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Documentation:CTLT programs/CTLT Institute/2025 Winter

2025-12-08T18:18:25Z

NicoleLillo: fixed link to Care by Design slides

== Surviving to Sustaining: Learning Together with Trust, Compassion, and Courage ==
During the pandemic, many of us offered each other remarkable care and flexibility. We were learning to teach and connect remotely while also coping with grief, uncertainty, and isolation. Kindness guided our work during that time, allowing us to meet each other with compassion, empathy, creativity, and respect in challenging circumstances. Since then, the collective gentleness we shared has become harder to sustain, as both instructors and students face growing demands on their time and energy. As the urgency of the pandemic recedes, new challenges and old assumptions and habits quietly resurface.

This year’s Winter Institute explores kindness as a relational, ethical, and pedagogical framework that supports inclusive design, fosters meaningful connection, and attends to both student and instructor wellbeing within the realities of contemporary higher education.

This year we welcome Dr. Kari Grain as our keynote speaker. Dr. Kari Grain is the author of Critical Hope and teaches in the University of British Columbia’s Faculty of Education, where she leads the Adult Learning and Global Change (ALGC) Master’s of Education Program. In her ongoing community engaged scholarship, Kari is a research consultant with Simon Fraser University’s Community Engaged Research Initiative (CERi). Her scholarship on social justice, experiential learning, adult education, and climate action has been featured in peer reviewed journals, books, and podcasts. Dr. Grain works with school districts, universities, and non-profit organizations to engage practices of critical hope toward systemic and personal transformation. Kari was the 2024 recipient of the Killam Lecturer Teaching Prize in UBC’s Faculty of Education.
{| class="wikitable"
|+
!Title
!Facilitators
!Resources
|-
|Care by Design: Building Relational Pedagogy into Teaching Practice
|Nicole Ronan Learning Design Consultant, CTLT;
Roselynn Verwood, Curriculum Consultant, Students as Partners Strategist
|[https://ubcca-my.sharepoint.com/:p:/r/personal/nicole_ronan_ubc_ca/Documents/presentations/Care%20by%20Design%20Winter%20Institute%202025.pptx?d=wa248ee8226e74bbba1ccd08270c82c30&csf=1&web=1&e=tBdgv3 Slides]
|-
|Being Kind to Ourselves: The EL-Well Initiative
|Laura Bulk, Assistant Professor of Teaching, Occupational Science and Occupational Therapy
|
|-
|Transformative Pedagogies as a Praxis of Critical Hope
|Kari Grain, ALGC Program Coordinator/ALGC Lecturer, UBC
|Select resources by Kari Grain:

Grain, K. (2025). Blooming and brokenness: Why students need an honest education in hope to face an unknown future. In Academica Top Ten Series, Illuminating Hope in Higher Education. <nowiki>https://forum.academica.ca/forum/llluminating-hope-2-kari-grain</nowiki>

Williams, R. J., & Grain, K. (2025). Teaching in a Time of Climate Collapse: From “An Education in Hope” to a Praxis of Critical Hope. Sustainability, 17(12), 5459. <nowiki>https://www.mdpi.com/2071-1050/17/12/5459</nowiki>

Grain, McClelland & Mahoney (2024). Facilitation for Community Transformation: A toolkit for community engaged researchers. Community Engaged Research Initiative, Simon Fraser University. <nowiki>https://www.sfu.ca/content/dam/sfu/ceri/images/Archive/Publications/2024-Publications/FCT%202024%20REPORT.pdf</nowiki>
|-
|Building Capacity for the IBPOC Teaching and Learning Community: Confluence and Constellations--Reflecting on an Intersectional Approach to Anti-Racist Teaching and Learning
|Renata Hall; Educational Consultant, Anti-Racist Teaching and Learning
Lauren Casey; Educational Consultant, Anti-Racist and Indigenous Initiatives

Daniel Gallardo; Graduate Student Facilitator, Classroom Climate Equity and Inclusion
|[https://wiki.ubc.ca/images/2/29/Building_Capacity_for_the_IBPOC_Teaching_and_Learning_Community.pdf Slides]
|-
|Engaging the Global Past through Relational Course Revision: Reflections on the Impact of Student-Faculty Partnerships
|Sara Ann Knutson, Assistant Professor of Teaching & Chair of Medieval Studies, Department of History, UBC;
Abbie Collett, UBC undergraduate student;
Madi Garbuz, UBC undergraduate student;
Joel Hung, UBC undergraduate student;
|[https://wiki.ubc.ca/images/6/6c/Engaging_the_Global_Past_through_Relational_Course_Revision.pdf Slides]
|-
|The First Five Minutes: Starter Activities that Sustain Care, Trust, and Connection in Learning Spaces
|Nesrine El Banna, UBC
|Slides
|-
|Kindness-Informed Pedagogies to Support Justice-Based 21st Century Learning
|Ksamta Hunter, Manager, Transformative Learning & Student Engagement, Sustainability Hub, UBC;
Rosetta Paik, Climate Justice Community Engagement project assistant, Sustainability Hub and Centre for Climate Justice
Anoop Dayal, Sustainable Transportation Lead, Sustainability Hub
|
|-
|Addressing Student Emotions: Overcoming Hurdles to Classroom Conversations About GenAI Use
|Jonathan Otto, School of Journalism, Writing and Media, UBC
|[https://wiki.ubc.ca/File:Addressing_Student_Emotions_Overcoming_Hurdles_to_Classroom_Conversations_About_GenAI_Use.pdf outline of presentation]
|-
|Co-Creating Authentic Learning Through Collaborative Relationships
|Laura Bulk, Assistant Professor of Teaching, Occupational Science and Occupational Therapy;
Elly Park Assistant Professor of Teaching, Occupational Science and Occupational Therapy
|
|-
|Write Toegther, Learn Together
|Laura Baumvol, Lecturer, UBC School of Journalism, Writing, and Media;
Neve Eilam, Undergraduate Research Assistant.
|[https://wiki.ubc.ca/images/9/92/Writing_Together%2C_Learning_Together_Dr._Laura_Baumvol_%26_Neve_Eilam_Dec._10th%2C_2025.pptx Slides]
|-
|Belonging as Practice: Panel Discussion on the Impacts of Inclusivity in the Classroom and Beyond
|Elizabeth Novak, Lecturer - Food, Nutrition & Health, Faculty of Land & Food Systems UBCV;
Stefan Sunandan Honisch, Sessional Lecturer from The Department of Theatre and Film UBCV;
Isabel Machado, Lecturer from The Institute For Gender, Race, Sexuality and Social Justice UBCV;
Selena Mah, Senior Inclusion Facilitator at The University of British Columbia Point Grey through UBC’s Initiative for Inclusive Post-Secondary Education;
Elly Callele, Inclusion Facilitator at The University of British Columbia Point Grey through UBC’s Initiative for Inclusive Post-Secondary Education;
Ben Ross, Steps Forward, UBC
|[https://wiki.ubc.ca/File:Belonging_as_Practice_Exploring_Impacts_of_Inclusivity_in_the_Classroom_and_Beyond.pdf Slides]
|-
|Compassionate Choice in Action: Flexible Assessment for Student Empowerment
|Eden Fussner-Dupas, Assistant Professor of Teaching,
Department of Biochemistry & Molecular Biology;
Gabriel Smith, Educational Strategist, LFS Learning Centre, UBC;
Judy Chan, Faculty Associate, Faculty Liaison (Land and Food Systems), CTLT, UBC
|
|}

Documentation:CTLT programs/CTLT Institute/2025 Winter

2025-12-02T19:50:11Z

NicoleLillo: added link to slides for Care by Design session

== Surviving to Sustaining: Learning Together with Trust, Compassion, and Courage ==
During the pandemic, many of us offered each other remarkable care and flexibility. We were learning to teach and connect remotely while also coping with grief, uncertainty, and isolation. Kindness guided our work during that time, allowing us to meet each other with compassion, empathy, creativity, and respect in challenging circumstances. Since then, the collective gentleness we shared has become harder to sustain, as both instructors and students face growing demands on their time and energy. As the urgency of the pandemic recedes, new challenges and old assumptions and habits quietly resurface.

This year’s Winter Institute explores kindness as a relational, ethical, and pedagogical framework that supports inclusive design, fosters meaningful connection, and attends to both student and instructor wellbeing within the realities of contemporary higher education.

This year we welcome Dr. Kari Grain as our keynote speaker. Dr. Kari Grain is the author of Critical Hope and teaches in the University of British Columbia’s Faculty of Education, where she leads the Adult Learning and Global Change (ALGC) Master’s of Education Program. In her ongoing community engaged scholarship, Kari is a research consultant with Simon Fraser University’s Community Engaged Research Initiative (CERi). Her scholarship on social justice, experiential learning, adult education, and climate action has been featured in peer reviewed journals, books, and podcasts. Dr. Grain works with school districts, universities, and non-profit organizations to engage practices of critical hope toward systemic and personal transformation. Kari was the 2024 recipient of the Killam Lecturer Teaching Prize in UBC’s Faculty of Education.
{| class="wikitable"
|+
!Title
!Facilitators
!Resources
|-
|Care by Design: Building Relational Pedagogy into Teaching Practice
|Nicole Ronan Learning Design Consultant, CTLT;
Roselynn Verwood, Curriculum Consultant, Students as Partners Strategist
|[https://ubcca-my.sharepoint.com/:p:/r/personal/nicole_ronan_ubc_ca/Documents/presentations/Care%20by%20Design%20Winter%20Institute%202025.pptx?d=wa248ee8226e74bbba1ccd08270c82c30&csf=1&web=1&e=RBlt9n Care by Design Winter Institute 2025.pptx]
|-
|Being Kind to Ourselves: The EL-Well Initiative
|Laura Bulk, Assistant Professor of Teaching, Occupational Science and Occupational Therapy
|
|-
|Transformative Pedagogies as a Praxis of Critical Hope
|Kari Grain, ALGC Program Coordinator/ALGC Lecturer, UBC
|Select resources by Kari Grain:

Grain, K. (2025). Blooming and brokenness: Why students need an honest education in hope to face an unknown future. In Academica Top Ten Series, Illuminating Hope in Higher Education. <nowiki>https://forum.academica.ca/forum/llluminating-hope-2-kari-grain</nowiki>

Williams, R. J., & Grain, K. (2025). Teaching in a Time of Climate Collapse: From “An Education in Hope” to a Praxis of Critical Hope. Sustainability, 17(12), 5459. <nowiki>https://www.mdpi.com/2071-1050/17/12/5459</nowiki>

Grain, McClelland & Mahoney (2024). Facilitation for Community Transformation: A toolkit for community engaged researchers. Community Engaged Research Initiative, Simon Fraser University. <nowiki>https://www.sfu.ca/content/dam/sfu/ceri/images/Archive/Publications/2024-Publications/FCT%202024%20REPORT.pdf</nowiki>
|-
|Building Capacity for the IBPOC Teaching and Learning Community: Confluence and Constellations--Reflecting on an Intersectional Approach to Anti-Racist Teaching and Learning
|Renata Hall; Educational Consultant, Anti-Racist Teaching and Learning
Lauren Casey; Educational Consultant, Anti-Racist and Indigenous Initiatives

Daniel Gallardo; Graduate Student Facilitator, Classroom Climate Equity and Inclusion
|
|-
|Engaging the Global Past through Relational Course Revision: Reflections on the Impact of Student-Faculty Partnerships
|Sara Ann Knutson, Assistant Professor of Teaching & Chair of Medieval Studies, Department of History, UBC;
Abbie Collett, UBC undergraduate student;
Madi Garbuz, UBC undergraduate student;
Joel Hung, UBC undergraduate student;
|
|-
|The First Five Minutes: Starter Activities that Sustain Care, Trust, and Connection in Learning Spaces
|Nesrine El Banna, UBC
|
|-
|Kindness-Informed Pedagogies to Support Justice-Based 21st Century Learning
|Ksamta Hunter, Manager, Transformative Learning & Student Engagement, Sustainability Hub, UBC;
Rosetta Paik, Climate Justice Community Engagement project assistant, Sustainability Hub and Centre for Climate Justice
Anoop Dayal, Sustainable Transportation Lead, Sustainability Hub
|
|-
|Addressing Student Emotions: Overcoming Hurdles to Classroom Conversations About GenAI Use
|Jonathan Otto, School of Journalism, Writing and Media, UBC
|
|-
|Co-Creating Authentic Learning Through Collaborative Relationships
|Laura Bulk, Assistant Professor of Teaching, Occupational Science and Occupational Therapy;
Elly Park Assistant Professor of Teaching, Occupational Science and Occupational Therapy
|
|-
|Write Toegther, Learn Together
|Laura Baumvol, Lecturer, UBC School of Journalism, Writing, and Media;
Neve Eilam, Undergraduate Research Assistant.
|
|-
|Belonging as Practice: Panel Discussion on the Impacts of Inclusivity in the Classroom and Beyond
|Elizabeth Novak, Lecturer - Food, Nutrition & Health, Faculty of Land & Food Systems UBCV;
Stefan Sunandan Honisch, Sessional Lecturer from The Department of Theatre and Film UBCV;
Isabel Machado, Lecturer from The Institute For Gender, Race, Sexuality and Social Justice UBCV;
Selena Mah, Senior Inclusion Facilitator at The University of British Columbia Point Grey through UBC’s Initiative for Inclusive Post-Secondary Education;
Elly Callele, Inclusion Facilitator at The University of British Columbia Point Grey through UBC’s Initiative for Inclusive Post-Secondary Education;
Ben Ross, Steps Forward, UBC
|
|-
|Compassionate Choice in Action: Flexible Assessment for Student Empowerment
|Eden Fussner-Dupas, Assistant Professor of Teaching,
Department of Biochemistry & Molecular Biology;
Gabriel Smith, Educational Strategist, LFS Learning Centre, UBC;
Judy Chan, Faculty Associate, Faculty Liaison (Land and Food Systems), CTLT, UBC
|
|}

Sandbox:Conflict

2023-11-07T20:47:54Z

NicoleLillo:

==What is Conflict?==
UBC’s definition was developed around two key elements:
*A real or perceived incompatibility between opinions, objectives, interests, or desires of the parties involved,
*Expressed beyond simple intellectual disagreement to mobilize our emotional resources so we feel experience feelings such as fear, hurt, anger, and excitement. There is no single definition in literature or practice. Best summarized, conflict is ‘differences that matter’. Differences that should be paid attention to and navigated.

=== Conflict vs Abuse ===

== It is vitally important that we are able to distinguish between conflict and abuse. In situations of abuse, people engage in behaviours that gain, exert, and maintain harmful, coercive power over another person or group. Abuse can take various forms, including physical, emotional, economic, and sexual abuse, and extends beyond a disagreement or difference of opinion to the harmful targeting of individuals. Often, in such cases, people’s constitutionally protected human rights are being violated. On the other hand, conflict refers to a disagreement or argument between two or more people, and it can arise from personal, political, or structural factors. While power dynamics and issues of privilege and oppression can be present in conflicts, the intention is to implement a decision that runs counter to the wishes of some of the parties concerned, not to exert harmful power over another person or group for its own sake or for the purposes of self-gratification. In cases of conflict, it may be possible to find common ground and work towards a resolution through conversation and mediation, while in situations of abuse, professional support, space, and boundaries are necessary to ensure the safety and well-being of those involved. In some cases, the presence of abuse can be obvious while, in other kinds of situations, the difference can be more difficult to discern. Refer to the UBC Respectful Environment Statement website for resources and guidelines, including policies relating to the examples listed below.==

===Examples of Abuse===

==Bullying or harassment: Bullying or harassment refers to objectionable and unwanted behavior, which can be verbally or physically abusive and creates a hostile environment. It includes demeaning comments, threats, exclusion, abuse of power, and sabotage of a person’s work, even if unintentional. Harassment negatively impacts the individual’s self-esteem and their ability to work or study effectively, undermining personal well-being and productivity. Sexual misconduct: any sexual acts or actions targeting an individual's sexuality, gender identity, or gender expression without their consent. This includes both physical and psychological acts that are committed, threatened, or attempted against the person. The central element in sexualized violence is the lack of consent. All acts are considered misconduct if they occur without the clear and explicit consent of the individual involved. Discrimination: intentional and unintentional conduct that unfairly imposes burdens or limits opportunities for specific individuals or groups, as recognized by the BC Human Rights Code, without valid justification. It can be individual or systemic and may occur in isolated or repeated incidents. An act of discrimination is determined by its impact on the complainant, not the intent of the respondent.==
===Structural Causes of Conflict===
==There are kinds of structures specific to universities that contribute to the kinds of conflicts that members of the UBC community may experience.==
====Scholarly Process====
==Through academic dialogue, peer review, and critique, scholars engage in a constant process of questioning, challenging, and refining ideas. Disagreement is inherent in this process and is necessary for advancing knowledge and understanding. By valuing disagreement as necessary, we can engage in healthy conflict that leads to greater insights and discoveries. However, it is important to recognize that disagreements can become emotional, and participants may feel like conflict is present. It is essential to approach disagreement with respect, openness, and willingness to listen and learn from different perspectives. ==
====Hierarch and Collaboration====
==The hierarchical structure of universities, which creates significant disparities between and within community members such as students, staff, and faculty, can often be a source of conflict. Despite being rooted in democratic knowledge exchange and collegial systems of decision-making and governance, academic institutions often struggle to balance power dynamics and overcome hierarchical structures that can lead to marginalization and exclusion of certain groups. This can create tension and conflicts, particularly when it is unclear which model to follow. When conflicts arise, it is crucial to engage in open and transparent communication and seek to understand and address power imbalances that may be contributing to the conflict. Addressing these structural issues can promote a more inclusive and equitable academic environment, where hierarchy and collaboration can work in tandem to support the advancement of knowledge and scholarship.==
====Societal Context====
==The university is not immune to the societal context of conflict in which it is embedded. As a place for idea exchange, the university often welcomes the conflict of the larger society onto its campuses. This can create a dynamic and challenging environment for scholars, where they are exposed to diverse perspectives and worldviews. Local and global conflicts permeate and are reflected within the university community, reflecting the diversity of its campus communities. Such conflicts can create both opportunities and challenges for the academic community, as they challenge conventional ways of thinking and provide opportunities for growth and innovation. However, it is also important to recognize the potential for conflicts to arise from such diversity and to create a safe and respectful space for dialogue and engagement.==
====Equity, Diversity and Inclusion====
==UBC is committed to embracing equity, diversity, and inclusion as core principles. These principles often spring from underlying issues rooted in societal inequalities and power imbalances. These imbalances frequently lead to marginalized communities feeling left out of decision-making processes, educational opportunities, and economic resources, resulting in a sense of disenfranchisement and conflict. Similarly, conflict may emerge when privileged groups perceive challenges to their positions of power. Addressing matters related to equity, diversity, and inclusion necessitates a profound understanding of these power dynamics and a willingness to engage in challenging conversations about privilege, systemic oppression, and the structural obstacles to equality. This endeavor also involves taking concrete actions to establish more inclusive environments, promote diversity and representation, and actively work towards tackling and dismantling the structural inequalities that contribute to conflicts. By recognizing and addressing these conflicts, we can move closer to creating a fairer and more equitable society for all.==
===Key Takeaways===
==
*Conflicts are “differences that matter” in which matters of intellectual disagreement are accompanied by emotional activation for the participants.
*When beginning to formulate potential responses to conflicts, it is important to discern whether what is taking place might actually be a case of abuse, in which harmful, coercive power is being exerted and someone’s human rights are being violated.
*Conflict, in and of itself, is not a bad thing. It can present opportunities for powerful learning and growth and is essential in an academic environment due to the nature of the scholarly process, the need for collaboration within hierarchical structures embedded in a larger societal context, and a commitment to furthering equity, diversity, inclusion, and social justice. ==

==Some Approaches to Addressing Conflict==

==If we have been unable to surface resistance early enough and we find ourselves in full-blown conflict, there are several ways to approach the situation. Some of these will depend on the precise nature of the specific conflict and can be used in combination. If we have been unable to surface resistance early enough and we find ourselves in full-blown conflict, there are several ways to approach the situation. Some of these will depend on the precise nature of the specific conflict and can be used in combination.==

===Compliance===

==Focus: This approach relies on the authority of an institution or organization to ensure that individuals adhere to established rules and laws. Method: It typically involves investigations to identify and address instances of wrongdoing. Applicability: Compliance is particularly important in situations where it's challenging to distinguish between a typical conflict and an abusive situation. It is useful for stopping and addressing abuse, especially when there's a significant power imbalance between parties.==

===Dialogic===

==Focus: The dialogic approach emphasizes bringing parties involved in a conflict together to engage in open and constructive communication. Method: Often, these dialogues are facilitated in a safe and structured setting to promote understanding and the exchange of diverse perspectives. Applicability: The dialogic approach is valuable in situations where the aim is to foster collaboration, reach mutual understanding, and resolve conflicts through constructive communication.==

===Critical===

==Focus: The critical approach takes a more analytical perspective by examining conflicts through the lens of current intellectual discourses and theoretical frameworks. Method: It involves exploring issues with a focus on historical and power-related factors to gain a deeper understanding of the conflict, especially regarding systemic aspects. Applicability: Critical approaches are particularly relevant in discussions related to justice, equity, and inclusion, where a deeper analysis of the structural and historical factors at play can provide valuable insights into the conflict. Each approach has its strengths and weaknesses, and their suitability depends on the nature of the conflict, the goals of the resolution process, and the specific context in which they are applied. In practice, a combination of these approaches may be used to address complex conflicts effectively.==

==Options When in Conflict - Conflict Engagement Buckets==

==A range of engagement options blending these different approaches are available to choose from depending on what situation we are in. These options have been arranged into “buckets”. It is up to us to assess each situation and decide in which Conflict Engagement Bucket it belongs. However, remember that with each successive bucket, you surrender more control over the outcome, and it becomes less likely that the relationships involved be maintained. Remember: in situations of abuse, it’s often tempting to skip direct engagement and seek third-party intervention or file a complaint immediately, which can overload the UBC complaint process with unqualified cases. However, sometimes in abuse situations, initiating a dialogue can be helpful before escalating matters. For instance, if you have a positive relationship with this person and you realize that they may be unaware of the impact of their behavior, you may want to directly engage first. It’s important to keep this in mind as proceeding through formal conflict resolution stages tends to make relationship repair harder. It’s vital to assess the conflict’s nature to explore direct engagement before opting for formal complaint procedures, to retain the chance of mending relationships.==

===Bucket 1: Avoid and Drop===

==There are advantages and disadvantages in attempting to use this approach to conflict, but left unresolved can lead to increased stress, frustration and even resentment over time.==

====Beware the White Whale!====

==For most of us, there are kinds of everyday behaviour we witness that, without reaching the threshold of abuse, and not always directly impacting our ability to complete our work, really gets under our skin. If we repeatedly see this behaviour in someone we work with, we can begin to develop strong negative feelings towards that individual and may have increasing difficulty not reacting to the behaviour. This can be particularly true if the person or their behaviour reminds us of someone from our past who we feel harmed us. Speaking metaphorically, inspired by the classic novel, Moby Dick, the person or behaviour may become our “white whale.” And, without sufficient self-awareness and sound judgement, this can create the same kinds of problems for us that it does for Captain Ahab in the novel. (Spoiler alert if you aren't familiar with the book!) Captain Ahab is in command of a whaling ship. His job is to catch as many whales as he can with the help of his crew. In the past, Captain Ahab was injured by a particular white whale known as Moby Dick who bit off the lower part of one of his legs. Since that time, he has been obsessed with getting even with the whale that harmed him. It becomes his obsession. And he takes that obsession to work with him! Throughout the novel Ahab steers his ship away from perfectly good hunting grounds that are likely to be full of whales he and his crew could catch and heads towards less promising waters simply because he has heard a rumour that Moby Dick might be there. He continually puts his whole crew, and the money of his investors, at risk in pursuit of satisfying his obsession. Finally, he does indeed find and confront Moby Dick and in a fearsome battle he and his entire crew, but one, are drowned! While author, Herman Melville, might not have described it in these words, Moby Dick is a ‘workplace drama.’ It’s the story of an individual whose personal injuries and resentments, however legitimate and understandable, impact the way he conducts himself in his workplace. His job is to catch whales, not to be avenged on Moby Dick; but he allows his workplace to become the vehicle through which he can achieve the latter. This inability to separate his work from his personal grievances proves destructive and disastrous for everyone in his workplace. While Captain Ahab did not have the privilege of access to workplace coaches with whom he could have spoken about his challenges, UBC employees do. Or maybe there are other people in our lives, or places we can go, that can help us do our best to really be sure we know how to “pick our battles” in the workplace. Like Ahab, we may have legitimate grievances and injuries from the past that can be exacerbated in the workplace. And, if someone is bullying us, harassing us, discriminating against us, or standing directly in the way of us completing the work that we need to do, then we might need to choose another Conflict Bucket to move forward. But it can be a good idea to ask ourselves if this is the case or are we coming up against our own white whale that would best be dealt with by talking out our issues with someone outside our immediate workplace, rather than engaging directly.==

===Bucket 2: Directly Engage===

==Many people completely skip over this bucket and leap immediately to Engage Third Party or, ever more frequently, File a Complaint. As a result, UBC’s complaint processes can become completely overloaded with cases that don’t meet the criteria for “abuse” and, therefore, do not trigger any action in the name of compliance. When all is said and done, neither of the parties feel satisfied and, as pointed out earlier, mending the relationships between the parties is now even more difficult than ever. And, even in cases where abuse might be present, it may still be possible to begin the process of engagement with direct dialogue. You can then move to another bucket if needed depending on the outcome of your direct engagement. This can be important to keep in mind given that, with each step down the list of Buckets (1 to 5), you give up more control of the process and move further away from any chance of repair to the relationship. (Which may be just fine with you!) On the other side of the coin, you may have tried avoiding/dropping a situation only to find the challenging behaviour escalating in a manner that is increasingly uncomfortable. What happens if we try talking directly with the other party about what is going on? It isn’t always easy and many of us are conflict averse but UBC initiatives like this course have been developed to support more members of our community to take this option. We offer you two options for initiating a direct engagement: Non-Violent Communication and O’DEAR.==

====Non-Violent Communication (NVC)====

== Non-Violent Communication is a communication tool with the goal of firstly creating empathy in the conversation and generating compassionate connection and action. It underscores the importance of active listening, respecting other people's turns to speak, and confirming understanding over what everyone is saying. The idea is that once there is empathy between the parties in the conversation, it will be much easier to talk about a solution which satisfies all parties' fundamental needs. NVC is a way that emphasizes four key principles: observations, impact, needs and requests, used in conjunction with "I statements".

*Observations: when initiating a direct engagement, begin by providing a neutral description of the situation - not an assessment (e.g., say "I’m noticing that I often need to send one or two reminders before you answer my emails", instead of "you're being really irresponsible by avoiding me"). Use language like: "I've noticed that..." and "What I am hearing is..."
*Impact: communicate the impact that the observed situation is having on you, using the language of feelings. For example, "I feel anxious when I hear raised voices". Don't sneak in covert assessments of what the other person is doing.
*Need: Identify the unmet need(s) that you have in the current situation. The need belongs to you, not to the other person, so own it. By doing so, you actually take responsibility for your own feelings. This will change the way you communicate with the person who is, still, responsible for their behaviour and what they choose to do considering this new information you have given them. (e.g., "I need prompt responses in order to get my work done. I also need to feel that the work I'm doing is valued by my colleagues.”) The needs expressed above are probably “universal” and would be difficult for any “reasonable” person to argue against. But, they are still the speakers’ needs and precede anything another person does or doesn’t do. Remembering this can make a big difference to the way you communicate with someone whose behaviour seems to be triggering discomfort for you. Often (not always), simply learning that their behaviour is not meeting your reasonable need can be enough to trigger the other person’s own intrinsic need to be a thoughtful and respectful co-worker. They will be changing for themselves, not for you!

*Requests: two requests
**connection request: after you've expressed your need(s), make sure you inquire about how the other person is feeling (E.g., "Can you tell me how you are hearing/receiving this?").
**action request: focus on the actions that lead to the change you would like to see (e.g., "Can you please try and respond to me within 12 hours of my email even if it's just to say you received it and will give me a more fulsome reply by a certain date?”). ==

====O'DEAR====

==O'DEAR is a framework for approaching potentially difficult conversations that has been used for many years in the field of Organizational Development. While differing somewhat in structure from NVC it is also deeply committed to the separation between Observation and Assessment that underpins NVC. It, similarly, seeks to build empathy by avoiding any attempt to describe the other person’s fundamental character or motivation. Take a look at the following examples for each phase of the model: O - Opening: inviting the person to have a conversation. Would you have some time so I can share some thoughts and impressions about our team meeting yesterday? D - Describe: speak to specific behaviour you are observing. During the ideation meeting yesterday, I noticed your camera was off during the whole meeting and you did not unmute yourself. You hadn't mentioned if there were any challenges on your end. E - Explain: share what the effect has been on you, and what you're feeling/experiencing. Since it was a small team brainstorming, I missed your essential inputs, and it left me uneasy not knowing if you were on the call or not. A - Ask: inquire about the other person's experience. I wanted to understand what was happening for you in the meeting. Is there anything you'd like to share? R - Request How can we go about it differently the next time, can we establish a way to communicate with the rest of the team if you cannot join on video? With the O’DEAR approach, it is essential that the Ask component is carried out with genuine curiosity and absolute openness to learning something new about the other person that might completely shift your perspective and even prompt you to revise your Request. (e.g.,like in our acting student NVC example, you find out that a person whose behavior has seemed “stand-offish” to you is painfully shy.) Neither of these approaches on offer will be effective if the person with whom you are engaged in conflict does not take up your invitation to talk. In such cases, it may be necessary to move to Conflict Bucket Three, “Engage Third Party”.==

===Bucket 3: Engage Third Party===

==There are scenarios when direct engagement may not yield the desired resolution involving a third party becomes necessary. Inviting a third party to mediate or facilitate a conversation between the conflicting groups can provide neutral ground, ensuring there is constructive dialogue, and that the conversation is solution oriented. This third party could range from the leader of the group, a colleague, Human Resource representative, a union representative, or an Equity and Inclusion Office (EIO) representative.==

===Bucket 4: File a Complaint===

==Navigating conflict efficiently often entails identifying breaches of relevant policies, which then need to be reviewed and recorded by an independent body, laying down a foundation for a corrective path forward. This approach becomes particularly important in situations marked by significant power differentials, where individuals might find it challenging to assert themselves or engage directly in a manner that feels safe. The “Avoid and Drop” and “Directly Engage” methods can help keep good relationships with others involved, but sometimes choosing a more formal complaint process is needed. Although this formal step might have a bigger negative effect on the community, it makes sure serious issues are dealt with thoroughly and fairly. ==

===Bucket 5: Go Public===

==In situations where individuals have lost faith in the official complaint procedures and the organizations overseeing them, a common response is to bring their grievances into the public domain. This is increasingly prevalent in today's digital age, with social media platforms serving as a prominent channel for such expressions. This public airing of concerns can prove highly effective, often leading to the mobilization of a larger community or movement, as exemplified by movements like #MeToo. However, it comes with challenges. Controlling the message, containing the conversation, sustaining momentum, and rebuilding relationships within the community where the conflict originated can be complex. Therefore, the judicious use of this public approach, while valuable in certain circumstances, requires careful consideration and discretion.==
==The Conflict Iceberg==
==Those who work in the conflict engagement field often talk about the metaphor of the iceberg. The metaphor implies that there are elements at the top the iceberg, easily observable by all. However, beneath the waterline lies a substantially larger portion of the iceberg, representing the true consensus reality and the concealed aspects of what is truly transpiring, often hidden from our view. What is at the top is typically dictated by those in positions of power and leadership— those who decide what happens with the group, what is the course of action the group should be taking However, as these decisions are made and the spotlight is on them, there are less visible reactions that occur under the waterline that may come in the form of resistance. Resistance can be understood as a form of minority wisdom or expression of difference by those not in positions of leadership. The more that power or leadership is top down, the more a reaction or resistance is likely to arise.==

===Iceberg===

==The iceberg represents the group or organization – the ways we engage, the relationships we have, and includes both what knowledge is shared (top of the iceberg) and what knowledge is unspoken (bottom of the iceberg).==

===Waterline===

==As the waterline rises and falls, the amount of information available, knowledge shared or common understanding ebbs and flows with it. An attempt to ‘lower the waterline’ is to get at the hidden wisdom and potential of the group, particularly those in the group with less power.==

===Tides and Currents===

==Tides and currents represent resistance, as those in the group push and pull in various (and sometimes conflicting) directions. The more that power or leadership is top down, the more resistance is likely to grow.==

===Below the Waterline===

== As decisions are made in plain view by those who are powerful, there are forms of resistance forming within people and groups below the waterline. Resistance can be expressed in many forms and here we will showcase various common expressions as they escalate towards more complex and damaging forms of group conflict. Consider each activity as an escalation of the previous as we progress across the resistance line beginning with, in its early stages, people with less power not willing or able to say what needs to be said.

*Not saying what needs to be said— hold back information that is impactful on the decision due to not wanting to go against the grain, not feeling agency or not wanting to rock the boat
*Sarcastic jokes— relatively safe way to express dissent or opposition. May be felt as barbed or stinging jokes by the recipient.
*Gossip—Gossip gets a bad reputation; however, many researchers believe it is essential to the wellbeing of humans and assists with emotions management. When we don’t have the power to state our dissent, we may turn to peers to make sense of ideas and find like-minded perspectives that reassure us of the validity of our experience and feelings.
*Excuses—providing reasons why something was not done, if we wanted to do something we would do it, not taking action is a sign of resistance; we enter a phenomenon of slow down or bottlenecking which is a manifestation of resistance

*Communication breakdown—on paper the people who should be communicating are not sharing information, builds silos and creates inefficiencies; things will continue functioning however it will be done inefficiently
*Formation of alliances—forming groups who think and believe like them, begin to distance ourselves from those who think differently; feeling more frustrated with groups outside of our own; reinforces our projections of others
*Reinforcement of ‘isms’—
*Refusal, strike or open protest—act of saying “I so do not believe in what’s going on that I will not continue to work until I get (some of) what I want”, escalation of the build-up of the conflict
*“War” / Separation—Leaving the relationship, class, team or “warring” through taking intellectual property or trying to destroy the team on their way out This is a natural process and there is not a good or bad assessment of these activities. Rather it is a showcase of patterns that emerge in conflict situations. It is critical to identify resistance early and to bring resisters into the conversation and decision-making as a way to prevent further escalation on the resistance line. The antidote to resistance is engagement – asking we how can work together, influence the path or modify decisions so they work for more people. Engage early and engage often. ==

====Tips====

=====Leaders=====

==
*Get in on the jokes and gossip.
*Read resistance as an indication of wisdom struggling to be heard.
*Use your privilege to invite minority voices (including your own).
*Make it safe to disagree.

*Make room for dissent and don’t let dissenters become scapegoats.
*Collaboratively decide on key structures/boundaries. Make them clear, so that people can decide from an informed position ==

=====Resisters=====

==
*As early and as often as possible, bring your wisdom to the surface.
*Turn gossip into lobbying through direct conversation with leaders.

*Package your wisdom in ways that can be heard by that leader (e.g. data, petitions, group support).
*Consider the range of options for engaging with conflict.
*Recognize your rank in holding the moral high ground. Don’t become seduced by personal power.
*Don’t waste your life on a situation that keeps you voiceless. If you have a choice, consider moving on. ==

*

Sandbox:Conflict

2023-11-06T20:59:04Z

NicoleLillo:

File:Conflict Iceberg 2.gif

2023-11-06T20:56:41Z

NicoleLillo: Uploaded own work with UploadWizard

=={{int:filedesc}}==
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However, as these decisions are made and the spotlight is on them, there are less visible reactions that occur under the waterline that may come in the form of resistance.

Resistance can be understood as a form of minority wisdom or expression of difference by those not in positions of leadership. The more that power or leadership is top down, the more a reaction or resistance is likely to arise.}}
|date=2023-11-06
|source={{own}}
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=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

File:Conflict Iceberg 3.gif

2023-11-06T20:56:41Z

NicoleLillo: Uploaded own work with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=As the waterline rises and falls, the amount of information available, knowledge shared or common understanding ebbs and flows with it.

An attempt to 'lower the waterline' is to get at the hidden wisdom and potential of the group, particularly those with less power.
Tides and currents represent resistance, as those in the group push and pull in various (and sometimes conflicting) directions. The more that power or leadership is top down, the more resistance is likely to grow.}}
|date=2023-11-06
|source={{own}}
|author=[[User:NicoleLillo|NicoleLillo]]
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=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

File:Conflict Iceberg 1.gif

2023-11-06T20:56:41Z

NicoleLillo: Uploaded own work with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=The much larger component of the iceberg, the reality of consensus and what is really going on, is held up by what is under the waterline and hidden from view.
The top of the iceberg is visible to all of us.
The iceberg represents the group or organization, the ways we engage, the relationships we have, and includes both what knowledge is shared (top of the iceberg) and what knowledge is unspoken (bottom of the iceberg).}}
|date=2023-11-06
|source={{own}}
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=={{int:license-header}}==
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Sandbox:Conflict

2023-11-06T18:54:36Z

NicoleLillo: Created page with "==What is Conflict?== UBC’s definition was developed around two key elements: *A real or perceived incompatibility between opinions, objectives, interests, or desires of the parties involved, *Expressed beyond simple intellectual disagreement to mobilize our emotional resources so we feel experience feelings such as fear, hurt, anger, and excitement. There is no single definition in literature or practice. Best summarized, conflict is ‘differences that matter’...."

Sandbox:H5P Learning Design Resource Outline

2022-06-08T19:59:15Z

NicoleLillo: added security as potential topic in intro

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

==Topics to Include==

===== Introduction =====
* What is H5P
** Decision point on when to use h5p
*** Why would I spend the time; what is the benefit to my teaching learni
** How to access it
*** UBC and non-UBC
** Managing expectations
*** When not to use it
*** Limitations (non-computational, not really a quizzing tool)
** Situating H5P within the LT ecosystem
***Other tools that may be useful
** Value of embedding content in the place students are doing their learning (i.e. within course content)
** Security concerns (?)

===Using Formative Assessments===
* How to Write Good Formative Assessemnts
*** MCQ Questions
* How to Provide good Feedback

===General Design Considerations===
* 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)
* 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
* Increasing complexity throughout the course
* Scaffolding
* Using different h5p element types to ask the same question

===Teaching and Learning W/ H5P===
* Demonstrating Course Content
** demonstrating intuitive examples
* Assignments where students produce h5p content

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

===Sharing and Reusing===
* Sharing Content - Open Tool
** Embedable
** Reusability

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

Sandbox:CareyHIST503

2021-08-25T17:24:55Z

NicoleLillo: /* Introduction */

=== Introduction ===
Here's some info on the assignment.

* St. Augustine
* Francis
* Thomas
* [[Martin Luther]] (Nicole Ronan)

=== Instructions ===

# blha
# blha

Sandbox:CareyHIST503

2021-08-25T17:23:43Z

NicoleLillo:

=== Introduction ===
Here's some info on the assignment.

* St. Augustine
* Francis
* Thomas
* Martin Luther

=== Instructions ===

# blha
# blha

Sandbox:CareyHIST503

2021-08-25T17:16:10Z

NicoleLillo: Created page with "This is a blank space!"

This is a blank space!

Documentation:CTLT programs/CTLT Institute/2021 Summer

2021-08-24T20:12:06Z

NicoleLillo:

== 2021 CTLT Summer Institute ==

== Overview ==
Hosted annually 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.

== Institute Schedule and Curated Resources ==
{| class="wikitable"
|+
!Date and Time
!Session Title
!Facilitator(s)
!Workshop Resources and Materials
|-
|Monday, August 23, 2021
|'''Supporting Classroom Climate with CTLT Indigenous Initiatives Resources'''
|Hannah Coderre, Edcuational Consultant: Curricullum and Student Development, CTLT;
Bronte Burnette, Educational Resource Developer, CTLT Indigenous Initiatives
|
|-
|Monday, August 23, 2021
|'''Teaching with Care: An Introduction to Accessible Courses and Open Educational Resources'''
|Afsaneh Sharif, Faculty Liason and Senior Project Manager, CTLT;

Will Engle, Strategist, Open Education Initiatives, CTLT
|
|-
|Monday, August 23, 2021
|'''Hybrid Teaching and Learning Conversations: The Challenge of Flexibility'''
|Nicole Ronan Educational Consultant, Learning Design CTLT;
|
|-
|Tuesday, August 24, 2021
|'''The UBC Early Alert Program: Support for Students to Get Back on Track'''
|Emma Smith, Manager, Student Support Services, UBC
|Slides: [[:File:EA Pres. April 29 2021.pdf|Early Alert]]
Slides: Green Folder
|-
|Tuesday, August 24, 2021
|'''The Green Folder: Supporting Students in Distress'''
|Emma Smith, Manager, Student Support Services, UBC
|
|-
|Tuesday, August 24, 2021
|'''Building Authentic Assessment for Learning Beyond Covid'''
|Hailan Chen, Educational Consultant, Learning Design, CTLT;
Judy Chan, Faculty Associate/ Faculty Liaison, Land and Food Systems, CTLT
|
|-
|Tuesday, August 24, 2021
|'''Integrating Lessons Learned from the past year into the classroom'''
|Lucas Wright, Senior Educational Consultant, CTLT;

Adriana Briseño-Garzón, PhD Senior Manager, Research and Evaluation;

Jennifer Walsh Marr, Lecturer, AEP (Arts), Academic English Program.
|
|-
|Tuesday, August 24, 2021
|'''Teaching Philosophy Statements: Show me the Good Stuff'''
|Judy Chan, Faculty Associate/ Faculty Liaison, Land and Food Systems, CTLT;

Isabeau Iqbal, Senior Educational Developer, Centre for Teaching, Learning and Technology;

Sue Hampton, Educational Consultant: Facilitation and Process Design, CTLT;
|
|-
|Wednesday, August 25, 2021
|'''Multiple Choice Question for Higher Order Thinking'''
|Carrie Hunter, Curriculum Consultant, CTLT;

Judy Chan, Faculty Associate/ Faculty Liaison, Land and Food Systems, CTLT
|
|-
|Thursday August 26th, 2021
|'''Working with Open Educational Resources (OER)'''
|Will Engle, Strategist, Open Education Initiatives;
Rie Namba, Educational Resources Developer – Open Resources
|
|-
|Thursday August 26th, 2021
|'''Student Experience of Instruction: New University Module Questions'''
|Stephanie McKeown, Chief Institutional Research Officer;

Abdel-Azim Zumrawi, Statistician, PAIR;

Tanya Forneris, Interim Academic Lead, Centre for Teaching and Learning (UBCO);

Christina Hendricks, Academic Director, Centre for Teaching, Learning, and Technology (UBCV)
|
|-
|Thursday August 26th, 2021
|'''Teaching with TAs (for Faculty)'''
|Judy Chan, Judy Chan, Faculty Associate/ Faculty Liaison, Land and Food Systems, CTLT;

Shaya Golparian, Educational Developer: TA Development Programs, CTLT
|
|-
|Thursday August 26th, 2021
|'''Exploring the TA-Faculty Working Relationship (for TAs)'''
|Judy Chan, Judy Chan, Faculty Associate/ Faculty Liaison, Land and Food Systems, CTLT;

Shaya Golparian, Educational Developer: TA Development Programs, CTLT
|
|-
|Thursday August 26th, 2021
|'''Writing a (Mindful) Learner-Centered and Inclusive Syllabus'''
|Gail Hammond, PhD, RD, Faculty of Land & Food Systems;

Sue Hampton, Educational Consultant, CTLT; Sue Hampton, Educational Consultatnt, CTLT
|
|}

Documentation:CTLT programs/CTLT Institute/2021 Summer

2021-08-24T18:59:02Z

NicoleLillo: added link to zoom recording

== 2021 CTLT Summer Institute ==

== Overview ==
Hosted annually 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.

== Institute Schedule and Curated Resources ==
{| class="wikitable"
|+
!Date and Time
!Session Title
!Facilitator(s)
!Workshop Resources and Materials
|-
|Monday, August 23, 2021
|'''Supporting Classroom Climate with CTLT Indigenous Initiatives Resources'''
|Hannah Coderre, Edcuational Consultant: Curricullum and Student Development, CTLT;
Bronte Burnette, Educational Resource Developer, CTLT Indigenous Initiatives
|
|-
|Monday, August 23, 2021
|'''Teaching with Care: An Introduction to Accessible Courses and Open Educational Resources'''
|Afsaneh Sharif, Faculty Liason and Senior Project Manager, CTLT;

Will Engle, Strategist, Open Education Initiatives, CTLT
|
|-
|Monday, August 23, 2021
|'''Hybrid Teaching and Learning Conversations: The Challenge of Flexibility'''
|Nicole Ronan Educational Consultant, Learning Design CTLT;
|[https://tinyurl.com/hybridteaching Zoom presentation]
pass: 4DKgLxu
|-
|Tuesday, August 24, 2021
|'''The UBC Early Alert Program: Support for Students to Get Back on Track'''
|Emma Smith, Manager, Student Support Services, UBC
|Slides: [[:File:EA Pres. April 29 2021.pdf|Early Alert]]
Slides: Green Folder
|-
|Tuesday, August 24, 2021
|'''The Green Folder: Supporting Students in Distress'''
|Emma Smith, Manager, Student Support Services, UBC
|
|-
|Tuesday, August 24, 2021
|'''Building Authentic Assessment for Learning Beyond Covid'''
|Hailan Chen, Educational Consultant, Learning Design, CTLT;
Judy Chan, Faculty Associate/ Faculty Liaison, Land and Food Systems, CTLT
|
|-
|Tuesday, August 24, 2021
|'''Integrating Lessons Learned from the past year into the classroom'''
|Lucas Wright, Senior Educational Consultant, CTLT;

Adriana Briseño-Garzón, PhD Senior Manager, Research and Evaluation;

Jennifer Walsh Marr, Lecturer, AEP (Arts), Academic English Program.
|
|-
|Tuesday, August 24, 2021
|'''Teaching Philosophy Statements: Show me the Good Stuff'''
|Judy Chan, Faculty Associate/ Faculty Liaison, Land and Food Systems, CTLT;

Isabeau Iqbal, Senior Educational Developer, Centre for Teaching, Learning and Technology;

Sue Hampton, Educational Consultant: Facilitation and Process Design, CTLT;
|
|-
|Wednesday, August 25, 2021
|'''Multiple Choice Question for Higher Order Thinking'''
|Carrie Hunter, Curriculum Consultant, CTLT;

Judy Chan, Faculty Associate/ Faculty Liaison, Land and Food Systems, CTLT
|
|-
|Thursday August 26th, 2021
|'''Working with Open Educational Resources (OER)'''
|Will Engle, Strategist, Open Education Initiatives;
Rie Namba, Educational Resources Developer – Open Resources
|
|-
|Thursday August 26th, 2021
|'''Student Experience of Instruction: New University Module Questions'''
|Stephanie McKeown, Chief Institutional Research Officer;

Abdel-Azim Zumrawi, Statistician, PAIR;

Tanya Forneris, Interim Academic Lead, Centre for Teaching and Learning (UBCO);

Christina Hendricks, Academic Director, Centre for Teaching, Learning, and Technology (UBCV)
|
|-
|Thursday August 26th, 2021
|'''Teaching with TAs (for Faculty)'''
|Judy Chan, Judy Chan, Faculty Associate/ Faculty Liaison, Land and Food Systems, CTLT;

Shaya Golparian, Educational Developer: TA Development Programs, CTLT
|
|-
|Thursday August 26th, 2021
|'''Exploring the TA-Faculty Working Relationship (for TAs)'''
|Judy Chan, Judy Chan, Faculty Associate/ Faculty Liaison, Land and Food Systems, CTLT;

Shaya Golparian, Educational Developer: TA Development Programs, CTLT
|
|-
|Thursday August 26th, 2021
|'''Writing a (Mindful) Learner-Centered and Inclusive Syllabus'''
|Gail Hammond, PhD, RD, Faculty of Land & Food Systems;

Sue Hampton, Educational Consultant, CTLT; Sue Hampton, Educational Consultatnt, CTLT
|
|}

Documentation/Canvas Course Templates

2021-08-05T22:31:06Z

NicoleLillo:

== About Canvas course templates ==
Using a Canvas course template as a starting point for organizing your course content can be very useful, whether your teaching modality is fully online, in-person or a hybrid approach. Create a consistent interface for your students, who appreciate having a reliable way to reach the content they are looking for at any given time. Simply copy the template into your course and customize to fit the needs of both instructors and students.

=== General templates for UBC Vancouver ===
The Online Teaching Program course in has [https://canvas.ubc.ca/courses/52088/pages/2-dot-5-sample-canvas-course-templates?module_item_id=1888889 a section that includes several generic templates available for use]. Instructions for previewing and customization are included. You will have to enroll in this class in order to access the content. Please note: you must be logged into Canvas in order to preview and access these templates.

=== UBC Okanagan ===
[https://ctl.ok.ubc.ca/teaching-effectively/setting-up-canvas/ubc-okanagan-canvas-template/ UBC-O's Centre for Teaching & Learning offers a template for UBC-O courses and step by step instructions on setting it up.]

=== Faculty of Arts ===
[https://isit.arts.ubc.ca/arts-remote-teaching-consultations-canvas-template/ Information for Arts Canvas course templates.]

=== UBC Science ===
[https://skylight.science.ubc.ca/lt/guides/canvas/canvas-templates UBC Skylight developed two templates specific for UBC Science courses.]

Documentation/Canvas Course Templates

2021-08-05T22:30:33Z

NicoleLillo: added UBC-O, Arts and Science

== About Canvas course templates ==
Using a Canvas course template as a starting point for organizing your course content can be very useful, whether your teaching modality is fully online, in-person or a hybrid approach. Create a consistent interface for your students, who appreciate having a reliable way to reach the content they are looking for at any given time. Simply copy the template into your course and customize to fit the needs of both instructors and students.

Please note: you must be logged into Canvas in order to preview and access these templates.

=== General templates for UBC Vancouver ===
The Online Teaching Program course in has [https://canvas.ubc.ca/courses/52088/pages/2-dot-5-sample-canvas-course-templates?module_item_id=1888889 a section that includes several generic templates available for use]. Instructions for previewing and customization are included. You will have to enroll in this class in order to access the content.

=== UBC Okanagan ===
[https://ctl.ok.ubc.ca/teaching-effectively/setting-up-canvas/ubc-okanagan-canvas-template/ UBC-O's Centre for Teaching & Learning offers a template for UBC-O courses and step by step instructions on setting it up.]

=== Faculty of Arts ===
[https://isit.arts.ubc.ca/arts-remote-teaching-consultations-canvas-template/ Information for Arts Canvas course templates.]

=== UBC Science ===
[https://skylight.science.ubc.ca/lt/guides/canvas/canvas-templates UBC Skylight developed two templates specific for UBC Science courses.]

Documentation/Canvas Course Templates

2021-08-05T22:18:59Z

NicoleLillo: created the page with minimal info

User:NicoleLillo

2019-01-11T00:05:16Z

NicoleLillo: Added a very small bio

NicoleLillo is actually Nicole Ronan, Learning Designer at CTLT.

File:Canvasmig fig01.png

2017-06-15T22:53:48Z

NicoleLillo: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=screenshot of items in a Connect learning module}}
|date=2017-06-15 15:53:07
|source={{own}}
|author=[[User:NicoleLillo|NicoleLillo]]
|permission=
|other_versions=
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=={{int:license-header}}==
{{self|cc-by-sa-3.0}}

[[Category:Uploaded with UploadWizard]]
[[Category:Documentation]]

File:Screen Shot 2017-06-15 at 12.05.16 PM.png

2017-06-15T19:17:50Z

NicoleLillo: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=screenshot for Canvas documentation}}
|date=2017-06-15 12:11:53
|source={{own}}
|author=[[User:NicoleLillo|NicoleLillo]]
|permission=
|other_versions=
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=={{int:license-header}}==
{{self|cc-by-sa-3.0}}

[[Category:Uploaded with UploadWizard]]

File:Screen Shot 2017-06-15 at 12.05.23 PM.png

2017-06-15T19:17:48Z

NicoleLillo: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=screenshot for Canvas documentation}}
|date=2017-06-15 12:11:52
|source={{own}}
|author=[[User:NicoleLillo|NicoleLillo]]
|permission=
|other_versions=
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=={{int:license-header}}==
{{self|cc-by-sa-3.0}}

[[Category:Uploaded with UploadWizard]]

Course:ATSC113/Sailing

2016-11-17T21:34:57Z

NicoleLillo: Created page with "Here's where students can add their resource."

Here's where students can add their resource.

Course:ATSC113/Flying

2016-11-17T21:34:44Z

NicoleLillo: Created page with "Here's where students can add their resource."

Here's where students can add their resource.

Course:ATSC113/Snow

2016-11-17T21:34:21Z

NicoleLillo: Created page with "Here is where group members can add their resource."

Here is where group members can add their resource.

Course:ATSC113

2016-11-17T21:33:57Z

NicoleLillo:

Here you describe the activity.

* [[Course:ATSC113/Flying|Flying]]
* [[Course:ATSC113/Snow|Snow]]
* [[Course:ATSC113/Sailing|Sailing]]

Course:ATSC113

2016-11-17T21:31:08Z

NicoleLillo: Created page with "Here you describe the activity. * Flying * Snow * Sailing"

Here you describe the activity.

* Flying
* Snow
* Sailing

Template:Infobox PATH4172016W2

2016-07-08T17:07:46Z

NicoleLillo: Created page with " {| align="right" class="infobox" ! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0..."

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em; text-align:center;" | '''PATH 417''' Case Projects
|-
!scope="row" colspan="2"| [[File:example.png|150px|center|link=Course:PATH417]]
|-

! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Instructors'''
|-
| style="font-size:9pt; padding-left: 5px;text-align:center;" | Niamh Kelly; Christopher Lowe

|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Case Projects'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |
*[[Course:PATH4172016W1/Case_1|Case 1]]
*[[Course:PATH4172016W1/Case_2|Case 2]]
*[[Course:PATH4172016W1/Case_3|Case 3]]
*[[Course:PATH4172016W1/Case_4|Case 4]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Questions?'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;text-align:center;" |
[[{{TALKPAGENAME}}|Discussion for This Page]]
|}
<noinclude>
[[category:Infobox Templates]]
</noinclude>

Documentation:Learning Platforms/EdX edge/Overview

2016-03-17T23:30:37Z

NicoleLillo: /* Overview */

==Overview==
[[File:Edxvsedge.png|thumb|simple overview of differences between edX MOOC courses and the edX Edge environment]]

UBC has added edX to the "evolving ecosystem of learning technology platforms, tools and applications on campus" (see [http://flexible.learning.ubc.ca/showcase/edx/ UBC edX Partnership]). This provides edX.org as a platform for new UBC MOOCs. It also supports a platform called Edge that can be used for regular UBC courses. Edge can be used to provide a blended learning experience for campus-based courses, it can also be used to support UBC online and distance courses. Both edX and Edge provide a course authoring tool called Studio.

Both edX.org and edge.edx.org run the open source edx platform, so the two systems provide the same functionality, the only differences are in terms of special MOOC support on edx.org. So the open source community that is contributing to the evolution of edx.org is also contributing to the evolution of the system we are able to use at UBC.

==Features==

===Community===
{{Documentation:Learning_Platforms/EdX_edge/Community}}

===Content===
{{Documentation:Learning_Platforms/EdX_edge/Content}}

===Assessment===
{{Documentation:Learning_Platforms/EdX_edge/Assessment}}

==Tour==
This short video will give you a sense of what a course on edX looks like from the perspective of a learner. You'll see how a course is organized and get a sense of the features available in the platform.

{{#widget:YouTube|id=QIfvwN5Yrco|400}}

You may also want to:
* Explore a [https://www.edx.org/course/edx/edx-demox-1-demox-4116#.VCN63-e7k2V demo course] designed for students
* Learn how to create a course with [https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/about EdX 101]
* Explore an [https://www.edx.org/course/blended-learning-edx-edx-blendedx edX course] on the use of Edge to blend educational technology with traditional classroom learning to improve educational outcomes.

==5 Questions Answered==

===Q1. What is the difference between edX and Edge?===

EdX has two domains from which it serves content:
*https://www.edx.org (referred to as just "edX"), authored through https://studio.edx.org, and
*https://edge.edx.org (referred to as "edX Edge" or just "Edge"), authored through https://studio.edge.edx.org.

These are completely separate domains, with separate resources, databases, servers, login credentials, and authoring platforms.

The difference between the domains is that edX is the home for the MOOCs and Professional Education courses. Edge is used by universities to provide material for their on-campus or other traditional students.

Here are some other differences:
*We can allow any member of the UBC community to experiment with the edX functionality on Edge. Only approved MOOC teams do their development on edX.org.
*Edge does not have a catalog page. Edge is "security-by-obscurity": there is no discovery process for courses. Students will have to know your course URL to register for it.
''Excerpt from: [http://help.edge.edx.org/kb/faqs/what-is-the-difference-between-edx-and-edge What is the difference between edX and Edge]?''

===Q2. Is edX a replacement for Connect (Blackboard Learn 9.1)?===

''edX'' is not intended to replace Connect, certainly not in the near term and possibly not ever. Instead edX is simply one platform integrated into an evolving ecosystem of learning technology platforms, tools and applications on campus. ''Excerpt from'': [http://flexible.learning.ubc.ca/showcase/edx/ UBC edX Partnership]. At this point, edX lacks some core functionality required to be a complete LMS, although UBC and the other edX partner schools are actively working to enhance the platform. The edX and Edge environments may look very different in the future and now is an exciting time to experiment in that space.

===Q3. I want to push the envelope of what an online environment can do. What kind of support can I expect with Edge?===

Edge can provide you with an experimental space for developing your learning environment. Building in the Edge environment is supported by the straightforward visual editor or it can involve code written in XML or JavaScript depending on the skills of the user. For instructors wanting to learn how to build a course in Edge, see the '''Resources''' section. Documentation on running courses and other guides are available at [http://docs.edx.org/ Edx]. Best effort support for building edX course is available through LT Hub at lt.hub@ubc.ca, 604 827 4775, or drop in , Rm 2.27, Ike Barber Learning Centre.

===Q4. What are the features/possibilities for supporting learner engagement in Edge?===
Edge has a number of features that can enhance student engagement and allow students to be self-directed in their learning:
* self assessments and problem sets allowing for multiple attempts and instant feedback.
* wide range of options for exercises and tools to support learning goals.
* discussions and wiki spaces for sharing content and resources with each other.
* Peer assessment tool for peer engagement and feedback
Students track their progress through the course using a visual graphic interface and media can be easily embedded in the course to engage learners and leverage online content. The course interface is clean and includes a slider navigation interface that provides visibility to students on progress through units.

===Q5. I have heard Edge is a cloud-based platform. What does this mean to me?===
In order to be compliant with FIPPA, UBC does not pass student personal identity information to Edge. However, CWL authentication is available. When students login using their CWL, a token identifier is passed to edX and associated to a student's edX account. UBC are able to query this token and return the edX details. UBC have created an additional application that maps the edX identity back to UBC credentials. For more information, see the Resources section below.

==Resources==
{{Documentation:Learning_Platforms/EdX_edge/Resources}}: GitHub documentation on all aspects of setting up and running your course.

File:Edxvsedge.png

2016-03-17T23:26:55Z

NicoleLillo: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
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|date=2016-03-17 16:25:41
|source={{own}}
|author=[[User:NicoleLillo|NicoleLillo]]
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=={{int:license-header}}==
{{self|cc-by-sa-3.0}}

[[Category:Uploaded with UploadWizard]]
[[Category:E-Learning]]

Template:Infobox PATH4172014W2

2016-01-13T18:09:02Z

NicoleLillo:

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em; text-align:center;" | '''PATH 417''' Case Projects
|-
!scope="row" colspan="2"| [[File:example.png|150px|center|link=Course:PATH417]]
|-

! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Instructors'''
|-
| style="font-size:9pt; padding-left: 5px;text-align:center;" | Niamh Kelly; Christopher Lowe

|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Case Projects'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |
*[[Course:PATH417:2015W1/Case_1|Case 1]]
*[[Course:PATH417:2015W1/Case_2|Case 2]]
*[[Course:PATH417:2015W1/Case_3|Case 3]]
*[[Course:PATH417:2015W1/Case_4|Case 4]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Questions?'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;text-align:center;" |
[[{{TALKPAGENAME}}|Discussion for This Page]]
|}
<noinclude>
[[category:Infobox Templates]]
</noinclude>

Template:Infobox PATH4172014W2

2016-01-08T18:26:21Z

NicoleLillo:

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em; text-align:center;" | '''PATH 417''' Case Projects
|-
!scope="row" colspan="2"| [[File:example.png|150px|center|link=Course:PATH417]]
|-

! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Instructors'''
|-
| style="font-size:9pt; padding-left: 5px;text-align:center;" | Niamh Kelly; Christopher Lowe

|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Case Projects'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |
*[[Course:PATH417:2015W1/Case_1|Case 1]]
*[[Course:PATH417:2015W1/Case_2|Case 2]]
*[[Course:PATH417:2015W1/Case_3|Case 3]]
*[[Course:PATH417:2014W1/Case_4|Case 4]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Questions?'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;text-align:center;" |
[[{{TALKPAGENAME}}|Discussion for This Page]]
|}
<noinclude>
[[category:Infobox Templates]]
</noinclude>

Template:Infobox PATH4172015W2

2016-01-08T18:23:26Z

NicoleLillo:

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em; text-align:center;" | '''PATH 417''' Case Projects
|-
!scope="row" colspan="2"| [[File:example.png|150px|center|link=Course:PATH417]]
|-

! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Instructors'''
|-
| style="font-size:9pt; padding-left: 5px;text-align:center;" | Niamh Kelly; Christopher Lowe

|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Case Projects'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |
*[[Course:PATH4172015W2/Case_1|Case 1]]
*[[Course:PATH4172015W2/Case_2|Case 2]]
*[[Course:PATH4172015W2/Case_3|Case 3]]
*[[Course:PATH4172015W2/Case_4|Case 4]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Questions?'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;text-align:center;" |
[[{{TALKPAGENAME}}|Discussion for This Page]]
|}
<noinclude>
[[category:Infobox Templates]]
</noinclude>

Template:Infobox PATH4172015W2

2016-01-08T18:21:12Z

NicoleLillo:

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em; text-align:center;" | '''PATH 417''' Case Projects
|-
!scope="row" colspan="2"| [[File:example.png|150px|center|link=Course:PATH417]]
|-

! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Instructors'''
|-
| style="font-size:9pt; padding-left: 5px;text-align:center;" | Niamh Kelly; Christopher Lowe

|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Case Projects'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |
*[[Course:PATH4172015W2/Case 1|Case 1]]
*[[Course:PATH4172015W2/Case 2|Case 2]]
*[[Course:PATH4172015W2/Case 3|Case 3]]
*[[Course:PATH4172015W2/Case 4|Case 4]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Questions?'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;text-align:center;" |
[[{{TALKPAGENAME}}|Discussion for This Page]]
|}
<noinclude>
[[category:Infobox Templates]]
</noinclude>

Template:Infobox PATH4172015W2

2016-01-08T18:19:47Z

NicoleLillo:

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em; text-align:center;" | '''PATH 417''' Case Projects
|-
!scope="row" colspan="2"| [[File:example.png|150px|center|link=Course:PATH417]]
|-

! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Instructors'''
|-
| style="font-size:9pt; padding-left: 5px;text-align:center;" | Niamh Kelly; Christopher Lowe

|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Case Projects'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |
*[[Course:PATH417:2015W2/Case 1|Case 1]]
*[[Course:PATH417:2015W2/Case 2|Case 2]]
*[[Course:PATH417:2015W2/Case 3|Case 3]]
*[[Course:PATH417:2015W2/Case 4|Case 4]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Questions?'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;text-align:center;" |
[[{{TALKPAGENAME}}|Discussion for This Page]]
|}
<noinclude>
[[category:Infobox Templates]]
</noinclude>

Template:Infobox PATH4172014W2

2016-01-08T18:18:08Z

NicoleLillo:

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em; text-align:center;" | '''PATH 417''' Case Projects
|-
!scope="row" colspan="2"| [[File:example.png|150px|center|link=Course:PATH417]]
|-

! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Instructors'''
|-
| style="font-size:9pt; padding-left: 5px;text-align:center;" | Niamh Kelly; Christopher Lowe

|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Case Projects'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |
*[[Course:PATH4172015W1/Case 1|Case 1]]
*[[Course:PATH4172015W1/Case 2|Case 2]]
*[[Course:PATH4172015W1/Case 3|Case 3]]
*[[Course:PATH4172014W1/Case 4|Case 4]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Questions?'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;text-align:center;" |
[[{{TALKPAGENAME}}|Discussion for This Page]]
|}
<noinclude>
[[category:Infobox Templates]]
</noinclude>

Template:Infobox PATH4172014W2

2015-12-16T20:10:04Z

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em; text-align:center;" | '''PATH 417''' Case Projects
|-
!scope="row" colspan="2"| [[File:example.png|150px|center|link=Course:PATH417]]
|-

! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Instructors'''
|-
| style="font-size:9pt; padding-left: 5px;text-align:center;" | Niamh Kelly; Christopher Lowe

|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Case Projects'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |
*[[Course:PATH4172014W2/Case 1|Case 1]]
*[[Course:PATH4172014W2/Case 2|Case 2]]
*[[Course:PATH4172014W2/Case 3|Case 3]]
*[[Course:PATH4172014W2/Case 4|Case 4]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Questions?'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;text-align:center;" |
[[{{TALKPAGENAME}}|Discussion for This Page]]
|}
<noinclude>
[[category:Infobox Templates]]
</noinclude>

Template:Infobox PATH417

2015-12-16T19:39:15Z

NicoleLillo:

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em; text-align:center;" | '''PATH 417''' Case Projects
|-
!scope="row" colspan="2"| [[File:example.png|150px|center|link=Course:PATH417]]
|-

! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Instructors'''
|-
| style="font-size:9pt; padding-left: 5px;text-align:center;" | Niamh Kelly; Christopher Lowe

|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Case Projects'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |
*[[Course:PATH417/Case 1|Case 1]]
*[[Course:PATH417/Case 2|Case 2]]
*[[Course:PATH417/Case 3|Case 3]]
*[[Course:PATH417/Case 4|Case 4]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Questions?'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;text-align:center;" |
[[{{TALKPAGENAME}}|Discussion for This Page]]
|}
<noinclude>
[[category:Infobox Templates]]
</noinclude>

Template:Infobox PATH4172015W2

2015-12-16T18:25:27Z

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em; text-align:center;" | '''PATH 417''' Case Projects
|-
!scope="row" colspan="2"| [[File:example.png|150px|center|link=Course:PATH417]]
|-

! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Instructors'''
|-
| style="font-size:9pt; padding-left: 5px;text-align:center;" | Niamh Kelly; Christopher Lowe

|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Case Projects'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |
*[[Course:PATH4172015W2/Case 1|Case 1]]
*[[Course:PATH4172015W2/Case 2|Case 2]]
*[[Course:PATH4172015W2/Case 3|Case 3]]
*[[Course:PATH4172015W2/Case 4|Case 4]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Questions?'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;text-align:center;" |
[[{{TALKPAGENAME}}|Discussion for This Page]]
|}
<noinclude>
[[category:Infobox Templates]]
</noinclude>

Template:PATH4172015W2

2015-12-16T18:15:46Z

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em; text-align:center;" | '''PATH 417''' Case Projects
|-
!scope="row" colspan="2"| [[File:example.png|150px|center|link=Course:PATH417]]
|-

! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Instructors'''
|-
| style="font-size:9pt; padding-left: 5px;text-align:center;" | Niamh Kelly; Christopher Lowe

|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Case Projects'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |
*[[Course:PATH4172015W2/Case 1|Case 1]]
*[[Course:PATH4172015W2/Case 2|Case 2]]
*[[Course:PATH4172015W2/Case 3|Case 3]]
*[[Course:PATH4172015W2/Case 4|Case 4]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Questions?'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;text-align:center;" |
[[{{TALKPAGENAME}}|Discussion for This Page]]
|}
<noinclude>
[[category:Infobox Templates]]
</noinclude>

Template:Infobox PATH417

2015-12-16T18:13:55Z

NicoleLillo:

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em; text-align:center;" | '''PATH 417''' Case Projects
|-
!scope="row" colspan="2"| [[File:example.png|150px|center|link=Course:PATH417]]
|-

! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Instructors'''
|-
| style="font-size:9pt; padding-left: 5px;text-align:center;" | Niamh Kelly; Christopher Lowe

|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Case Projects'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |
*[[Course:../Case 1|Case 1]]
*[[Course:PATH417/Case 2|Case 2]]
*[[Course:PATH417/Case 3|Case 3]]
*[[Course:PATH417/Case 4|Case 4]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Questions?'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;text-align:center;" |
[[{{TALKPAGENAME}}|Discussion for This Page]]
|}
<noinclude>
[[category:Infobox Templates]]
</noinclude>

Template:Infobox PATH417

2015-01-08T01:01:46Z

NicoleLillo:

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em; text-align:center;" | '''PATH 417''' Case Projects
|-
!scope="row" colspan="2"| [[File:example.png|150px|center|link=Course:PATH417]]
|-

! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Instructors'''
|-
| style="font-size:9pt; padding-left: 5px;text-align:center;" | Niamh Kelly; Christopher Lowe

|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Case Projects'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |
*[[Course:PATH417/Case 1|Case 1]]
*[[Course:PATH417/Case 2|Case 2]]
*[[Course:PATH417/Case 3|Case 3]]
*[[Course:PATH417/Case 4|Case 4]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Questions?'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;text-align:center;" |
[[{{TALKPAGENAME}}|Discussion for This Page]]
|}
<noinclude>
[[category:Infobox Templates]]
</noinclude>

Template:Infobox PATH417

2014-12-22T22:46:20Z

NicoleLillo:

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em; text-align:center;" | '''PATH 417''' Case Projects
|-
!scope="row" colspan="2"| [[File:example.png|150px|center|link=Course:PATH417]]
|-

! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Instructors'''
|-
| style="font-size:9pt; padding-left: 5px;text-align:center;" | Niamh Kelly; Patrick Tang

|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Case Projects'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" |
*[[Course:PATH417/Case 1|Case 1]]
*[[Course:PATH417/Case 2|Case 2]]
*[[Course:PATH417/Case 3|Case 3]]
*[[Course:PATH417/Case 4|Case 4]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;text-align:center;" | '''Questions?'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;text-align:center;" |
[[{{TALKPAGENAME}}|Discussion for This Page]]
|}
<noinclude>
[[category:Infobox Templates]]
</noinclude>

Sandbox:Potluck

2014-10-22T16:40:52Z

NicoleLillo: /* Who is joining? And what are you bringing! */

==Logistics==
* '''When:''' Wednesday, October 22, 12:15pm - 1:45pm
* '''Where:''' 2.22, IKBLC
* '''Considerations:'''
**Many people at CTLT eat almost anything but please be mindful that some people are vegetarian, have gluten allergies, or have seafood allergies.
**Let's aim for about '''75% savoury''' dishes and '''25% sweet'''.
**If you don't like to cook, you can bring store-bought food, cutlery, or napkins.
**Remember too to '''bring your own plate''' (promoting sustainability at UBC)!

==Who is joining? And what are you bringing!==
{| class="wikitable" style="text-align: center; background-color: #FFF3DB;"
|-
!Who?
!What are you bringing?
!Savoury
!Sweets
!Napkins/Cutlery
!Crock pot/rice cooker
|-
| Sophie Gardner
| Savoury scones
| X
|
|
|
|-
| Kerri Parker
| Black Bean Bite Size Brownies (they are delicious)
|
| X
|
|
|-
|Terri Kennedy
|Tomato, Basil & Bocconcini Skewers with Balsamic Reduction Sauce
|X
|
|
|
|-
|Dianne Mackay
|Thai Curry
|X
|
|
|
|-
| Alicia Harder
| Vegetarian chili
| X
|
|
|
|-
| Judy Chan
| Noodle Salad with Peanut Sauce
| X
|
|
|
|-
| Sunah Cho
| Korean Spicy Rice Cake (Tteokbokki)
| X
|
|
|
|-
| Letitia Englund
| Chai-Spiced Oatmeal Raisin Bars
|
| X
|
|
|-
| Namsook Jahng &
Bosung Kim
| Korean Bulgogi (Beef with mushroom & vegetable) - cooking on the table
| X
|
|
|
|-
| Luisa Canuto
| Lemon or Fruit Pie
|
| X
|
|
|-
| Wendy Chan & Kaavya Lakshmanan
| Pumpkin Sugar Cookies (and a fun surprise!)
|
| X
|
|
|-
| Anna
| Spicy tofu with pork (Mapo Tofu)
| X
|
|
|
|-
| Hanae
| Beef fried rice
| X
|
|
|
|-
| Abdel Azim
| Humus (chick peas, garlic, sesame paste, lemon, cumin, white pepper, olive oil, salt) & Homemade buns (wheat flour, eggs, olive oil, yeast, honey, salt, aniseed)
| X
|
|
|
|-
| Gabriel Lascu
| Fresh Homemade Bread and ???
| X
|
|
|
|-
| Erin Yun
| Some kind of Korean dish too! :)
| X
|
|
|
|-
| Barry Magrill
| pumpkin pie
|
| X
|
|
|-
| Rie Namba
| coffee + Sesame cookies
|
| X
|
|
|-
| Novak Rogic
| TBD - Savoury
| X
|
|
|
|-
| Jonathan Aiello
| To Be Determined
|
|
|
|
|-
| Mischa Makortoff
| Kartorshnik (potato cake) or a surprise
| x
|
|
|
|-
| Michael Tang
| TBD
| x
|
|
|
|-
| John Hsu
| Fruits
|
| ⌨
|
|
|-
| Amy Perreault
| Oi Kimchi ( cucumber kimchi)
| x
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
| Your Name
|
|
|
|
|
|-
|}

Sandbox:Potluck

2014-10-02T16:11:15Z

NicoleLillo: /* Who is joining? And what are you bringing! */

==Logistics==
* '''When:''' Thursday, October 22, 12:15pm - 1:45pm
* '''Where:''' 2.22, IKBLC
* '''Considerations:'''
**Many people at CTLT eat almost anything but please be mindful that some people are vegetarian, have gluten allergies, or have seafood allergies.
**Let's aim for about '''75% savoury''' dishes and '''25% sweet'''.
**If you don't like to cook, you can bring store-bought food, cutlery, or napkins.

==Who is joining? And what are you bringing!==
{| class="wikitable" style="text-align: center; background-color: #FFF3DB;"
|-
!Who?
!What are you bringing?
!Savoury
!Sweets
!Napkins/Cutlery
|-
| Sophie Gardner
| Cauliflower salad
| X
|
|
|-
| Kerri Parker
| Black Bean Bite Size Brownies (they are delicious)
|
| X
|
|-
|Terri Kennedy
|Tomato, Basil & Bocconcini Skewers with Balsamic Reduction Sauce
|X
|
|
|-
|Dianne Mackay
|Thai Curry
|X
|
|
|-
| Alicia Harder
| Vegetarian chili
| X
|
|
|-
| Judy Chan
| Noodle Salad with Peanut Sauce
| X
|
|
|-
| Sunah Cho
| Korean Spicy Rice Cake (Tteokbokki)
| X
|
|
|-
| Kalev Hunt
| 6- or 7-layer dip and tortilla chips
| X
|
|
|-
| Nicole Ronan
| Eton Mess (raspberry, cream and meringues)
|
| X
|
|-
| Your Name
|
|
|
|
|-
| Your Name
|
|
|
|
|-
| Your Name
|
|
|
|
|-
| Your Name
|
|
|
|
|-
| Your Name
|
|
|
|
|-
| Your Name
|
|
|
|
|-
| Your Name
|
|
|
|
|-
| Your Name
|
|
|
|
|}

Sandbox:Potluck

2014-10-02T16:09:42Z

NicoleLillo: /* Who is joining? And what are you bringing! */

==Logistics==
* '''When:''' Thursday, October 22, 12:15pm - 1:45pm
* '''Where:''' 2.22, IKBLC
* '''Considerations:'''
**Many people at CTLT eat almost anything but please be mindful that some people are vegetarian, have gluten allergies, or have seafood allergies.
**Let's aim for about '''75% savoury''' dishes and '''25% sweet'''.
**If you don't like to cook, you can bring store-bought food, cutlery, or napkins.

==Who is joining? And what are you bringing!==
{| class="wikitable" style="text-align: center; background-color: #FFF3DB;"
|-
!Who?
!What are you bringing?
!Savoury
!Sweets
!Napkins/Cutlery
|-
| Sophie Gardner
| Cauliflower salad
| X
|
|
|-
| Kerri Parker
| Black Bean Bite Size Brownies (they are delicious)
|
| X
|
|-
|Terri Kennedy
|Tomato, Basil & Bocconcini Skewers with Balsamic Reduction Sauce
|X
|
|
|-
|Dianne Mackay
|Thai Curry
|X
|
|
|-
| Alicia Harder
| Vegetarian chili
| X
|
|
|-
| Judy Chan
| Noodle Salad with Peanut Sauce
| X
|
|
|-
| Sunah Cho
| Korean Spicy Rice Cake (Tteokbokki)
| X
|
|
|-
| Kalev Hunt
| 6- or 7-layer dip and tortilla chips
| X
|
|
|-
| Nicole Ronan
| Raspberry Fool
|
| X
|
|-
| Your Name
|
|
|
|
|-
| Your Name
|
|
|
|
|-
| Your Name
|
|
|
|
|-
| Your Name
|
|
|
|
|-
| Your Name
|
|
|
|
|-
| Your Name
|
|
|
|
|-
| Your Name
|
|
|
|
|-
| Your Name
|
|
|
|
|}

Documentation:CTLT Acronyms

2014-09-18T20:01:20Z

NicoleLillo:

{|border="1" cellpadding="5" cellspacing="0" align="center" class="wikitable sortable "
|-
! scope="col" | Acronym
! scope="col" | Name
! scope="col" | URL
|-
|ALDP || Academic Leadership Development Program || http://aldp.ubc.ca
|-

|ARS || Audience Response Systems ||
|-

|Arts ISIT || Arts Instructional Support and Information Technology || http://isit.arts.ubc.ca
|-

|ACT || Academic Continuity Toolkit || http://act.elearning.ubc.ca
|-
| BB IM || Blackboard Instant Messaging || http://elearning.ubc.ca/toolkit/blackboard-collaborate-instant-messaging/
|-
|BbLearn || Blackboard Learn || http://www.blackboard.com/Platforms/Learn/Overview.aspx
|-

|BP || BuddyPress || http://buddypress.org/
|-

|CART || CMS (Course Management System) Administrative Resource Team ||
|-

|CDI || Course Design Intensive || http://blogs.ubc.ca/coursedesign/
|-

|CLC || Chapman Learning Commons || http://learningcommons.ubc.ca
|-

|CMS || Content Management System ||
|-

|Commops || Communications and Operations ||
|-

|CoP || Community of Practice ||
|-

|CTLT || Centre for Teaching, Learning and Technology || http://ctlt.ubc.ca
|-

|CWSEI || Carl Weiman Science Education Initiative || http://www.cwsei.ubc.ca/
|-

|DBL || Distance and Blended Learning ||
|-

|EDC || Educational Developers Caucus || http://www.stlhe.ca/constituencies/educational-developers-caucus/
|-

|EDM || Educational Data Mining ||
|-

|EIM || Blackboard Enterprise Instant Messaging / Blackboard IM || http://www.blackboard.com/Platforms/Collaborate/Products/Blackboard-Collaborate/Enterprise-Instant-Messaging.aspx
|-

|ELI || Educause Learning Initiative || http://www.educause.edu/eli
|-

|ETUG || Educational Technology Users Group || http://etug.ca
|-

|FCP || Faculty Certificate Program ||
|-

|FDP || Faculty Development Program ||
|-

|FDW || Facilitator Development Workshop ||
|-
| FL || Flexible Learning ||
|-
| FLIT || Flexible Learning Initiative Team ||
|-
|FPD || Facilitation and Process Design ||
|-

|HETL || Higher Education Teaching and Learning ||
|-

|IDC || Interdisciplinary Collaboration ||
|-
| IRSI || Indian Residential Schools Initiative || http://irsi.aboriginal.ubc.ca

|-
|ISoTL || Institute for the Scholarship of Teaching and Learning || http://ctlt.ubc.ca/about-isotl/
|-

|ISSoTL || International Society for the Scholarship of Teaching and Learning || http://www.issotl.org/
|-

|ISW || Instructional Skills Workshop || http://iswnetwork.ca
|-

|LD || Learning Design ||
|-

|OER || Open Educational Resources ||
|-

|LMS || Learning Management System ||
|-

|LTI || Learning Technology Institute ||
|-

|MOOC || Massive Open Online Course ||
|-

|OLT || Office of Learning Technology ||
|-

|OLO || Orientation to Learning Online ||
|-

|OTO || Orientation to Teaching Online ||
|-

|PAIR || Planning and Institutional Research ||
|-

|PBL || Problem-based Learning ||
|-

|POD || Professional and Organizational Development ||
|-

|PR || Peer Review ||
|-

|PRS || Personal Response Systems ||
|-

|PSW || Presentation Skills Workshop ||
|-

|SCETUG || Steering Committee for the Educational Technology Users Group ||
|-

|SEoT || Student Evaluation of Teaching ||
|-

|SGIF || Small Group Instructional Feedback ||
|-

|SPOC || Small Private Online Course ||
|-

|SRS || Student Response Systems ||
|-

|STLHE || Society for Teaching and Learning in Higher Education || http://www.stlhe.ca/
|-

|SoTL || The Scholarship of Teaching and Learning ||
|-

|TAG || Teaching and Academic Growth ||
|-

|[[Documentation:CTLT programs/Team Based Learning|TBL]] || Team-based Learning ||
|-
| TRC || Truth and Reconciliation Commission || http://www.trc.ca
|-
|TLEF || Teaching and Learning Enhancement Fund ||
|-

|TLPD || Teaching and Learning Professional Development ||
|-

|TLT || Teaching and Learning with Technology Speaker Series ||
|-

|UCIPD || University, College, and Institute, Professional Development ||
|-

|WP || WordPress || http://wordpress.org
|-

|}

=Help Develop This Resource=

Help develop this resource! You only need to [[Main_Page|login with your CWL]] to edit this page.

[[Category:CTLT]][[Category:Writing Style Guide]]

Documentation:CTLT Acronyms

2014-09-18T19:59:32Z

NicoleLillo: added 'SPOC'

{|border="1" cellpadding="5" cellspacing="0" align="center" class="wikitable sortable "
|-
! scope="col" | Acronym
! scope="col" | Name
! scope="col" | URL
|-
|ALDP || Academic Leadership Development Program || http://aldp.ubc.ca
|-

|ARS || Audience Response Systems ||
|-

|Arts ISIT || Arts Instructional Support and Information Technology || http://isit.arts.ubc.ca
|-

|ACT || Academic Continuity Toolkit || http://act.elearning.ubc.ca
|-
| BB IM || Blackboard Instant Messaging || http://elearning.ubc.ca/toolkit/blackboard-collaborate-instant-messaging/
|-
|BbLearn || Blackboard Learn || http://www.blackboard.com/Platforms/Learn/Overview.aspx
|-

|BP || BuddyPress || http://buddypress.org/
|-

|CART || CMS (Course Management System) Administrative Resource Team ||
|-

|CDI || Course Design Intensive || http://blogs.ubc.ca/coursedesign/
|-

|CLC || Chapman Learning Commons || http://learningcommons.ubc.ca
|-

|CMS || Content Management System ||
|-

|Commops || Communications and Operations ||
|-

|CoP || Community of Practice ||
|-

|CTLT || Centre for Teaching, Learning and Technology || http://ctlt.ubc.ca
|-

|CWSEI || Carl Weiman Science Education Initiative || http://www.cwsei.ubc.ca/
|-

|DBL || Distance and Blended Learning ||
|-

|EDC || Educational Developers Caucus || http://www.stlhe.ca/constituencies/educational-developers-caucus/
|-

|EDM || Educational Data Mining ||
|-

|EIM || Blackboard Enterprise Instant Messaging / Blackboard IM || http://www.blackboard.com/Platforms/Collaborate/Products/Blackboard-Collaborate/Enterprise-Instant-Messaging.aspx
|-

|ELI || Educause Learning Initiative || http://www.educause.edu/eli
|-

|ETUG || Educational Technology Users Group || http://etug.ca
|-

|FCP || Faculty Certificate Program ||
|-

|FDP || Faculty Development Program ||
|-

|FDW || Facilitator Development Workshop ||
|-
| FL || Flexible Learning ||
|-
| FLIT || Flexible Learning Initiative Team ||
|-
|FPD || Facilitation and Process Design ||
|-

|HETL || Higher Education Teaching and Learning ||
|-

|IDC || Interdisciplinary Collaboration ||
|-
| IRSI || Indian Residential Schools Initiative || http://irsi.aboriginal.ubc.ca

|-
|ISoTL || Institute for the Scholarship of Teaching and Learning || http://ctlt.ubc.ca/about-isotl/
|-

|ISSoTL || International Society for the Scholarship of Teaching and Learning || http://www.issotl.org/
|-

|ISW || Instructional Skills Workshop || http://iswnetwork.ca
|-

|LD || Learning Design ||
|-

|OER || Open Educational Resources ||
|-

|LMS || Learning Management System ||
|-

|LTI || Learning Technology Institute ||
|-

|MOOC || Massive Open Online Course ||
|-

|OLT || Office of Learning Technology ||
|-

|OLO || Orientation to Learning Online ||
|-

|OTO || Orientation to Teaching Online ||
|-

|PAIR || Planning and Institutional Research ||
|-

|PBL || Problem-based Learning ||
|-

|POD || Professional and Organizational Development ||
|-

|PR || Peer Review ||
|-

|PRS || Personal Response Systems ||
|-

|PSW || Presentation Skills Workshop ||
|-

|SCETUG || Steering Committee for the Educational Technology Users Group ||
|-

|SEoT || Student Evaluation of Teaching ||
|-

|SGIF || Small Group Instructional Feedback ||
|-

|SPOC || Small Private Online Course ||
| -

|SRS || Student Response Systems ||
|-

|STLHE || Society for Teaching and Learning in Higher Education || http://www.stlhe.ca/
|-

|SoTL || The Scholarship of Teaching and Learning ||
|-

|TAG || Teaching and Academic Growth ||
|-

|[[Documentation:CTLT programs/Team Based Learning|TBL]] || Team-based Learning ||
|-
| TRC || Truth and Reconciliation Commission || http://www.trc.ca
|-
|TLEF || Teaching and Learning Enhancement Fund ||
|-

|TLPD || Teaching and Learning Professional Development ||
|-

|TLT || Teaching and Learning with Technology Speaker Series ||
|-

|UCIPD || University, College, and Institute, Professional Development ||
|-

|WP || WordPress || http://wordpress.org
|-

|}

=Help Develop This Resource=

Help develop this resource! You only need to [[Main_Page|login with your CWL]] to edit this page.

[[Category:CTLT]][[Category:Writing Style Guide]]

Course:ETEC530/projects/jan2014-65b

2014-03-31T16:52:51Z

NicoleLillo: /* ETEC 530 - January 2014 - Section 65B */

===ETEC 530 - January 2014 - Section 65B===
 
===Please share your lesson with the class by posting a link here.===

Course:ETEC530/projects

2014-03-31T16:52:00Z

NicoleLillo: /* January 2014 */

==Overview==
This page is a place for students in ETEC 530 to post and share their constructivist based learning activities. There is a separate page set up for each term and section for students to collect their projects.
==Instructions==
*[http://wiki.ubc.ca/Course:ETEC530/projects/instructions Instructions for posting your project]

== January 2012 ==
*[http://wiki.ubc.ca/Course:ETEC530/projects/jan2012-65a January 2012 Section 65A]
*[http://wiki.ubc.ca/Course:ETEC530/projects/jan2012-65b January 2012 Section 65B]

== May 2012 ==
*[http://wiki.ubc.ca/Course:ETEC530/projects/may2012-65a May 2012 Section 66A]
*[http://wiki.ubc.ca/Course:ETEC530/projects/may2012-65b May 2012 Section 66B]
*[http://wiki.ubc.ca/Course:ETEC530/projects/may2012-65c May 2012 Section 66C]

== January 2013 ==
*[http://wiki.ubc.ca/Course:ETEC530/projects/jan2013-65a January 2013 Section 65A]
*[http://wiki.ubc.ca/Course:ETEC530/projects/jan2013-65b January 2013 Section 65B]
== January 2014 ==
*[http://wiki.ubc.ca/Course:ETEC530/projects/jan2014-65a January 2014 Section 65A]
*[http://wiki.ubc.ca/Course:ETEC530/projects/jan2014-65b January 2014 Section 65B]

Course:ETEC530/projects/jan2014-65b

2014-03-31T16:51:02Z

NicoleLillo: Created page with "===ETEC 530 - January 2014 - Section 65B=== "

===ETEC 530 - January 2014 - Section 65B===