UBC Wiki - User contributions [en]

Sandbox:FLL Videos

2014-02-28T18:53:32Z

Sunah:

Hi Folks,

In the spirit of FL, we've created some pre-work for the February staff meeting. Check out these brief videos (~2 mins each) and come prepared to engage in some active learning :)

'''Brian Wilson'''

{{#widget:Kaltura|dataurl=https://admin.video.ubc.ca/index.php/kwidget/wid/0_4zwha2yt/uiconf_id/11170637/entry_id/0_j06tgi1n |width=640 height=360}}

[http://goanimate.com/videos/0vpxMGSu_Aio?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent%20 Brian: Vantage College][http://goanimate.com/ Made with Goanimate]

'''Gillian Gerhard (and Judy Chan's LFS)'''

Judy's video: Judy captured the footages using a regular video recorder. Gillian than edited it with iMovie.

[http://redshoes.smugmug.com/CTLT-Shared/Videos/i-QcmpsmL Gillian: Science]

'''Jason Myers'''

[http://www.youtube.com/watch?v=IjzO3fsvhPQ&noredirect=1 Jason: Arts]

'''Sunah Cho: Flexible Liaison with Sauder School of Business'''

Here are the steps Sunah took.

Creating a Storyboard -> Taking Photos -> Collecting Images -> Creating Charts using a free mind mapping tool (XMind) -> Taking Screenshots (the free mind mapping tool didn't allow exporting uhrr….) -> Importing the photos, images, charts to iMovie -> Recording a Voiceover in iMovie -> Adding Music and Editing the Video -> Finalizing the Video -> Uploading the video to Youtube

{{#widget:YouTube|id=hlvagy4ahMo| hheight=315|width=420}}

Sandbox:FLL Videos

2014-02-28T18:13:05Z

Sunah:

Sandbox:FLL Videos

2014-02-28T18:09:20Z

Sunah:

Hi Folks,

In the spirit of FL, we've created some pre-work for the February staff meeting. Check out these brief videos (~2 mins each) and come prepared to engage in some active learning :)

'''Brian Wilson'''

{{#widget:Kaltura|dataurl=https://admin.video.ubc.ca/index.php/kwidget/wid/0_4zwha2yt/uiconf_id/11170637/entry_id/0_j06tgi1n |width=640 height=360}}

[http://goanimate.com/videos/0vpxMGSu_Aio?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent%20 Brian: Vantage College][http://goanimate.com/ Made with Goanimate]

'''Gillian Gerhard (and Judy Chan's LFS)'''

Judy's video: Judy captured the footages using a regular video recorder. Gillian than edited it with iMovie.

[http://redshoes.smugmug.com/CTLT-Shared/Videos/i-QcmpsmL Gillian: Science]

'''Jason Myers'''

[http://www.youtube.com/watch?v=IjzO3fsvhPQ&noredirect=1 Jason: Arts]

'''Sunah Cho: Flexible Liaison with Sauder School of Business'''

Here are the steps Sunah took.

Creating a Storyboard -> Taking Photos -> Collecting Images -> Creating Charts using a free mind mapping tool (XMind) -> Taking Screenshots (the free mind mapping tool didn't allow export uhrr….) -> Importing the photos, images, charts to iMovie -> Recording a Voiceover in iMovie -> Adding Music and Editing the Video -> Finalizing the Video -> Uploading the video to Youtube

{{#widget:YouTube|id=3KJplINRFxw| hheight=315|width=420}}

Sandbox:FLL Videos

2014-02-28T18:06:32Z

Sunah:

Hi Folks,

In the spirit of FL, we've created some pre-work for the February staff meeting. Check out these brief videos (~2 mins each) and come prepared to engage in some active learning :)

'''Brian Wilson'''

{{#widget:Kaltura|dataurl=https://admin.video.ubc.ca/index.php/kwidget/wid/0_4zwha2yt/uiconf_id/11170637/entry_id/0_j06tgi1n |width=640 height=360}}

[http://goanimate.com/videos/0vpxMGSu_Aio?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent%20 Brian: Vantage College][http://goanimate.com/ Made with Goanimate]

'''Gillian Gerhard (and Judy Chan's LFS)'''

Judy's video: Judy captured the footages using a regular video recorder. Gillian than edited it with iMovie.

[http://redshoes.smugmug.com/CTLT-Shared/Videos/i-QcmpsmL Gillian: Science]

'''Jason Myers'''

[http://www.youtube.com/watch?v=IjzO3fsvhPQ&noredirect=1 Jason: Arts]

'''Sunah Cho: Flexible Liaison with Sauder School of Business'''

Here are the steps Sunah took.

Creating Storyboard -> Taking photos -> Collecting images -> Creating charts using a free mind mapping tool (XMind) -> Taking screenshots (the free mind mapping tool didn't allow export uhrr….) -> Importing the photos, images, charts to iMovie -> Recording a Voiceover in iMovie -> Adding music and editing the video -> Finalizing the video -> Uploading the video to Youtube

{{#widget:YouTube|id=3KJplINRFxw| hheight=315|width=420}}

Sandbox:FLL Videos

2014-02-28T18:05:52Z

Sunah:

Hi Folks,

In the spirit of FL, we've created some pre-work for the February staff meeting. Check out these brief videos (~2 mins each) and come prepared to engage in some active learning :)

'''Brian Wilson'''

{{#widget:Kaltura|dataurl=https://admin.video.ubc.ca/index.php/kwidget/wid/0_4zwha2yt/uiconf_id/11170637/entry_id/0_j06tgi1n |width=640 height=360}}

[http://goanimate.com/videos/0vpxMGSu_Aio?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent%20 Brian: Vantage College][http://goanimate.com/ Made with Goanimate]

'''Gillian Gerhard (and Judy Chan's LFS)'''

Judy's video: Judy captured the footages using a regular video recorder. Gillian than edited it with iMovie.

[http://redshoes.smugmug.com/CTLT-Shared/Videos/i-QcmpsmL Gillian: Science]

'''Jason Myers'''

[http://www.youtube.com/watch?v=IjzO3fsvhPQ&noredirect=1 Jason: Arts]

'''Sunah Cho: Flexible Liaison with Sauder School of Business'''

Here are the steps Sunah took.

Creating Storyboard -> Taking photos -> Collecting images -> Creating charts using a free mind mapping tool (XMind) -> Taking screenshots (the free mind mapping tool didn't allow export uhrr….) -> Importing the photos, images, charts to iMovie -> Recording a Voiceover in iMovie -> Adding music and editing the video -> Finalizing the video -> Uploading the video to Youtube

{{#widget:YouTube|id=3KJplINRFxw| hheight=315|width=420}}

Sandbox:FLL Videos

2014-02-28T18:04:59Z

Sunah:

Hi Folks,

In the spirit of FL, we've created some pre-work for the February staff meeting. Check out these brief videos (~2 mins each) and come prepared to engage in some active learning :)

'''Brian Wilson'''

{{#widget:Kaltura|dataurl=https://admin.video.ubc.ca/index.php/kwidget/wid/0_4zwha2yt/uiconf_id/11170637/entry_id/0_j06tgi1n |width=640 height=360}}

[http://goanimate.com/videos/0vpxMGSu_Aio?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent%20 Brian: Vantage College][http://goanimate.com/ Made with Goanimate]

'''Gillian Gerhard (and Judy Chan's LFS)'''

Judy's video: Judy captured the footages using a regular video recorder. Gillian than edited it with iMovie.

[http://redshoes.smugmug.com/CTLT-Shared/Videos/i-QcmpsmL Gillian: Science]

'''Jason Myers'''

[http://www.youtube.com/watch?v=IjzO3fsvhPQ&noredirect=1 Jason: Arts]

'''Sunah Cho: Flexible Liaison with Sauder School of Business'''

{{#widget:YouTube|id=3KJplINRFxw| hheight=315|width=420}}

Here are the steps Sunah took.

Creating Storyboard -> Taking photos -> Collecting images -> Creating charts using a free mind mapping tool (XMind) -> Taking screenshots (the free mind mapping tool didn't allow export uhrr….) -> Importing the photos, images, charts to iMovie -> Recording a Voiceover in iMovie -> Adding music and editing the video -> Finalizing the video -> Uploading the video to Youtube

Sandbox:FISW April2013

2013-04-11T02:53:12Z

Sunah: Created page with "FISW: April 2013"

FISW: April 2013

Sandbox:ISW Pro-D 2012/workspace3

2012-01-20T22:56:10Z

Sunah:

[[Category:ISW Workspace]]
Workspace 3
=section 1=

=section 2=
*Judy Chan
*Jason McAlister

===section 2.5===
We noted that this is under Jason's identity.
can use for small group discussions and post - both for within workshop and after (e.g. for goals)
we talked about what good for (e.g. teaching techniques) and not (icebreak-y bad experiences)
=section 3=
==parking wiki==
Topics on the parking lot that can't fully address - you can put them up and take it down even while the conversation is going on. You can have a laptop at the side of the room like the parking lot sheets we use with the wiki up, people could check it and add to it through the day. Often there's information we have available that can be put into the participants' wiki. They can also build on it.

==teaching techniques wiki==
Listing teaching techniques observed in a wiki instead of the flip chart sheet we usually use. This allows more room (in space and time) for description and discussion. We could use the same laptop as for parking wiki.

==Question 1 ==
What questions or challenges do you hear about the value, effectiveness, or outcomes of the ISW?

*Outcome: Improvement teaching skills (disciplinary expert but not a good teacher)
*Challenge: Needs for revisiting/explaining the value, effectiveness and outcomes of the ISW.
*Value: Setup individual goals (using the same model)
*Question: Then number of the mini lessons

==Question 2 ==
What do you think other need to know about the ISW?

*Effectiveness of the ISW: evidence and proofs (through formal research, sharing cases, documents and history, personal story telling, demonstrating teaching practices, etc.)
*Defining the Effectiveness: Reflections on their teaching practice before and after the ISW and follow-ups (comparison of lesson plans before and after)

Sandbox:ISW Pro-D 2012/workspace3

2012-01-20T21:22:02Z

Sunah: /* Question 1 */

Documentation:GroupActivities

2011-11-08T21:36:11Z

Sunah: /* Examples */

== Enhancing Interactive Learning through Group Activities ==

=== Introduction ===

=== Learning Objectives ===

=== Literature ===

Group members not only learn from their own individual efforts, but they also learn from the perspectives of the other members (Betz, 2005).

=== Examples ===

Types of Group Assignments

Managing Group Assignments

Documentation:GroupActivities

2011-11-08T21:35:34Z

Sunah: /* Literature */

Documentation:GroupActivities

2011-11-08T21:35:21Z

Sunah: /* Learning Objectives */

== Enhancing Interactive Learning through Group Activities ==

=== Introduction ===

=== Learning Objectives ===

=== Literature ===

=== Examples ===

Types of Group Assignments

Documentation:GroupActivities

2011-11-08T21:34:55Z

Sunah: /* Examples */

== Enhancing Interactive Learning through Group Activities ==

=== Introduction ===

=== Learning Objectives ===

Group members not only learn from their own individual efforts, but they also learn from the perspectives of the other members (Betz, 2005).

=== Literature ===

=== Examples ===

Types of Group Assignments

Documentation:GroupActivities

2011-11-08T21:34:22Z

Sunah: /* Learning Objectives */

Sandbox:PedagogicalTips

2011-05-26T17:50:12Z

Sunah:

Who are your target students?

How will you align your objectives/outcomes, activities and assessment?

What are some of the most difficult ideas to get across to students?

How to manage discussions?

Sandbox:PedagogicalTips

2011-05-26T17:40:29Z

Sunah:

Who are your target students?

How will you align your objectives/outcomes, activities and assessment?

What are some of the most difficult ideas to get across to students?

How to manage the course?

Sandbox:IDs

2011-04-11T20:41:50Z

Sunah:

'''Proposal for Investigating Our Practices 2011'''

Aiming timeline: End of February, 2011

''Name of journal: Sunah will figure this out.''

Discussions:
'''
Title: new endeavor/adventure/journey/ in a new ???'''

* IDs challenges
* ID Resources
* IDs Best practices

Purposes/Introduction (reflective paper aiming for a journal publication for ???)

What roles and mission are given and encouraged in a new context of the Centre? Backgrounds of our Centre need to be introduced and new mandates, challenges and opportunities are elaborated. These changes and evolution pertaining to ID's roles and practices. This new journey of ID work might require different skill sets and different approaches for work and ....

- New approach: Collaborative team approach within the new Centre for faculty development
- Entrepreneur approach: Beyond the ID jobs by being involved in various projects

''Homework for the next meeting (next Monday): Bring any challenges/opportunities we are facing right now.''

- Scholarly work (workload related too by keeping the same workload but the scope of the work has increased)

- Involvement with various faculty members/committees (based on collaborative approach)

- New technologies

- New model for Blended learning

- Professional development (learning while doing)

- New model (the role of the Centre and how this Centre functions)

- Our mission to make this centre successful. This is a new venture for all the community members. Now we need to think about what IDs can do.

- How can our research work involvement enrich our work as an ID? Are we researchers or staff who provides service for students and faculty members?

- Our role as an ID within a Research intensive university.

- Entrepreneurial Approach (Are we encouraged to have this approach? should we act on it on a case by case...)

- Faculty Development and our involvement as IDs (when we should be involved when we shouldn't, what are the advantages/disadvantages of being involved, formats:Workshops/one-on-one/Mentoring/customize training)

- Communication and broken links (how to we make sure that we are in the loop and we've kept everyone required in the loop?)

- Skills sets (Tech person vs. researcher vs. academic/pedagogical adviser)

- New journey or new destination (slight or big changes in our job description, how far we can go, new boundries...)

'''Our Abstract''':

Title: Instructional Designers as partners in teaching and learning

Changes in learners’ behaviours and demands, their comfort with technologies, and their “sharing with the whole world” attitude call upon all educators to be responsive to these needs and changes and become “partners in crime.” We as Instructional Designers are not separate from the rest of this learning community; we need to add to our tool kits everyday while working on present designs and preparing for future designs. In this presentation, “Partnership in Learning” will be discussed through UBC Instructional Designers’ lenses. Various tools, resources, and strategies to be current and responsive to students and faculty needs will be introduced. In addition, we will share challenges and opportunities that we face as instructional designers, as the Centre for Teaching, Learning and Technology in UBC is evolving and growing as a result of the recent merge, which doubles the centre in size. Finally, we will discuss ideas of the best practices in design, development cycle, and proper use of technology, as well as research and scholarly work.

<b>Sunah is back now, so it is time to work on this paper!</b>

'''Definition of partnership''': According to ... dictionary, "partnership is defined as a cooperative relationship between people or groups who agree to share responsibility for achieving some specific goal".

Introduction
1. Definition of ID (Afsaneh, please add the definitions you have.)
1.1 Instructional Designer

1.2 Learning Designer

2. Job description (We can add our own here.)

3. Best practices (design/development cycle, technology use and research/scholarly work)
3.1 Design/development cycle

3.2 Technology use

3.3 Research/scholarly work

4. Partners in teaching and learning

Conclusion

Sandbox:IDs

2011-04-11T20:40:54Z

Sunah:

Sandbox:IDs

2011-04-11T20:40:15Z

Sunah:

Sandbox:IDs

2011-01-17T20:56:59Z

Sunah:

'''Proposal for Investigating Our Practices 2011'''

Aiming timeline: End of February, 2011

''Name of journal: Sunah will figure this out.''

Discussions:
'''
Title: new endeavor/adventure/journey/ in a new ???'''

* IDs challenges
* ID Resources
* IDs Best practices

Purposes/Introduction (reflective paper aiming for a journal publication for ???)

What roles and mission are given and encouraged in a new context of the Centre? Backgrounds of our Centre need to be introduced and new mandates, challenges and opportunities are elaborated. These changes and evolution pertaining to ID's roles and practices. This new journey of ID work might require different skill sets and different approaches for work and ....

- New approach: Collaborative team approach within the new Centre for faculty development
- Entrepreneur approach: Beyond the ID jobs by being involved in various projects

''Homework for the next meeting (next Monday): Bring any challenges/opportunities we are facing right now.''

- Scholarly work (workload related too by keeping the same workload but the scope of the work has increased)

- Involvement with various faculty members/committees (based on collaborative approach)

- New technologies

- New model for Blended learning

- Professional development (learning while doing)

- New model (the role of the Centre and how this Centre functions)

- Our mission to make this centre successful. This is a new venture for all the community members. Now we need to think about what IDs can do.

- How can our research work involvement enrich our work as an ID? Are we researchers or staff who provides service for students and faculty members?

- Our role as an ID within a Research intensive university.

- Entrepreneurial Approach (Are we encouraged to have this approach? should we act on it on a case by case...)

- Faculty Development and our involvement as IDs (when we should be involved when we shouldn't, what are the advantages/disadvantages of being involved, formats:Workshops/one-on-one/Mentoring/customize training)

- Communication and broken links (how to we make sure that we are in the loop and we've kept everyone required in the loop?)

- Skills sets (Tech person vs. researcher vs. academic/pedagogical adviser)

- New journey or new destination (slight or big changes in our job description, how far we can go, new boundries...)

'''Our Abstract''':

Title: Instructional Designers as partners in teaching and learning

Changes in learners’ behaviours and demands, their comfort with technologies, and their “sharing with the whole world” attitude call upon all educators to be responsive to these needs and changes and become “partners in crime.” We as Instructional Designers are not separate from the rest of this learning community; we need to add to our tool kits everyday while working on present designs and preparing for future designs. In this presentation, “Partnership in Learning” will be discussed through UBC Instructional Designers’ lenses. Various tools, resources, and strategies to be current and responsive to students and faculty needs will be introduced. In addition, we will share challenges and opportunities that we face as instructional designers, as the Centre for Teaching, Learning and Technology in UBC is evolving and growing as a result of the recent merge, which doubles the centre in size. Finally, we will discuss ideas of the best practices in design, development cycle, and proper use of technology, as well as research and scholarly work.

'''Definition of partnership''': According to ... dictionary, "partnership is defined as a cooperative relationship between people or groups who agree to share responsibility for achieving some specific goal".

Sandbox:IDs

2011-01-17T20:56:32Z

Sunah:

'''Proposal for Investigating Our Practices 2011'''

Aiming timeline: End of February, 2011

''Name of journal: Sunah will figure this out.''

Discussions:
'''
Title: new endeavor/adventure/journey/ in a new ???'''

* IDs challenges
* ID Resources
* IDs Best practices

Purposes/Introduction (reflective paper aiming for a journal publication for ???)

What roles and mission are given and encouraged in a new context of the Centre? Backgrounds of our Centre need to be introduced and new mandates, challenges and opportunities are elaborated. These changes and evolution pertaining to ID's roles and practices. This new journey of ID work might require different skill sets and different approaches for work and ....

- New approach: Collaborative team approach within the new Centre for faculty development
- Entrepreneur approach: Beyond the ID jobs by being involved in various projects

''Homework for the next meeting (next Monday): Bring any challenges/opportunities we are facing right now.''

- Scholarly work (workload related too by keeping the same workload but the scope of the work has increased)

- Involvement with various faculty members/committees (based on collaborative approach)

- New technologies

- New model for Blended learning

- Professional development (learning while doing)

- New model (the role of the Centre and how this Centre functions)

- Our mission to make this centre successful. This is a new venture for all the community members. Now we need to think about what IDs can do.

- How can our research work involvement enrich our work as an ID? Are we researchers or staff who provides service for students and faculty members?

- Our role as an ID within a Research intensive university.

- Entrepreneurial Approach (Are we encouraged to have this approach? should we act on it on a case by case...)

- Faculty Development and our involvement as IDs (when we should be involved when we shouldn't, what are the advantages/disadvantages of being involved, formats:Workshops/one-on-one/Mentoring/customize training)

- Communication and broken links (how to we make sure that we are in the loop and we've kept everyone required in the loop?)

- Skills sets (Tech person vs. researcher vs. academic/pedagogical adviser)

- New journey or new destination (slight or big changes in our job description, how far we can go, new boundries...)

Our Abstract:

Title: Instructional Designers as partners in teaching and learning

Changes in learners’ behaviours and demands, their comfort with technologies, and their “sharing with the whole world” attitude call upon all educators to be responsive to these needs and changes and become “partners in crime.” We as Instructional Designers are not separate from the rest of this learning community; we need to add to our tool kits everyday while working on present designs and preparing for future designs. In this presentation, “Partnership in Learning” will be discussed through UBC Instructional Designers’ lenses. Various tools, resources, and strategies to be current and responsive to students and faculty needs will be introduced. In addition, we will share challenges and opportunities that we face as instructional designers, as the Centre for Teaching, Learning and Technology in UBC is evolving and growing as a result of the recent merge, which doubles the centre in size. Finally, we will discuss ideas of the best practices in design, development cycle, and proper use of technology, as well as research and scholarly work.

Definition of partnership: According to ... dictionary, "partnership is defined as a cooperative relationship between people or groups who agree to share responsibility for achieving some specific goal".

Sandbox:IDs

2011-01-17T20:46:24Z

Sunah:

'''Proposal for Investigating Our Practices 2011'''

Aiming timeline: End of February, 2011

''Name of journal: Sunah will figure this out.''

Discussions:
'''
Title: new endeavor/adventure/journey/ in a new ???'''

* IDs challenges
* ID Resources
* IDs Best practices

Purposes/Introduction (reflective paper aiming for a journal publication for ???)

What roles and mission are given and encouraged in a new context of the Centre? Backgrounds of our Centre need to be introduced and new mandates, challenges and opportunities are elaborated. These changes and evolution prone to ID's roles and practices. This new journey of ID work might require different skill sets and different approaches for work and ....

- New approach: Collaborative team approach within the new Centre for faculty development
- Entrepreneur approach: Beyond the ID jobs by being involved in various projects

''Homework for the next meeting (next Monday): Bring any challenges/opportunities we are facing right now.''

- Scholarly work (workload related too by keeping the same workload but the scope of the work has increased)

- Involvement with various faculty members/committees (based on collaborative approach)

- New technologies

- New model for Blended learning

- Professional development (learning while doing)

- New model (the role of the Centre and how this Centre functions)

- Our mission to make this centre successful. This is a new venture for all the community members. Now we need to think about what IDs can do.

- How can our research work involvement enrich our work as an ID? Are we researchers or staff who provides service for students and faculty members?

- Our role as an ID within a Research intensive university.

- Entrepreneurial Approach (Are we encouraged to have this approach? should we act on it on a case by case...)

- Faculty Development and our involvement as IDs (when we should be involved when we shouldn't, what are the advantages/disadvantages of being involved, formats:Workshops/one-o-one/Mentoring/customize training)

- Communication and broken links (how to we make sure that we are in the loop and we've kept everyone required in the loop?)

- Skills sets (Tech person vs. researcher vs. academic/pedagogical adviser)

- New journey or new destination (slight or big changes in our job description, how far we can go, new boundries...)

Our Abstract:

Title: Instructional Designers as partners in teaching and learning

Changes in learners’ behaviours and demands, their comfort with technologies, and their “sharing with the whole world” attitude call upon all educators to be responsive to these needs and changes and become “partners in crime.” We as Instructional Designers are not separate from the rest of this learning community; we need to add to our tool kits everyday while working on present designs and preparing for future designs. In this presentation, “Partnership in Learning” will be discussed through UBC Instructional Designers’ lenses. Various tools, resources, and strategies to be current and responsive to students and faculty needs will be introduced. In addition, we will share challenges and opportunities that we face as instructional designers, as the Centre for Teaching, Learning and Technology in UBC is evolving and growing as a result of the recent merge, which doubles the centre in size. Finally, we will discuss ideas of the best practices in design, development cycle, and proper use of technology, as well as research and scholarly work.

User:Sunah/Books/Idioms

2009-11-18T18:56:42Z

Sunah: Created page with '{{saved_book}} == Idioms == === two resources === ;Chapter 1 :Bibliographic genres :LIBR548F Bibliographic genre Idioms'

{{saved_book}}

== Idioms ==
=== two resources ===
;Chapter 1
:[[Bibliographic genres]]
:[[LIBR548F Bibliographic genre]]

[[Category:Books|Idioms]]