. The peer reviewers’ observation is guided by a set of questions (see post-observation discussion questions below) and any goals set before the course review meeting.
Watch the video on [https://youtu.be/TqshQJ2SkRc The classroom observation]

'''Part 3: After the Online Course Review'''

* The peer reviewer(s) will [https://wiki.ubc.ca/File:PROTWrittenReport.docx prepare a written report] based on the reviewee’s goals and the online course review.
* No more than a week (approximately) after the online course review, the reviewee and peer reviewer will meet to discuss the online review and the report. See here for post-observation discussion questions.
* Following the meeting the peer reviewer may revise their report and send it to the reviewee. The reviewee may then choose to use the report to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.
Watch the video on [https://youtu.be/Ot3VyTVd5yE The post observation].
[[Category:Peer Review of Teaching]]

Documentation:CTLT programs/PROT/Process

2019-09-16T18:15:14Z

ManuelDias:

== How it works ==
The peer review process is organized around an online course observation. A peer reviewer will get “observer” access to the course, navigate the course and review a particular element of the online course, or learning sequence and provide the reviewee with formative feedback. Generally, the reviewer uses a checklist or rubrics that has been validated by the reviewee to generate a more complete observation of the online course.

==Process==

Anyone interested in participating in the peer review of online teaching may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee and will revolve around the reviewee's goals.

Your goals for growth as a teacher are at the centre of this process and they will influence who you approach for--and how you structure--your review . That's why we encourage you to reflect carefully on your goals. If you are not sure what your goals are, you may wish to go to the "Resources" section and look at some sample protocols as these can provide ideas. For example, would you like to focus on how you use questions in your teaching? or how you pay attention to student diversity? or how you use the physical space for active learning? or something else? There are so many potential areas you could focus on. Select a small number (one is just fine!) and see how it plays out in various aspects of your teaching.

The following describes what happens before, during and after the classroom observation:

'''Part 1: Before the course review''' (once the reviewer has been determined)

* The reviewee reflects further on their goals for peer review.
* The reviewee decides which element of the online course will be reviewed and prepares a list of online modules (if course hosted on Canvas) or online materials (if course hosted outside of Canvas) the reviewer can choose from when scheduling an online review.
* Before the online course review, the reviewee should plan and prepare for the online course as they normally would for a classroom observation. In addition, the reviewee must also prepare to brief the peer reviewer about their goals for the review, as well as any details relevant to the course and the class that will be observed. [[:File:PROTPreObservationQuestions.docx|This pre-observation meeting document]] may help the reviewee prepare in advance of the first meeting with the peer reviewer(s).
* Approximately one week before the online course review, the peer reviewers and reviewee meet for approximately one hour to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and his/her plans for the online module or learning material to be reviewed.
Watch videos on:
* [https://www.youtube.com/watch?v=fhmkHtm375w Reviewer's first steps]
* [https://youtu.be/9mn55C8WmCg?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO How to prepare for a pre-observation meeting]
* [https://youtu.be/djGrYALBjXw?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO The pre-observation meeting]

Note: the focus of the videos is on face-to-face classroom teaching.

'''Part 2: Online Course Review'''

* The reviewee releases the online module while the peer reviewer reviews the online material. The peer reviewers’ observation is guided by a [[Documentation:CTLT programs/PROT/Process/OnlineReviewQuestions|set of questions]] and any goals set before the course review meeting.
Watch the video on [https://youtu.be/TqshQJ2SkRc The classroom observation]

'''Part 3: After the Online Course Review'''

* The peer reviewer(s) will [https://wiki.ubc.ca/File:PROTWrittenReport.docx prepare a written report] based on the reviewee’s goals and the online course review.
* No more than a week (approximately) after the online course review, the reviewee and peer reviewer will meet to discuss the online review and the report.
* Following the meeting the peer reviewer may revise their report and send it to the reviewee. The reviewee may then choose to use the report to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.
Watch the video on [https://youtu.be/Ot3VyTVd5yE The post observation].
[[Category:Peer Review of Teaching]]

File:PROTPreObservationQuestions.docx

2019-09-16T18:15:00Z

ManuelDias: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Pre-observation meeting document that can be used prior to the meeting with the reviewee.}}
|date=2019-09-16
|source={{own}}
|author=[[User:ManuelDias|IsabeauIqbal]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

Documentation:CTLT programs/PRT/Process

2019-09-16T18:13:18Z

ManuelDias:

== How it works ==
The peer review process is generally organized around a structured classroom observation. A peer reviewer will observe a participating educator (reviewee) teach a class and provide the reviewee with formative feedback based on what she or he observed during the class.

==Process==

Anyone interested in participating in the peer review of teaching may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee and will revolve around the reviewee's goals.

Your goals for growth as a teacher are at the centre of this process and they will influence who you approach for--and how you structure--your review . That's why we encourage you to reflect carefully on your goals. If you are not sure what your goals are, you may wish to go to the "Resources" section and look at some sample protocols as these can provide ideas. For example, would you like to focus on how you use questions in your teaching? or how you pay attention to student diversity? or how you use the physical space for active learning? or something else? There are so many potential areas you could focus on. Select a small number (one is just fine!) and see how it plays out in various aspects of your teaching.

The following describes what happens before, during and after the classroom observation:

'''Part 1: Before the classroom observation''' (once the reviewer has been determined)

* The reviewee reflects further on their goals for peer review.
* The reviewee decides which course will be observed and prepares a list of classes the reviewer can choose from when scheduling an observation.
* Before the classroom observation, the reviewee should plan and prepare for the class as they normally would. In addition, the reviewee must also prepare to brief the peer reviewer about their goals for the review, as well as any details relevant to the course and the class that will be observed. [[:File:PRTPreObservationQuestions (2019 08).docx|This pre-observation meeting document]] may help the reviewee prepare in advance of the first meeting with the peer reviewer(s).
* Approximately one week before the classroom observation, the peer reviewers and reviewee meet for approximately one hour to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and his/her plans for the class to be observed.
Watch videos on:
* [https://www.youtube.com/watch?v=fhmkHtm375w Reviewer's first steps]
* [https://youtu.be/9mn55C8WmCg?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO How to prepare for a pre-observation meeting]
* [https://youtu.be/djGrYALBjXw?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO The pre-observation meeting]

'''Part 2: Classroom Observation'''

* The reviewee teaches their class while the peer reviewer observes the session. The peer reviewers’ observation is guided by [[:File:PRTClassroomObservationQuestions (2019 08).docx|a set of questions]] and any goals set at the pre-observation meeting.
Watch the video on [https://youtu.be/TqshQJ2SkRc The classroom observation]

'''Part 3: After the classroom observation'''

* The peer reviewer(s) will [[:File:PRTGuidelinesForTheWrittenReport (2019 08).docx|prepare a written report]] based on the reviewee’s goals and the classroom observation.
* No more than a week (approximately) after the classroom observation, the reviewee and peer reviewer will meet to discuss the classroom observation and the peer reviewer’s reports. See here for [[:File:PRTPostObservationQuestions (2019 08).docx|post-observation discussion questions]].
* Following the meeting the peer reviewer may revise their report and send it to the reviewee. The reviewee may then choose to use the reports to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.
Watch the video on [https://youtu.be/Ot3VyTVd5yE The post observation]
[[Category:Peer Review of Teaching]]

File:PRTGuidelinesForTheWrittenReport (2019 08).docx

2019-09-16T17:55:12Z

ManuelDias: ManuelDias uploaded a new version of File:PRTGuidelinesForTheWrittenReport (2019 08).docx

=={{int:filedesc}}==
{{Information
|description={{en|1=Guidelines for the Written Report for the Peer Reviewer}}
|date=2019-08-09
|source=Centre for Teaching, Learning and Technology
|author=Isabeau Iqbal, PhD
|permission=
|other versions=
}}

=={{int:license-header}}==
{{cc-by-sa-3.0}}

[[Category:Peer Review of Teaching]]

Documentation:CTLT programs/PROT/Process

2019-09-16T17:50:49Z

ManuelDias:

== How it works ==
The peer review process is organized around an online course observation. A peer reviewer will get “observer” access to the course, navigate the course and review a particular element of the online course, or learning sequence and provide the reviewee with formative feedback. Generally, the reviewer uses a checklist or rubrics that has been validated by the reviewee to generate a more complete observation of the online course.

==Process==

Anyone interested in participating in the peer review of online teaching may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee and will revolve around the reviewee's goals.

Your goals for growth as a teacher are at the centre of this process and they will influence who you approach for--and how you structure--your review . That's why we encourage you to reflect carefully on your goals. If you are not sure what your goals are, you may wish to go to the "Resources" section and look at some sample protocols as these can provide ideas. For example, would you like to focus on how you use questions in your teaching? or how you pay attention to student diversity? or how you use the physical space for active learning? or something else? There are so many potential areas you could focus on. Select a small number (one is just fine!) and see how it plays out in various aspects of your teaching.

The following describes what happens before, during and after the classroom observation:

'''Part 1: Before the course review''' (once the reviewer has been determined)

* The reviewee reflects further on their goals for peer review.
* The reviewee decides which element of the online course will be reviewed and prepares a list of online modules (if course hosted on Canvas) or online materials (if course hosted outside of Canvas) the reviewer can choose from when scheduling an online review.
* Before the online course review, the reviewee should plan and prepare for the online course as they normally would for a classroom observation. In addition, the reviewee must also prepare to brief the peer reviewer about their goals for the review, as well as any details relevant to the course and the class that will be observed.
* Approximately one week before the online course review, the peer reviewers and reviewee meet for approximately one hour to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and his/her plans for the online module or learning material to be reviewed.
Watch videos on:
* [https://www.youtube.com/watch?v=fhmkHtm375w Reviewer's first steps]
* [https://youtu.be/9mn55C8WmCg?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO How to prepare for a pre-observation meeting]
* [https://youtu.be/djGrYALBjXw?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO The pre-observation meeting]

Note: the focus of the videos is on face-to-face classroom teaching.

'''Part 2: Online Course Review'''

* The reviewee releases the online module while the peer reviewer reviews the online material. The peer reviewers’ observation is guided by a [[Documentation:CTLT programs/PROT/Process/OnlineReviewQuestions|set of questions]] and any goals set before the course review meeting.
Watch the video on [https://youtu.be/TqshQJ2SkRc The classroom observation]

'''Part 3: After the Online Course Review'''

* The peer reviewer(s) will [https://wiki.ubc.ca/File:PROTWrittenReport.docx prepare a written report] based on the reviewee’s goals and the online course review.
* No more than a week (approximately) after the online course review, the reviewee and peer reviewer will meet to discuss the online review and the report.
* Following the meeting the peer reviewer may revise their report and send it to the reviewee. The reviewee may then choose to use the report to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.
Watch the video on [https://youtu.be/Ot3VyTVd5yE The post observation].
[[Category:Peer Review of Teaching]]

File:PROTWrittenReport.docx

2019-09-16T17:49:23Z

ManuelDias: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Guidelines on Written Report for PROT}}
|date=2019-09-16
|source={{own}}
|author=[[User:ManuelDias|IsabeauIqbal]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

Documentation:CTLT programs/PRT/Process

2019-09-16T17:46:30Z

ManuelDias: /* Process */

== How it works ==
The peer review process is generally organized around a structured classroom observation. A peer reviewer will observe a participating educator (reviewee) teach a class and provide the reviewee with formative feedback based on what she or he observed during the class.

==Process==

Anyone interested in participating in the peer review of teaching may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee and will revolve around the reviewee's goals.

Your goals for growth as a teacher are at the centre of this process and they will influence who you approach for--and how you structure--your review . That's why we encourage you to reflect carefully on your goals. If you are not sure what your goals are, you may wish to go to the "Resources" section and look at some sample protocols as these can provide ideas. For example, would you like to focus on how you use questions in your teaching? or how you pay attention to student diversity? or how you use the physical space for active learning? or something else? There are so many potential areas you could focus on. Select a small number (one is just fine!) and see how it plays out in various aspects of your teaching.

The following describes what happens before, during and after the classroom observation:

'''Part 1: Before the classroom observation''' (once the reviewer has been determined)

* The reviewee reflects further on their goals for peer review.
* The reviewee decides which course will be observed and prepares a list of classes the reviewer can choose from when scheduling an observation.
* Before the classroom observation, the reviewee should plan and prepare for the class as they normally would. In addition, the reviewee must also prepare to brief the peer reviewer about their goals for the review, as well as any details relevant to the course and the class that will be observed. [[:File:PRTPreObservationQuestions (2019 08).docx|This document]] may help the reviewee prepare in advance of the first meeting with the peer reviewer(s).
* Approximately one week before the classroom observation, the peer reviewers and reviewee meet for approximately one hour to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and his/her plans for the class to be observed.
Watch videos on:
* [https://www.youtube.com/watch?v=fhmkHtm375w Reviewer's first steps]
* [https://youtu.be/9mn55C8WmCg?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO How to prepare for a pre-observation meeting]
* [https://youtu.be/djGrYALBjXw?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO The pre-observation meeting]

'''Part 2: Classroom Observation'''

* The reviewee teaches their class while the peer reviewer observes the session. The peer reviewers’ observation is guided by [[:File:PRTClassroomObservationQuestions (2019 08).docx|a set of questions]] and any goals set at the pre-observation meeting.
Watch the video on [https://youtu.be/TqshQJ2SkRc The classroom observation]

'''Part 3: After the classroom observation'''

* The peer reviewer(s) will [[:File:PRTGuidelinesForTheWrittenReport (2019 08).docx|prepare a written report]] based on the reviewee’s goals and the classroom observation.
* No more than a week (approximately) after the classroom observation, the reviewee and peer reviewer will meet to discuss the classroom observation and the peer reviewer’s reports. See here for [[:File:PRTPostObservationQuestions (2019 08).docx|post-observation discussion questions]].
* Following the meeting the peer reviewer may revise their report and send it to the reviewee. The reviewee may then choose to use the reports to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.
Watch the video on [https://youtu.be/Ot3VyTVd5yE The post observation]
[[Category:Peer Review of Teaching]]

Documentation:CTLT programs/PRT/About

2019-09-04T18:10:51Z

ManuelDias: /* About */

==About==

In this section of our website, you will find information about the CTLT (formative) Peer Review of Teaching Program.

Peer review of teaching is a process and/or form of evaluation designed to provide feedback to instructors about their teaching. It has been variously defined and is sometimes called "peer observation of teaching".

Peers may provide feedback on the following elements of teaching:
* classroom teaching or online teaching
* teaching materials (i.e. syllabi, assignments)
* feedback on student work
* instructor’s written statement of teaching philosophy
* self-assessment documentation such as a teaching portfolio; and
* comments from graduate students' supervisees
Currently, the formative CTLT program focusses on review of face-to-face classroom teaching. If you are teaching fully online or a blended learning course and you would like a peer review of online teaching, please click [https://wiki.ubc.ca/Documentation:CTLT_programs/PROT/Peer_Review_of_Online_Teaching here].

Ideally, the peer review of teaching is a reflective and collaborative process in which the instructor under review works closely with a colleague or group of colleagues to discuss teaching. Though the process outlined in this section is uni-directional (i.e., a reviewer giving feedback to an instructor), we highly encourage you to consider a reciprocal peer review process where instructors observe each other's teaching, reflect on what they learned through the observation, and share feedback as relevant.

Watch our video series aimed to help reviewers and reviewees who are participating in the formative peer review of teaching. The first video is below.

{{#widget:YouTube|id=fhmkHtm375w|height=315|width=420}}

To watch the rest of the videos in our Peer Review of Teaching series, visit our [https://www.youtube.com/embed/videoseries?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO YouTube channel].

<hr>

For information about the UBC Summative Peer Review of Teaching Initiative, click [http://ctlt.ubc.ca/about-isotl/programs-events/ubc-peer-review-of-teaching-initiative/ here].

For information about the Graduate Formative Peer Review of Teaching (for graduate students), click [http://ctlt.ubc.ca/programs/all-our-programs/graduate-formative-peer-review/ here].

For information about the Instructional Skills Workshops (for faculty), click [http://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/ here].

Information about the peer review of online teaching is in development and will be available by January 2020.

[[Category:Peer Review of Teaching]]

Documentation:CTLT programs/PROT/Peer Review of Online Teaching

2019-09-04T18:04:57Z

ManuelDias: Created page with "{{Documentation:CTLT_programs/PROT/About}} {{Documentation:CTLT_programs/PROT/Program}} {{Documentation:CTLT_programs/PROT/Process}} {{Documentation:CTLT_programs/PROT/Reviewe..."

{{Documentation:CTLT_programs/PROT/About}}
{{Documentation:CTLT_programs/PROT/Program}}
{{Documentation:CTLT_programs/PROT/Process}}
{{Documentation:CTLT_programs/PROT/Reviewers}}
{{Documentation:CTLT_programs/PROT/Testimonials}}
{{Documentation:CTLT_programs/PROT/FAQ}}
{{Documentation:CTLT_programs/PROT/CoP}}
{{Documentation:CTLT_Resources/Peer_Review_of_Online_Teaching_Resources}}

Documentation:CTLT programs/PROT/Workshop

2019-09-04T17:57:43Z

ManuelDias:

==Workshops==

At least once a year, we offer a workshop on the peer review of teaching through the UBC Centre for Teaching, Learning and Technology. Note that this workshop focuses on in-class teaching. To request a peer review of online course, please contact [Mailto:Isabeau.iqbal@ubc.ca isabeau.iqbal@ubc.ca].

[[Category:Peer Review of Online Teaching]]

Documentation:CTLT programs/PROT/Testimonials

2019-09-04T17:56:15Z

ManuelDias:

==Testimonials==

The Peer Review of Online Teaching is a new addition to our program.

[[Category:Peer Review of Online Teaching]]

Documentation:CTLT programs/PROT/Reviewers

2019-09-04T17:53:40Z

ManuelDias:

==Reviewers==

The Peer Review of Online Teaching is a new addition to our existing program. As such, we are currently building our team of reviewers. If you have experience with online teaching and would like to be part of our team of reviewers, please contact [mailto:Isabeau.iqbal@ubc.ca isabeau.iqbal@ubc.ca].

For a full description of the formative peer review process, please read the Peer Review Process section of our website.

When you email a reviewer for a request, please indicate:

* Indicate the course format (e.g. Fully Online Course, Blended Learning Environment, Flipped Classroom)
* What you would like to have reviewed (e.g. modules, assignments, syllabi or other material, teaching philosophy statement, other)
* A brief statement of your goal for peer review
* A time range within which you are hoping to be peer reviewed
* Your contact information

'''List of peer reviewers'''
*[[#Judy Chan|Judy Chan]] (Centre for Teaching, Learning and Technology and Faculty of Land and Food Systems)
*[[#Manuel Dias|Manuel Dias]] (Centre for Teaching, Learning and Technology)
*[[#Isabeau Iqbal|Isabeau Iqbal]] (Centre for Teaching, Learning and Technology and Faculty of Education)
*[[#Lucas Wright|Lucas Wright]] (Centre for Teaching, Learning and Technology)

'''Additional Information on Reviewers'''

* <div id="Judy Chan"></div>'''Judy Chan''', PhD. Sessional Lecturer and Faculty Liaison, Land and Food Systems (LFS); Education Consultant, Centre for Teaching, Learning and Technology
I teach a large, introductory food science course, FNH 200, each year and I have taught on-line version of the same course in the past. I adapt a wide range of learning activities in my classes whenever they support my students' learning needs. Some of my favourite and most effective techniques included peer-based learning, immediate classroom respond systems such as iClicker, Polleverywhere.com, and mentimeter.com, wikipedia-based assignment, two-staged exam, etc. I consider it a privilege to have opportunities to visit classroom across campus and I learn so much from each classroom observation.

Email: judy.chan@ubc.ca

* <div id="Manuel Dias"></div>'''Manuel Dias''', MA, Educational Consultant in Learning Design, Centre for Teaching, Learning and Technology and Faculty of Science/Skylight.
I have been facilitating professional development activities with a particular focus on the integration and implementation of learning technology in Science. I have a keen interest in instructional design and regularly consults with faculty to implement innovative practices or fully online or blended learning courses. I am cross appointed between the Science Centre for Learning and Teaching (Skylight) and the Centre for Teaching, Learning and Technology (CTLT).

Email: manuel.dias@ubc.ca

* <div id="Isabeau Iqbal"></div>'''Isabeau Iqbal''', PhD. Senior Educational Consultant, Centre for Teaching, Learning and Technology
I have conducted peer reviews for numerous faculty members at various career stages and consider it a privilege to be invited into someone's classroom. My teaching and learning experience is primarily through my role as an educational developer at the Centre. I am also a contract faculty member at the Justice Institute of British Columbia and an Instructional Skills Workshop facilitator; I have been a sessional instructor in the Faculty of Education at UBC. I would be happy to peer review in any discipline or Faculty, in classes of any size.
When contacting me, please provide information on your teaching context (course name, class size, Faculty etc) and your predominant teaching methods.
Please see [mailto:Isabeauiqbal.ca isabeauiqbal.ca] for more information.

Email: isabeau.iqbal@ubc.ca

* <div id="Lucas Wright"></div>'''Lucas Wright''', Senior Educational Consultant in Learning Technologies, Centre for Teaching, Learning and Technology]
I support faculty and staff in integrating technology in their teaching and learning practice. I am an adult learning instructor with more than 15 years of experience teaching adults online, face-to-face and in blended contexts. I have a keen interest in blended learning, open education and the role of learning portfolios in teaching and learning. I support professional development programs at CTLT including the Instructional Skills workshop, Teaching in a Blended Learning Environment, the Learning Technology Hub and the Qualtrics Studio sessions.

Email: lucas.wright@ubc.ca

Documentation:CTLT programs/PROT/Reviewers

2019-09-04T17:52:43Z

ManuelDias:

==Reviewers==

The Peer Review of Online Teaching is a new addition to our existing program. As such, we are currently building our team of reviewers. If you have experience with online teaching and would like to be part of our team of reviewers, please contact [mailto:Isabeau.iqbal@ubc.ca isabeau.iqbal@ubc.ca].

For a full description of the formative peer review process, please read the Peer Review Process section of our website.

When you email a reviewer for a request, please indicate:

* Indicate the course format (e.g. Fully Online Course, Blended Learning Environment, Flipped Classroom)
* What you would like to have reviewed (e.g. modules, assignments, syllabi or other material, teaching philosophy statement, other)
* A brief statement of your goal for peer review
* A time range within which you are hoping to be peer reviewed
* Your contact information

'''List of peer reviewers'''
*[[#Judy Chan|Judy Chan]] (Centre for Teaching, Learning and Technology and Faculty of Land and Food Systems)
*[[#Manuel Dias|Manuel Dias]] (Centre for Teaching, Learning and Technology)
*[[#Isabeau Iqbal|Isabeau Iqbal]] (Centre for Teaching, Learning and Technology and Faculty of Education)
*[[#Lucas Wright|Lucas Wright]] (Centre for Teaching, Learning and Technology)

'''Additional Information on Reviewers'''

* <div id="Judy Chan"></div>'''Judy Chan''', PhD. Sessional Lecturer and Faculty Liaison, Land and Food Systems (LFS); Education Consultant, Centre for Teaching, Learning and Technology
I teach a large, introductory food science course, FNH 200, each year and I have taught on-line version of the same course in the past. I adapt a wide range of learning activities in my classes whenever they support my students' learning needs. Some of my favourite and most effective techniques included peer-based learning, immediate classroom respond systems such as iClicker, Polleverywhere.com, and mentimeter.com, wikipedia-based assignment, two-staged exam, etc. I consider it a privilege to have opportunities to visit classroom across campus and I learn so much from each classroom observation.

Email: judy.chan@ubc.ca

* <div id="Manuel Dias"></div>'''Manuel Dias''', MA, Educational Consultant in Learning Design, Centre for Teaching, Learning and Technology and Faculty of Science/Skylight.
I have been facilitating professional development activities with a particular focus on the integration and implementation of learning technology in Science. I have a keen interest in instructional design and regularly consults with faculty to implement innovative practices or fully online or blended learning courses. I am cross appointed between the Science Centre for Learning and Teaching (Skylight) and the Centre for Teaching, Learning and Technology (CTLT).

Email: manuel.dias@ubc.ca

* <div id="Isabeau Iqbal"></div>'''Isabeau Iqbal''', PhD. Senior Educational Consultant, Centre for Teaching, Learning and Technology
I have conducted peer reviews for numerous faculty members at various career stages and consider it a privilege to be invited into someone's classroom. My teaching and learning experience is primarily through my role as an educational developer at the Centre. I am also a contract faculty member at the Justice Institute of British Columbia and an Instructional Skills Workshop facilitator; I have been a sessional instructor in the Faculty of Education at UBC. I would be happy to peer review in any discipline or Faculty, in classes of any size.
When contacting me, please provide information on your teaching context (course name, class size, Faculty etc) and your predominant teaching methods.
Please see [[isabeauiqbal.ca]] for more information.

Email: isabeau.iqbal@ubc.ca

* <div id="Lucas Wright"></div>'''Lucas Wright''', Senior Educational Consultant in Learning Technologies, Centre for Teaching, Learning and Technology]
I support faculty and staff in integrating technology in their teaching and learning practice. I am an adult learning instructor with more than 15 years of experience teaching adults online, face-to-face and in blended contexts. I have a keen interest in blended learning, open education and the role of learning portfolios in teaching and learning. I support professional development programs at CTLT including the Instructional Skills workshop, Teaching in a Blended Learning Environment, the Learning Technology Hub and the Qualtrics Studio sessions.

Email: lucas.wright@ubc.ca

Documentation:CTLT programs/PROT/Process/Questions

2019-09-04T17:47:00Z

ManuelDias: Replaced content with "[delete this page]"

[delete this page]

Documentation:CTLT programs/PROT/Process

2019-09-04T17:44:38Z

ManuelDias: /* Process */

== How it works ==
The peer review process is organized around an online course observation. A peer reviewer will get “observer” access to the course, navigate the course and review a particular element of the online course, or learning sequence and provide the reviewee with formative feedback. Generally, the reviewer uses a checklist or rubrics that has been validated by the reviewee to generate a more complete observation of the online course.

==Process==

Anyone interested in participating in the peer review of online teaching may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee and will revolve around the reviewee's goals.

Your goals for growth as a teacher are at the centre of this process and they will influence who you approach for--and how you structure--your review . That's why we encourage you to reflect carefully on your goals. If you are not sure what your goals are, you may wish to go to the "Resources" section and look at some sample protocols as these can provide ideas. For example, would you like to focus on how you use questions in your teaching? or how you pay attention to student diversity? or how you use the physical space for active learning? or something else? There are so many potential areas you could focus on. Select a small number (one is just fine!) and see how it plays out in various aspects of your teaching.

The following describes what happens before, during and after the classroom observation:

'''Part 1: Before the course review''' (once the reviewer has been determined)

* The reviewee reflects further on their goals for peer review.
* The reviewee decides which element of the online course will be reviewed and prepares a list of online modules (if course hosted on Canvas) or online materials (if course hosted outside of Canvas) the reviewer can choose from when scheduling an online review.
* Before the online course review, the reviewee should plan and prepare for the online course as they normally would for a classroom observation. In addition, the reviewee must also prepare to brief the peer reviewer about their goals for the review, as well as any details relevant to the course and the class that will be observed.
* Approximately one week before the online course review, the peer reviewers and reviewee meet for approximately one hour to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and his/her plans for the online module or learning material to be reviewed.
Watch videos on:
* [https://www.youtube.com/watch?v=fhmkHtm375w Reviewer's first steps]
* [https://youtu.be/9mn55C8WmCg?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO How to prepare for a pre-observation meeting]
* [https://youtu.be/djGrYALBjXw?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO The pre-observation meeting]

Note: the focus of the videos is on face-to-face classroom teaching.

'''Part 2: Online Course Review'''

* The reviewee releases the online module while the peer reviewer reviews the online material. The peer reviewers’ observation is guided by a [[Documentation:CTLT programs/PROT/Process/OnlineReviewQuestions|set of questions]] and any goals set before the course review meeting.
Watch the video on [https://youtu.be/TqshQJ2SkRc The classroom observation]

'''Part 3: After the Online Course Review'''

* The peer reviewer(s) will prepare a written report based on the reviewee’s goals and the online course review.
* No more than a week (approximately) after the online course review, the reviewee and peer reviewer will meet to discuss the online review and the report.
* Following the meeting the peer reviewer may revise their report and send it to the reviewee. The reviewee may then choose to use the report to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.
Watch the video on [https://youtu.be/Ot3VyTVd5yE The post observation].
[[Category:Peer Review of Teaching]]

Documentation:CTLT programs/PROT/Process

2019-09-04T17:41:37Z

ManuelDias: /* Process */

== How it works ==
The peer review process is organized around an online course observation. A peer reviewer will get “observer” access to the course, navigate the course and review a particular element of the online course, or learning sequence and provide the reviewee with formative feedback. Generally, the reviewer uses a checklist or rubrics that has been validated by the reviewee to generate a more complete observation of the online course.

==Process==

Anyone interested in participating in the peer review of online teaching may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee and will revolve around the reviewee's goals.

Your goals for growth as a teacher are at the centre of this process and they will influence who you approach for--and how you structure--your review . That's why we encourage you to reflect carefully on your goals. If you are not sure what your goals are, you may wish to go to the "Resources" section and look at some sample protocols as these can provide ideas. For example, would you like to focus on how you use questions in your teaching? or how you pay attention to student diversity? or how you use the physical space for active learning? or something else? There are so many potential areas you could focus on. Select a small number (one is just fine!) and see how it plays out in various aspects of your teaching.

The following describes what happens before, during and after the classroom observation:

'''Part 1: Before the course review''' (once the reviewer has been determined)

* The reviewee reflects further on their goals for peer review.
* The reviewee decides which element of the online course will be reviewed and prepares a list of online modules (if course hosted on Canvas) or online materials (if course hosted outside of Canvas) the reviewer can choose from when scheduling an online review.
* Before the online course review, the reviewee should plan and prepare for the online course as they normally would for a classroom observation. In addition, the reviewee must also prepare to brief the peer reviewer about their goals for the review, as well as any details relevant to the course and the class that will be observed.
* Approximately one week before the online course review, the peer reviewers and reviewee meet for approximately one hour to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and his/her plans for the online module or learning material to be reviewed.
Watch videos on:
* [https://www.youtube.com/watch?v=fhmkHtm375w Reviewer's first steps]
* [https://youtu.be/9mn55C8WmCg?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO How to prepare for a pre-observation meeting]
* [https://youtu.be/djGrYALBjXw?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO The pre-observation meeting]

Note: the focus of the videos is on face-to-face classroom teaching.

'''Part 2: Online Course Review'''

* The reviewee releases the online module while the peer reviewer reviews the online material. The peer reviewers’ observation is guided by a [[Documentation:CTLT programs/PROT/Process/OnlineReviewQuestions|set of questions]] and any goals set before the course review meeting.
Watch the video on [https://youtu.be/TqshQJ2SkRc The classroom observation]

'''Part 3: After the Online Course Review'''

* The peer reviewer(s) will prepare [http://wiki.ubc.ca/images/a/a6/PRTWrittenReport_%282018_05%29_PDF.pdf a written report] ([http://wiki.ubc.ca/images/0/02/PRTGuidelinesForTheWrittenReport_%282018_05%29.docx Word Version]) based on the reviewee’s goals and the classroom observation.
* No more than a week (approximately) after the classroom observation, the reviewee and peer reviewer will meet to discuss the classroom observation and the peer reviewer’s reports. See here for [http://wiki.ubc.ca/images/f/ff/PRTPostObservationQuestions_%282018_05%29_PDF.pdf post-observation discussion] ([http://wiki.ubc.ca/images/b/b6/PRTPosObs.docx Word Version]) questions.
* Following the meeting the peer reviewer may revise their report and send it to the reviewee. The reviewee may then choose to use the reports to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.
Watch the video on [https://youtu.be/Ot3VyTVd5yE The post observation]

For more information, see here for a [http://wiki.ubc.ca/images/f/ff/Process_Checklist_PRT%28May_2018%29_PDF.pdf 1-page process checklist] ([http://wiki.ubc.ca/images/c/ce/PRT_Checklist.docx Word Version]).
[[Category:Peer Review of Teaching]]

Documentation:CTLT programs/PROT/Process

2019-09-04T17:41:16Z

ManuelDias: /* Process */

== How it works ==
The peer review process is organized around an online course observation. A peer reviewer will get “observer” access to the course, navigate the course and review a particular element of the online course, or learning sequence and provide the reviewee with formative feedback. Generally, the reviewer uses a checklist or rubrics that has been validated by the reviewee to generate a more complete observation of the online course.

==Process==

Anyone interested in participating in the peer review of online teaching may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee and will revolve around the reviewee's goals.

Your goals for growth as a teacher are at the centre of this process and they will influence who you approach for--and how you structure--your review . That's why we encourage you to reflect carefully on your goals. If you are not sure what your goals are, you may wish to go to the "Resources" section and look at some sample protocols as these can provide ideas. For example, would you like to focus on how you use questions in your teaching? or how you pay attention to student diversity? or how you use the physical space for active learning? or something else? There are so many potential areas you could focus on. Select a small number (one is just fine!) and see how it plays out in various aspects of your teaching.

The following describes what happens before, during and after the classroom observation:

'''Part 1: Before the course review''' (once the reviewer has been determined)

* The reviewee reflects further on their goals for peer review.
* The reviewee decides which element of the online course will be reviewed and prepares a list of online modules (if course hosted on Canvas) or online materials (if course hosted outside of Canvas) the reviewer can choose from when scheduling an online review.
* Before the online course review, the reviewee should plan and prepare for the online course as they normally would for a classroom observation. In addition, the reviewee must also prepare to brief the peer reviewer about their goals for the review, as well as any details relevant to the course and the class that will be observed.
* Approximately one week before the online course review, the peer reviewers and reviewee meet for approximately one hour to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and his/her plans for the online module or learning sequence to be reviewed.
Watch videos on:
* [https://www.youtube.com/watch?v=fhmkHtm375w Reviewer's first steps]
* [https://youtu.be/9mn55C8WmCg?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO How to prepare for a pre-observation meeting]
* [https://youtu.be/djGrYALBjXw?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO The pre-observation meeting]

Note: the focus of the videos is on face-to-face classroom teaching.

'''Part 2: Online Course Review'''

* The reviewee releases the online module while the peer reviewer reviews the online material. The peer reviewers’ observation is guided by a [[Documentation:CTLT programs/PROT/Process/OnlineReviewQuestions|set of questions]] and any goals set before the course review meeting.
Watch the video on [https://youtu.be/TqshQJ2SkRc The classroom observation]

'''Part 3: After the Online Course Review'''

* The peer reviewer(s) will prepare [http://wiki.ubc.ca/images/a/a6/PRTWrittenReport_%282018_05%29_PDF.pdf a written report] ([http://wiki.ubc.ca/images/0/02/PRTGuidelinesForTheWrittenReport_%282018_05%29.docx Word Version]) based on the reviewee’s goals and the classroom observation.
* No more than a week (approximately) after the classroom observation, the reviewee and peer reviewer will meet to discuss the classroom observation and the peer reviewer’s reports. See here for [http://wiki.ubc.ca/images/f/ff/PRTPostObservationQuestions_%282018_05%29_PDF.pdf post-observation discussion] ([http://wiki.ubc.ca/images/b/b6/PRTPosObs.docx Word Version]) questions.
* Following the meeting the peer reviewer may revise their report and send it to the reviewee. The reviewee may then choose to use the reports to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.
Watch the video on [https://youtu.be/Ot3VyTVd5yE The post observation]

For more information, see here for a [http://wiki.ubc.ca/images/f/ff/Process_Checklist_PRT%28May_2018%29_PDF.pdf 1-page process checklist] ([http://wiki.ubc.ca/images/c/ce/PRT_Checklist.docx Word Version]).
[[Category:Peer Review of Teaching]]

Documentation:CTLT programs/PROT/Program

2019-09-04T17:38:54Z

ManuelDias: /* Formative Program & Purpose */

==Formative Program & Purpose==

'''What is it?'''

The Formative Peer Review Program coordinated by the Centre for Teaching, Learning and Technology offers you the chance to participate in a cross-Faculty formative peer review of teaching process. The formative program described below is open to anyone at UBC.

Though the process outlined on this site is uni-directional (i.e., a reviewer giving feedback to an instructor), we highly encourage you to consider a reciprocal peer review process where instructors observe each other's teaching, reflect on what they learned through the observation, and share feedback.

'''How does it work?'''

As a reviewee, you will select and meet with up to two volunteer peer reviewers (reviewers are listed on our website). The reviewers are experienced in the peer review of teaching at UBC and have completed at least one workshop offered by CTLT on becoming a peer reviewer.

The peer review process is typically organized around your goals and a structured classroom observation. In such a case, a peer reviewer will meet with you before the observation, observe you teach a class and then provide you with formative feedback based on your goals and what they observed during the class.

'''What aspect of my online teaching is being reviewed/observed?'''

Online teaching is complex and multi-faceted. A review of online teaching can include online course design considerations, universal design principles and accessibility purposes, to the articulation of learning outcomes, or the design of a particular learning sequence online. In a formative review, you, the person requesting the review, gets to decide what aspect of your teaching you most want feedback on based on your goals for growth as a teacher.

'''How will I benefit?'''

The Formative Peer Review Program aims to encourage dialogue about teaching amongst instructors (faculty members, graduate students, instructors and others who teach) of all ranks at UBC. By talking with your reviewers, you will likely gain new insights into your teaching and information about different teaching strategies or ideas. Reviewers also learn a lot about teaching by participating in the process. If you request, you will receive written feedback that you may choose to use as evidence in your teaching portfolio, and in future course and lesson planning. You may choose to use the written feedback in your case for tenure and promotion.

'''What support is available to me?'''

At least once a year, we offer a workshop on the peer review of teaching through the UBC Centre for Teaching, Learning and Technology. Note that this workshop focuses on in-class teaching. To request a peer review of online course, please contact [mailto:Isabeau.iqbal@ubc.ca isabeau.iqbal@ubc.ca].

[[Category:Peer Review of Online Teaching]]

Documentation:CTLT programs/PROT/FAQ

2019-09-04T17:33:52Z

ManuelDias:

==FAQs==

Frequently asked questions about the Peer Review of Teaching Program

===DEFINITIONS===

'''Peer review of online teaching'''

Peer review of online teaching is informed assessment, by colleagues or peers, of online teaching-related activities for the purposes of fostering development and/or making personnel decisions. There are two main types of peer review: formative and summative. Both formative and summative are integral to a comprehensive evaluation of teaching.

'''Summative peer review'''

Summative peer review of teaching is informed collegial judgment about teaching intended for evaluative purposes. Summative peer review is used to aid in making personnel decision, such as hiring, promotion, and tenure. The primary goal is to assess instructor performance relative to criteria. The information is for public inspection (I.e., by the department head or dean, and by tenure and reappointment committees) and may be more comparative in nature than formative peer review (Cassidy & Lee, 2011; Chism, 2007; Cavanagh, 1996).

'''Formative peer review'''

The primary goal of formative peer review of teaching is to develop and enhance teaching practice. Formative peer review provides instructors with information they can use to grow professionally in their teaching. The information is confidential, constructive, and intended for an instructor's personal use. The process is usually rich in detail, ongoing, and fosters self-reflection and insights into teaching (Byrne, Brown & Challen, 2010; Chism, 2007; Gosling, 2014).

'''References'''

Byrne, J., Brown, H., & Challen, D. (2010). Peer development as an alternative to peer observation: A tool to enhance professional development. International Journal for Academic Development, 15(3), 215-228.

Cassidy, A. & Lee, J. (2011). Peer Review: Structured, informal, confidential, helpful. Collected Essays on Learning and Teaching, 4. 68-73.

Cavanaugh, R. (1996). Formative and summative evaluation in the faculty peer review of teaching. Innovative Higher Education, 20(4), 235-240.

Chism, N.V. (2007). Peer review of teaching: A sourcebook (2nd ed.). Bolton, MA: Anker Publications.

Gosling, D. (2014). Collaborative peer-supported review of teaching. In J. Sachs & M. Parsell (Eds.), Peer Review of Learning and Teaching in Higher Education. New York, NY: Springer. Professional Learning and Development in Schools and Higher Education, 9, 13-31.

Note: The following questions are aimed at instructors teaching in the classroom. Questions specific to online teaching or a blended learning environment will be available soon.

===FREQUENTLY ASKED QUESTIONS ABOUT THE FORMATIVE PEER REVIEW PROGRAM===

*[[#q1|What is the purpose of peer review of teaching?]]
*[[#q2|What is the difference between a formative and summative peer review?]]
*[[#q3|What is the benefit of having more than one person review my teaching?]]
*[[#q4|What is the benefit of selecting a reviewer from outside the faculty?]]
*[[#q5|What is the advantage of participating in this program, if there is already a departmental peer review of teaching process?]]
*[[#q6|Is this peer review summative or formative?]]
*[[#q7|Do academic rank or job classification matter in the process?]]
*[[#q8|How is confidentiality handled in the formative peer review of teaching program?]]
*[[#q9|I teach a PBL class. May I participate in the program?]]
*[[#q10|What will be done with the information about my teaching generated during the peer review?]]
*[[#q11|What control do reviewees have over and during the process?]]
*[[#q12|Who will review my teaching?]]
*[[#q13|What training do the peer reviewers receive?]]
*[[#q14|When should peer reviews take place?]]
*[[#q15|How will reviewees receive feedback?]]
*[[#q16|What is formative feedback?]]
*[[#q17|What is implicit bias and what does it have to do with peer review of teaching?]]
*[[#q18|How much time will the process take?]]
*[[#q19|What form will the reviewers' reports take?]]

<div id="q1"></div>'''What is the purpose of the peer review of teaching?'''

Within the context of higher education, the peer review of teaching has two broad purposes: 1. to assist instructors enhance their teaching, and 2. to assess an instructor’s teaching as part of a formal reward system linked to the individual’s career advancement (i.e. tenure, promotion and other personnel decisions).

<div id="q2"></div>'''What is the difference between a formative and a summative peer review?'''

In the formative peer review of teaching process, colleagues generate information for you about your classroom teaching that you can use to improve your teaching and your students′ learning. You control the process and how the resulting information is used. For example, in the formative process, you would select the person who conducts the observation and would then decide whether the written comments—if there are any—would be kept confidential or added to your personnel file. In a summative peer review, colleagues observe you teach and report back to the department head or dean for the purpose of reappointment, promotion or tenure.

<div id="q3"></div>'''What is the benefit of having more than one person review my teaching?'''

Two reviewers will give you two different perspectives on your teaching. Because teaching is such a complex activity, the reviewers may focus on different aspects of your teaching and the students′ learning. Having two reviewers may give you more reliable information about your teaching.

<div id="q4"></div>'''What is the benefit of selecting a reviewer from outside the faculty?'''

Because they are unfamiliar with the discipline and learning environment, external reviewers are like new students encountering your class for the first time. They will be able to give you an outsider’s perspective on your class. External reviewers can provide feedback on aspects of teaching like how you structure learning activities, facilitate discussions, and communicate with students. They also will be able to share teaching ideas and strategies used in their discipline.

<div id="q5"></div>'''What is the advantage of participating in this program, if there is already a departmental peer review of teaching process?'''

Too often, institutional boundaries prevent colleagues interested in teaching from having sincere conversations about common educational issues and challenges. The program seeks to foster cross-faculty discussions about teaching and learning.

<div id="q6"></div>'''Is this peer review summative or formative?'''

This program is intended to be formative. However, if you think your department would value knowing about your progress over time, then you may consider including the reviewers′ reports in your teaching portfolio, tenure and promotion request, or in your annual review.

<div id="q7"></div>'''Do academic rank or job classification matter in the process?'''

All educators are invited to participate and learn from one another. In this program, reviewers may be at the same or different rank from the reviewee.

<div id="q8"></div>'''How is confidentiality handled in the formative peer review of teaching program?'''

The only people involved in the discussions will be the reviewee and the reviewers. The process is confidential, unless the reviewee decides to include reflections or documentation about the process in their teaching portfolio or personnel file.

<div id="q9"></div>'''I teach a PBL class. May I participate in the program?'''

Yes, because the peer review process is designed for various forms of teaching and learning.

<div id="q10"></div>'''What will be done with the information about my teaching generated during the peer review?'''

Reviewees receive written reports from their reviewer(s). Reviewees decide how they will use the information contained in the reports and with whom they will share the information. The aim of the program is to generate useful feedback that a reviewee may be able to use to develop and/or revise aspects of his/her teaching, to incorporate into a teaching portfolio or to bolster an argument for tenure and promotion.

<div id="q11"></div>'''What control do reviewees have over and during the process?'''

Each reviewee selects the peer reviewer with whom they will work, decides which class the reviewer will attend, sets the objectives and focus for the classroom observation, and decides what to do with the feedback they receive from the reviewers.

<div id="q12"></div>'''Who will review my teaching?'''

The list of reviewers is available on a section of this website. You will choose a reviewer among the people listed.

<div id="q13"></div>'''What training do the peer reviewers receive?'''

All peer reviewers complete an intensive training course run by CTLT which teaches them how to conduct peer reviews and to observe classroom teaching. Many of the reviewers have also completed the UBC Faculty Certificate Program on Teaching and Learning in Higher Education, the Instructional Skills Workshop, or a graduate degree in Higher or Adult Education.

<div id="q14"></div>'''When should peer reviews take place?'''

The peer review can happen any time deemed suitable for you and your reviewer. Each reviewee may decide when to schedule the classroom observations. Scheduling them earlier or towards the middle of the term will give you timely and relevant feedback that may be useful in the later stages of your course. Also keep in mind that reviewers will be busy towards the end of semester with their own teaching.

<div id="q15"></div>'''How will reviewees receive feedback?'''

Reviewees will receive verbal and written feedback. Reviewees will meet with their reviewers after the classroom observation and engage in a friendly, collegial dialogue about the class that the reviewer observed. The reviewers will also summarize their feedback and suggestions in a written report.

<div id="q16"></div>'''What is formative feedback?'''

Formative feedback is information that is intended to support an educator′s growth towards becoming a better teacher. The feedback aims to be non-evaluative and is not intended to be a snapshot or final judgement of an educator′s fitness or competence. Rather the goal is to provide information that can help you reflect on your teaching and plan changes for the future. Formative peer review aims to help you better understand how you approach the task of university teaching, and who you are as a teacher.

<div id="q17"></div>'''What is implicit bias and what does it have to do with peer review of teaching?'''

Implicit biases refer to our unconscious associations linked to race, sex, age, and other identity markers that influence our evaluative thoughts and attitudes toward others (e.g., instructor’s favorable attitude toward certain students, reviewer’s negative assessment of an instructor’s teaching effectiveness based on a stereotype of the instructor’s social group). Because implicit biases are unconscious and automatic, it takes time to unlearn or control them. However, becoming aware of your own implicit biases can help you better regulate them.

It is important for both you and your reviewer to be cognizant of the implicit biases (http://kirwaninstitute.osu.edu/research/understanding-implicit-bias/) that both parties inevitably bring into the classroom. You (and your reviewer if possible) can take the Implicit Association Test (https://implicit.harvard.edu/implicit/takeatest.html) and discuss what you learned from the results.

<div id="q18"></div>'''How much time will the process take?'''

The process normally takes a minimum of five hours to complete.

<div id="q19"></div>'''What form will the reviewers′ reports take?'''

The report consists of the following materials:

# Notes from the pre-observation meeting. This may include notes taken by the reviewer during the meeting, a summary that the reviewer writes after the meeting, emailed or written answers that the reviewee wrote (if they wish to submit them to the report), or similar kind of notes.
# Notes that the reviewer takes during the classroom observation, or a summary they write immediately after. It may take the form of prose, a chart or other similar kinds of notes.
# Notes taken during the post-observation meeting. This may include notes or a summary that the reviewer may take during the conversation and notes that summarize the conversation between the reviewer and the reviewee.

These notes/summaries make up the report, which is shared with the reviewee during the post-observation meeting and left with them at the end of the meeting.

[[Category:Peer Review of Online Teaching]]

Documentation:CTLT programs/PROT/CoP

2019-09-04T17:28:13Z

ManuelDias:

==Workshops==

===Developing Your Skills as a Peer Reviewer of Online Teaching: Introductory Workshop===
At this time, we do not offer workshops on the peer review of online teaching. We do, however, offer a workshop focused on peer review of classroom teaching.

For more information, please email [mailto:isabeau.iqbal@ubc.ca Isabeau Iqbal].

[[Category:Peer Review of Online Teaching]][[Category:Community of Practice]][[Category:CoP]]

Documentation:CTLT programs/PROT/About

2019-09-04T17:25:27Z

ManuelDias:

==About==

In this section of our website, you will find information about the CTLT (formative) Peer Review of Online Teaching Program.

Peer review of teaching is a process and/or form of evaluation designed to provide feedback to instructors about their teaching. It has been variously defined and is sometimes called "peer observation of teaching".

Peers may provide feedback on the following elements of teaching:
* online teaching or classroom observation (for those who teach in a blended learning environment or flipped classroom)
* teaching materials (i.e. syllabi, assignments)
* feedback on student work
* instructor’s teaching philosophy
* self-assessment documentation such as a teaching dossier; and
* comments from graduate students' supervisees
Currently, the formative CTLT program focusses on review of face-to-face classroom teaching. We are beginning to offer peer review of teaching for online delivery including teaching in a blended learning environment and flipped classroom.

Ideally, the peer review of teaching is a reflective and collaborative process in which the instructor under review works closely with a colleague or group of colleagues to discuss teaching. Though the process outlined in this section is uni-directional (i.e., a reviewer giving feedback to an instructor), we highly encourage you to consider a reciprocal peer review process where instructors observe each other's teaching, reflect on what they learned through the observation, and share feedback as relevant.

Watch our video series aimed to help reviewers and reviewees who are participating in the formative peer review of teaching (the series is focussed on teaching done in a physical classroom). The first video is below.

{{#widget:YouTube|id=fhmkHtm375w|height=315|width=420}}

To watch the rest of the videos in our Peer Review of Teaching series, visit our [https://www.youtube.com/embed/videoseries?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO YouTube channel].

<hr>

For information about the UBC Summative Peer Review of Teaching Initiative, click [http://ctlt.ubc.ca/about-isotl/programs-events/ubc-peer-review-of-teaching-initiative/ here].

For information about the Graduate Formative Peer Review of Teaching (for graduate students), click [http://ctlt.ubc.ca/programs/all-our-programs/graduate-formative-peer-review/ here].

For information about the Instructional Skills Workshops (for faculty), click [http://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/ here].

Information about the peer review of online teaching is in development and will be available by January 2020.

[[Category:Peer Review of Online Teaching]]

Documentation:CTLT programs/PROT/About

2019-09-04T16:18:18Z

ManuelDias:

==About==

In this section of our website, you will find information about the CTLT (formative) Peer Review of Online Teaching Program.

Peer review of teaching is a process and/or form of evaluation designed to provide feedback to instructors about their teaching. It has been variously defined and is sometimes called "peer observation of teaching".

Peers may provide feedback on the following elements of teaching:
* classroom teaching or online teaching
* teaching materials (i.e. syllabi, assignments)
* feedback on student work
* instructor’s written statement of teaching philosophy
* self-assessment documentation such as a teaching portfolio; and
* comments from graduate students' supervisees
The formative CTLT program focusses on both the review of face-to-face classroom teaching and online teaching, including teaching in a blended learning environment and flipped classroom.

Ideally, the peer review of teaching is a reflective and collaborative process in which the instructor under review works closely with a colleague or group of colleagues to discuss teaching. Though the process outlined in this section is uni-directional (i.e., a reviewer giving feedback to an instructor), we highly encourage you to consider a reciprocal peer review process where instructors observe each other's teaching, reflect on what they learned through the observation, and share feedback as relevant.

Watch our video series aimed to help reviewers and reviewees who are participating in the formative peer review of teaching. The first video is below.

{{#widget:YouTube|id=fhmkHtm375w|height=315|width=420}}

To watch the rest of the videos in our Peer Review of Teaching series, visit our [https://www.youtube.com/embed/videoseries?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO YouTube channel].

<hr>

For information about the UBC Summative Peer Review of Teaching Initiative, click [http://ctlt.ubc.ca/about-isotl/programs-events/ubc-peer-review-of-teaching-initiative/ here].

For information about the Graduate Formative Peer Review of Teaching (for graduate students), click [http://ctlt.ubc.ca/programs/all-our-programs/graduate-formative-peer-review/ here].

For information about the Instructional Skills Workshops (for faculty), click [http://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/ here].

Information about the peer review of online teaching is in development and will be available by January 2020.

[[Category:Peer Review of Online Teaching]]

Documentation:CTLT programs/PROT/Process

2019-08-20T21:41:04Z

ManuelDias:

== How it works ==
The peer review process is organized around an online course observation. A peer reviewer will get “observer” access to the course, navigate the course and review a particular element of the online course, or learning sequence and provide the reviewee with formative feedback. Generally, the reviewer uses a checklist or rubrics that has been validated by the reviewee to generate a more complete observation of the online course.

==Process==

Anyone interested in participating in the peer review of online teaching may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee and will revolve around the reviewee's goals.

Your goals for growth as a teacher are at the centre of this process and they will influence who you approach for--and how you structure--your review . That's why we encourage you to reflect carefully on your goals. If you are not sure what your goals are, you may wish to go to the "Resources" section and look at some sample protocols as these can provide ideas. For example, would you like to focus on how you use questions in your teaching? or how you pay attention to student diversity? or how you use the physical space for active learning? or something else? There are so many potential areas you could focus on. Select a small number (one is just fine!) and see how it plays out in various aspects of your teaching.

The following describes what happens before, during and after the classroom observation:

'''Part 1: Before the course review''' (once the reviewer has been determined)

* The reviewee reflects further on their goals for peer review.
* The reviewee decides which element of the online course will be reviewed and prepares a list of online modules (if course hosted on Canvas) or online materials (if course hosted outside of Canvas) the reviewer can choose from when scheduling an online review.
* Before the online course review, the reviewee should plan and prepare for the online course as they normally would for a classroom observation. In addition, the reviewee must also prepare to brief the peer reviewer about their goals for the review, as well as any details relevant to the course and the class that will be observed. [http://wiki.ubc.ca/images/6/6c/PRTPreObservationQsPDF_%282018_05%29.pdf This document] ([http://wiki.ubc.ca/images/f/fa/PRTPreObservationQuestions_%282018_05%29.docx Word Version]) may help the reviewee prepare in advance of the first meeting with the peer reviewer(s).
* Approximately one week before the online course review, the peer reviewers and reviewee meet for approximately one hour to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and his/her plans for the online module or learning sequence to be reviewed.
Watch videos on:
* [https://www.youtube.com/watch?v=fhmkHtm375w Reviewer's first steps]
* [https://youtu.be/9mn55C8WmCg?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO How to prepare for a pre-observation meeting]
* [https://youtu.be/djGrYALBjXw?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO The pre-observation meeting]

Note: the focus of the videos is on face-to-face classroom teaching.

'''Part 2: Online Course Review'''

* The reviewee releases the online module while the peer reviewer reviews the online material. The peer reviewers’ observation is guided by a [[Documentation:CTLT programs/PROT/Process/OnlineReviewQuestions|set of questions]] and any goals set before the course review meeting.
Watch the video on [https://youtu.be/TqshQJ2SkRc The classroom observation]

'''Part 3: After the Online Course Review'''

* The peer reviewer(s) will prepare [http://wiki.ubc.ca/images/a/a6/PRTWrittenReport_%282018_05%29_PDF.pdf a written report] ([http://wiki.ubc.ca/images/0/02/PRTGuidelinesForTheWrittenReport_%282018_05%29.docx Word Version]) based on the reviewee’s goals and the classroom observation.
* No more than a week (approximately) after the classroom observation, the reviewee and peer reviewer will meet to discuss the classroom observation and the peer reviewer’s reports. See here for [http://wiki.ubc.ca/images/f/ff/PRTPostObservationQuestions_%282018_05%29_PDF.pdf post-observation discussion] ([http://wiki.ubc.ca/images/b/b6/PRTPosObs.docx Word Version]) questions.
* Following the meeting the peer reviewer may revise their report and send it to the reviewee. The reviewee may then choose to use the reports to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.
Watch the video on [https://youtu.be/Ot3VyTVd5yE The post observation]

For more information, see here for a [http://wiki.ubc.ca/images/f/ff/Process_Checklist_PRT%28May_2018%29_PDF.pdf 1-page process checklist] ([http://wiki.ubc.ca/images/c/ce/PRT_Checklist.docx Word Version]).
[[Category:Peer Review of Teaching]]

Documentation:CTLT programs/PROT/Process/OnlineReviewQuestions

2019-08-20T21:40:36Z

ManuelDias: Created page with "== The Peer Review of Online Teaching: Online Course Review Questions for Peer Reviewers == ''Formative Peer Review Program - Resource (Updated August 2019)'' Teaching is com..."

== The Peer Review of Online Teaching: Online Course Review Questions for Peer Reviewers ==
''Formative Peer Review Program - Resource (Updated August 2019)''

Teaching is complex and cannot be narrowly defined with a list of criteria. It encompasses activities that range from incorporating active learning, to acknowledging the diversity of student experiences within your classroom and intentionally supporting them, to creating clear slides and more. In addition, within the broad activities that comprise “teaching”, instructors have varied approaches to design, delivery, assessment, and other aspects of teaching.

=== How to use this document: ===
This resource is meant to help guide the peer review of a classroom observation process and is part of the CTLT formative peer review of teaching program.

The questions in this document assume the reviewer and instructor being reviewed have met prior to the classroom observation of teaching to discuss the latter’s goals for the peer review. Please modify these questions and document as relevant.

Though this document is set up as a one-way observation of teaching, we encourage you to consider a reciprocal peer review where instructors observe each other’s class and share what they learned and reflect together.

We also encourage you to broaden the peer review beyond the classroom observation and include conversations about course/learning design and the instructor’s professional growth.

=== Questions for Discussion: ===
# In the pre-observation conversation, what did the instructor state as their goals for the '''online module''' that we will be reviewing? <br>
# How did the instructor go about addressing and/or meeting those goals for their students in the online module?
# What approaches and methods did the instructor use to communicate the learning outcomes and key concepts? <br>
# How, if at all, did the instructor assess whether the intended learning outcomes were met?<br>
# Did the instructor follow their plan for the online module? If not, what changed? Why? <br>
# What active learning strategies were used in the online module? Were the strategies accessible and engaging for students? How and why?
#* What did the instructor do to encourage and support less engaged students to participate (e.g., encourage students' participation and validate their contributions, provide multiple and diverse examples, use inclusive language, etc.)?
# How did the instructor attend to students' sense of belonging, to the diversity of their experience and to their desire for relevance (i.e., how did they pay attention to diversity and inclusion?)?<br>
# What worked well in this online module?
# What suggestions do you have for the instructor?
# What have you learned (as a reviewer) that will contribute to your growth as a teacher?

Documentation:CTLT programs/PROT/Process/Questions

2019-08-20T21:39:31Z

ManuelDias:

Documentation:CTLT programs/PROT/Process/Questions

2019-08-20T21:24:05Z

ManuelDias:

== The Peer Review of Online Teaching: Online Review Questions for Peer Reviewers ==
''Formative Peer Review Program - Resource (Updated August 2019)''

Teaching is complex and cannot be narrowly defined with a list of criteria. It encompasses activities ranging from creating clear slides, to incorporating active learning, to acknowledging the diversity of student experiences within your classroom and intentionally supporting them through the decisions you make as an instructor. In addition, within the broad activities that comprise “teaching”, instructors have varied approaches to design, delivery, assessment, and other aspects of teaching.

=== How to use this document: ===
This resource is meant to help guide the peer review process and is part of UBC’s peer review of teaching program. We invite you, the person being reviewed, to select a focus for your peer review of teaching and to modify the questions below as relevant.

Your responses to the questions in this document can be sent ahead of time to your reviewer and then discussed at the pre-observation meeting; or, you can bring them to the meeting and discuss them there.

Some examples of ways instructors have focussed the review process is by asking for feedback on (one of):
* incorporation of active learning in course design
* use of questioning in the face-to-face classroom
* integration of materials and discussion topics that highlight institutional relationships and ongoing initiatives with local Indigenous communities such as Musqueam
* implementation of inclusive teaching practices that foster students' sense of belonging, encourage different ways of classroom participation, etc.

=== Questions for Discussion: ===
# What are your goals, as an instructor, for the '''online module or learning sequence that we''' will be '''reviewing'''? <br>
# What learning outcomes have you articulated for your students in this online module or sequence? Why are these outcomes important?
#* How do these learning outcomes fit into the overall course plan?
#* How are the learning outcomes communicated to your students (for the class and course)?
#* As you planned these learning outcomes, how did you take into consideration your students’ different knowledge levels and backgrounds?
#* How will you know that your students have achieved these outcomes?
# What is your plan for the class session? What will you be doing? What will your students be doing? Do you anticipate any challenges? If so, how will you prepare for these? <br>
# What strategies will you employ to make the sequence module or course more relevant, accessible, and engaging to all students?
#* How do you consider the dynamics among students and between you and your students as you plan your session?
#* What strategies do you use to promote students’ sense of belonging? (e.g., encourage students’ participation and validate their contributions, provide multiple and diverse examples, use inclusive language)<br>
# What approaches do you take to foster online connection and sense of community? <br>
# How would you describe your in this course/module or learning sequence? What is your preference, self-paced (students determine their own schedule in the course) or instructor-paced (the course follows a schedule determined by the instructor)? Why?<br>
# To date, what sources have you drawn from to grow as an online instructor (eg., mentors, literature, teaching and learning listservs, online course exemplars, open courses, own research, other?<br>
# What strategies do you use to connect with students in the course?<br>
# Is there anything else you would like to discuss with me? (e.g., online challenges/opportunities, online course design considerations, universal design principles for learning, accessibility purposes, )

Documentation:CTLT programs/PROT/Process/Questions

2019-08-20T20:41:51Z

ManuelDias:

Documentation:CTLT programs/PROT/Process/Questions

2019-08-20T20:41:03Z

ManuelDias:

Documentation:CTLT programs/PROT/Process/Questions

2019-08-20T20:39:31Z

ManuelDias:

Documentation:CTLT Resources/Student Peer Assessment

2019-08-20T20:24:32Z

ManuelDias: added student peer assessment handout

==== Student Peer Assessment Resources ====

===== Handouts =====
*[[:File:Student-peer-assessment.pdf|Student Peer Assessment (PDF)]] - two page handout that provides an overview of Student Peer Assessment including potential benefits and challenges

*[[:File:Student-peer-assessment-strategies-success.pdf|Student Peer Assessment: Strategies for Success (PDF)]] - two page handout that lists questions instructors should consider before implementing Student Peer Assessment along with a brief description of eight research based strategies to help assure success

*[[:File:SPA implementation v3.pdf|Student Peer Assessment Implementation Guide (PDF)]] - two page handout that provides a list of tips for implementing Student Peer Assesment assignments, including how to obtain buy-in from students, how to prepare students for the activity, how to guide students in the revision process, and tips for grading and evaluation
*[[:File:Student-peer-assessment-handout.docx|Student Peer Assessment Handout (Word)]]

===== Links and Resources =====
* [https://peerassessment.arts.ubc.ca/ Peer Assessment Training Workshop site]
* [https://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer Based Assessment Tools] (UBC LT Hub)
* [https://lthub.ubc.ca/tech-uses/peer-based-assessments/peer-assessment-features/ Peer Based Assessment Tool Comparison Chart] (UBC LT Hub)
* [http://flexible.learning.ubc.ca/research-evidence/research-articles-2/peer-review-assessment/ Peer assessment + feedback] (UBC Flexible Learning web site)
* [https://isit.arts.ubc.ca/peer-evaluation-and-review/ Peer Evaluation and Review] (Arts ISIT web site)

===== Other Student Peer Assessment pages on UBC Wiki =====
* [[Student Peer Assessment (Teaching and Learning)|Student Peer Assessment bibliography]]
* [[Documentation: Peer Evaluation]]
* [[Documentation:Learning Platforms/Pedagogies/Peer Assessment/Why Would I Use It]]
*

*

File:Student-peer-assessment-handout.docx

2019-08-20T20:22:22Z

ManuelDias: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Student peer assessment handout used during the 2019 summer institute.}}
|date=2019-08-20
|source={{own}}
|author=[[User:ManuelDias|ManuelDias]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

[[Category:CTLT Institute]]

Documentation:CTLT programs/PROT/Process/Questions

2019-08-20T00:03:22Z

ManuelDias:

Documentation:CTLT programs/PROT/Process/Questions

2019-08-19T23:59:18Z

ManuelDias:

Documentation:CTLT programs/PROT/Process

2019-08-19T23:54:49Z

ManuelDias:

== How it works ==
The peer review process is organized around an online course observation. A peer reviewer will get “observer” access to the course, navigate the course and review a particular element of the online course, or learning sequence and provide the reviewee with formative feedback. Generally, the reviewer uses a checklist or rubrics that has been validated by the reviewee to generate a more complete observation of the online course.

==Process==

Anyone interested in participating in the peer review of online teaching may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee and will revolve around the reviewee's goals.

Your goals for growth as a teacher are at the centre of this process and they will influence who you approach for--and how you structure--your review . That's why we encourage you to reflect carefully on your goals. If you are not sure what your goals are, you may wish to go to the "Resources" section and look at some sample protocols as these can provide ideas. For example, would you like to focus on how you use questions in your teaching? or how you pay attention to student diversity? or how you use the physical space for active learning? or something else? There are so many potential areas you could focus on. Select a small number (one is just fine!) and see how it plays out in various aspects of your teaching.

The following describes what happens before, during and after the classroom observation:

'''Part 1: Before the course review''' (once the reviewer has been determined)

* The reviewee reflects further on their goals for peer review.
* The reviewee decides which element of the online course will be reviewed and prepares a list of online modules (if course hosted on Canvas) or online materials (if course hosted outside of Canvas) the reviewer can choose from when scheduling an online review.
* Before the online course review, the reviewee should plan and prepare for the online course as they normally would for a classroom observation. In addition, the reviewee must also prepare to brief the peer reviewer about their goals for the review, as well as any details relevant to the course and the class that will be observed. [http://wiki.ubc.ca/images/6/6c/PRTPreObservationQsPDF_%282018_05%29.pdf This document] ([http://wiki.ubc.ca/images/f/fa/PRTPreObservationQuestions_%282018_05%29.docx Word Version]) may help the reviewee prepare in advance of the first meeting with the peer reviewer(s).
* Approximately one week before the online course review, the peer reviewers and reviewee meet for approximately one hour to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and his/her plans for the online module or learning sequence to be reviewed.
Watch videos on:
* [https://www.youtube.com/watch?v=fhmkHtm375w Reviewer's first steps]
* [https://youtu.be/9mn55C8WmCg?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO How to prepare for a pre-observation meeting]
* [https://youtu.be/djGrYALBjXw?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO The pre-observation meeting]

Note: the focus of the videos is on face-to-face classroom teaching.

'''Part 2: Online Course Review'''

* The reviewee releases the online module while the peer reviewer reviews the online material. The peer reviewers’ observation is guided by a set of [[Documentation:CTLT programs/PROT/Process/Questions|questions]] and any goals set before the course review meeting.
Watch the video on [https://youtu.be/TqshQJ2SkRc The classroom observation]

'''Part 3: After the Online Course Review'''

* The peer reviewer(s) will prepare [http://wiki.ubc.ca/images/a/a6/PRTWrittenReport_%282018_05%29_PDF.pdf a written report] ([http://wiki.ubc.ca/images/0/02/PRTGuidelinesForTheWrittenReport_%282018_05%29.docx Word Version]) based on the reviewee’s goals and the classroom observation.
* No more than a week (approximately) after the classroom observation, the reviewee and peer reviewer will meet to discuss the classroom observation and the peer reviewer’s reports. See here for [http://wiki.ubc.ca/images/f/ff/PRTPostObservationQuestions_%282018_05%29_PDF.pdf post-observation discussion] ([http://wiki.ubc.ca/images/b/b6/PRTPosObs.docx Word Version]) questions.
* Following the meeting the peer reviewer may revise their report and send it to the reviewee. The reviewee may then choose to use the reports to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.
Watch the video on [https://youtu.be/Ot3VyTVd5yE The post observation]

For more information, see here for a [http://wiki.ubc.ca/images/f/ff/Process_Checklist_PRT%28May_2018%29_PDF.pdf 1-page process checklist] ([http://wiki.ubc.ca/images/c/ce/PRT_Checklist.docx Word Version]).
[[Category:Peer Review of Teaching]]

Documentation:CTLT programs/PROT/Process/Questions

2019-08-19T23:53:19Z

ManuelDias:

The Peer Review of Online Teaching: Online Review Questions for Peer Reviewers

''Formative Peer Review Program - Resource (Updated August 2019)''

Teaching is complex and cannot be narrowly defined with a list of criteria. It encompasses activities ranging from creating clear slides, to incorporating active learning, to acknowledging the diversity of student experiences within your classroom and intentionally supporting them through the decisions you make as an instructor. In addition, within the broad activities that comprise “teaching”, instructors have varied approaches to design, delivery, assessment, and other aspects of teaching.

This resource is meant to help guide the peer review process and is part of UBC’s peer review of teaching program. It assumes the reviewer and person reviewed have met prior to the classroom observation of teaching to discuss the instructor’s goals for the peer review. Please modify these questions and document as relevant.

Though this document is set up as a one-way observation of teaching, we encourage you to consider a reciprocal peer review where instructors observe each other’s class and share what they learned and reflect together.

Documentation:CTLT programs/PROT/Process/Questions

2019-08-19T23:50:37Z

ManuelDias: Created page with "Questions"

Questions

Documentation:CTLT programs/PROT/Process

2019-08-19T23:40:07Z

ManuelDias: /* Process */

== How it works ==
The peer review process is organized around an online course observation. A peer reviewer will get “observer” access to the course, navigate the course and review a particular element of the online course, or learning sequence and provide the reviewee with formative feedback. Generally, the reviewer uses a checklist or rubrics that has been validated by the reviewee to generate a more complete observation of the online course.

==Process==

Anyone interested in participating in the peer review of online teaching may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee and will revolve around the reviewee's goals.

Your goals for growth as a teacher are at the centre of this process and they will influence who you approach for--and how you structure--your review . That's why we encourage you to reflect carefully on your goals. If you are not sure what your goals are, you may wish to go to the "Resources" section and look at some sample protocols as these can provide ideas. For example, would you like to focus on how you use questions in your teaching? or how you pay attention to student diversity? or how you use the physical space for active learning? or something else? There are so many potential areas you could focus on. Select a small number (one is just fine!) and see how it plays out in various aspects of your teaching.

The following describes what happens before, during and after the classroom observation:

'''Part 1: Before the course review''' (once the reviewer has been determined)

* The reviewee reflects further on their goals for peer review.
* The reviewee decides which element of the online course will be reviewed and prepares a list of online modules (if course hosted on Canvas) or online materials (if course hosted outside of Canvas) the reviewer can choose from when scheduling an online review.
* Before the online course review, the reviewee should plan and prepare for the online course as they normally would for a classroom observation. In addition, the reviewee must also prepare to brief the peer reviewer about their goals for the review, as well as any details relevant to the course and the class that will be observed. [http://wiki.ubc.ca/images/6/6c/PRTPreObservationQsPDF_%282018_05%29.pdf This document] ([http://wiki.ubc.ca/images/f/fa/PRTPreObservationQuestions_%282018_05%29.docx Word Version]) may help the reviewee prepare in advance of the first meeting with the peer reviewer(s).
* Approximately one week before the online course review, the peer reviewers and reviewee meet for approximately one hour to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and his/her plans for the online module or learning sequence to be reviewed.
Watch videos on:
* [https://www.youtube.com/watch?v=fhmkHtm375w Reviewer's first steps]
* [https://youtu.be/9mn55C8WmCg?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO How to prepare for a pre-observation meeting]
* [https://youtu.be/djGrYALBjXw?list=PLNibQ20WeKttONpgGynO-x5jvRRpHrOPO The pre-observation meeting]

Note: the focus of the videos is on face-to-face classroom teaching.

'''Part 2: Online Course Review'''

* The reviewee releases the online module while the peer reviewer reviews the online material. The peer reviewers’ observation is guided by a set of [http://wiki.ubc.ca/images/0/0c/PRTClassroomObservationQuestionsPDF.pdf questions] ([http://wiki.ubc.ca/images/a/a1/PRTClassroom.docx Word Version]) and any goals set at the pre-observation meeting.
Watch the video on [https://youtu.be/TqshQJ2SkRc The classroom observation]

'''Part 3: After the Online Course Review'''

* The peer reviewer(s) will prepare [http://wiki.ubc.ca/images/a/a6/PRTWrittenReport_%282018_05%29_PDF.pdf a written report] ([http://wiki.ubc.ca/images/0/02/PRTGuidelinesForTheWrittenReport_%282018_05%29.docx Word Version]) based on the reviewee’s goals and the classroom observation.
* No more than a week (approximately) after the classroom observation, the reviewee and peer reviewer will meet to discuss the classroom observation and the peer reviewer’s reports. See here for [http://wiki.ubc.ca/images/f/ff/PRTPostObservationQuestions_%282018_05%29_PDF.pdf post-observation discussion] ([http://wiki.ubc.ca/images/b/b6/PRTPosObs.docx Word Version]) questions.
* Following the meeting the peer reviewer may revise their report and send it to the reviewee. The reviewee may then choose to use the reports to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.
Watch the video on [https://youtu.be/Ot3VyTVd5yE The post observation]

For more information, see here for a [http://wiki.ubc.ca/images/f/ff/Process_Checklist_PRT%28May_2018%29_PDF.pdf 1-page process checklist] ([http://wiki.ubc.ca/images/c/ce/PRT_Checklist.docx Word Version]).
[[Category:Peer Review of Teaching]]