Cyclical Program Review
What instructors are saying
“I very much appreciate the way you are attempting to rethink, restructure, and re-embed the evaluation process. I think that this really has the potential to create a much more favourable attitude towards this process.”
“You’re doing important work through that office and I am grateful for it .”
Summary of CRX Feedback for Fall 2018
about the impact of these new spaces on teaching and learning
What professors are saying...
Active Classrooms
Testimonial
Having many screens in the rooms allowed classes to run multiple simulations/videos and to use each to resolve independent problem sets.
CRX Active Learning Classrooms worked well in tandem with traditional spaces when courses included both lecture and group-work elements.
Active Classrooms
Ideas and suggestions
Instructors suggested adding additional whiteboard space to allow for live collaboration between students during class.
Instructors recommended that a compendium of successful strategies be shared by former instructors and supported by tech and instructional trainers.
What students are saying...
Active Classrooms
Testimonial
Students frequently reported how the rooms facilitated interactive group discussions and other collaborative activities.
“Rather than a lecture, it felt like an open conversation.”
Students favourably reviewed the amount of open and flexible space in these classrooms.
One class survey found that 90% of those students preferred their CRX Active Learning Classroom to their traditional space.
Students found that the rooms offered opportunities to collaborate for innovative solutions to problems, and commented on the high-tech aspects of the rooms’ design.
Active Classrooms
Ideas and Suggestions
Students suggested that additions such as coat hooks and HDMI cables be included in the rooms.
Limited desk space made it difficult for students in some rooms (C010, C020, C040) to use laptops or take notes.
“Math class wasn’t well suited to the space because we didn’t have enough whiteboard/blackboard space in C010”
Students suggested that future active learning classrooms be built above ground to allow for natural lighting.
What instructors are saying
What students are saying
On the other hand ...
“I honestly dislike it. There is no need to have smart boards and projection screens on each and every wall (waste of money and electricity) when the classroom will use one main wall to draw their attention to, and at most two additional walls if we break up for groupwork.”
“I’m less likely to actually be paying attention to the lecture/presentation and I’m more anxious because of the prospect of having to do group work.”
Virtual Campus (powered by Brigtspace from D2L)
of professors use
Brightspace
of students use
Brightspace
What our students are saying
"Having the material available in an easily accessible way and having active discussion forums for the subject are really convenient and they enhance the learning process."
"Discussions and announcements keep me in the loop on what my professor is saying, and what other students may be saying as well."
"Whenever Brightspace changes its interface and the professors have to catch up with it, there’s a risk of losing some material that’s already present for the subject. This can be pretty annoying…"
What our instructors are saying
"I use announcement for FYI’s and for urgent messages that can’t wait until the next class. We use the discussion fora to share information at a class level; I also regularly ask students to upload some exercises in advance of class so we can project each students/groups work as they explain their exercise; We also take pictures from the blackboard holding summaries of our conversation and the minute taker uploads the pictures & electronic minutes as part of record Keeping."
“I have been working with 3-4 different platforms over the past 15 years and this one is by far the most complicated in setting up. I have been a regular visitor to the helpdesk, something I hardly needed to do with earlier versions of blackboard.”
Lecture Capture Tool (powered by ECHO360 and Opencast)
Lecture Capture Usage
What students are saying
« Pour les étudiants qui étudient dans une seconde langue c’est utile d’avoir l’enregistrement ou ils peuvent ralentir ou pauser la vidéo si le prof parle trop vite ».
« Interactive learning. Answering questions and getting feedback on our answers and understanding is good.”
What instructors are saying
“Students are very appreciative of the availability of Lecture Tools.
Web Conferencing (powered by Adobe Connect)
This year, there has been a significant increase in the use of Adobe Connect for remote doctoral defences: from 62 in 2017–2018 to 291 this year.
What students are saying
However, others are saying
« C’est très facile de travailler en groupe - surtout avec étudiants à distance. »
What instructors are saying
“The tool is relatively simple. The TLSS team has excellent support.”
Multimedia equipment loans and multimedia support
The TLSS and Centre for Innovative Technologies in Education (CITE) processed 7,779 audiovisual equipment loans.
The CITE continued to provide technological maintenance services for 260 rooms managed by the registrar and responded to 10,179 work orders.
The CITE’s event operations servicewas requested for 127 audio and video recordings, and to support 2,175 events (1,000 more than the previous year). Finally, CITE designed and outfitted 91 campus classrooms with multimedia equipment, including 54 rooms in the STEM Complex.
There are many ways to touch base with our specialists to make a request
Techno-Pedagogic Workshops
A total of 112 professors participated in a series of TLSS workshops that focused on four main themes:
Virtual Campus
Virtual Campus
Virtual Campus
Webinar
Distribution per role
Distribution per faculty
Pedagogical Workshops
A total of 557 teaching assistants participated in teacher training provided by the TLSS; 47 of which completed special training on the use of the Virtual Campus with the Faculty of Education.
83 graduates completed the following university teaching courses: ESG 5500/5300, 6500/6100 and 8500/8300 at TLSS; 21 participated in practical training in university teaching, which was double from the previous year.
What teaching assistants are saying
To the question: Following the TA workshops, what have you added or changed in your current TA practice?
Some students responded:
“My correction techniques”;
“Time management”;
“Inclusive activity design—make materials more accessible to all”;
“Work harmoniously with the Professor”;
“Approach the students with confidence”;
“More interaction with students and encourage them to succeed.”
What graduates are saying
“This course allowed me to discover the true facet of teaching and especially, to understand the techniques for becoming a good professor.”
“I really enjoyed the dynamic learning experience that not only helped with learning the material, but also, with how to apply the skills we learned. The self-reflection activities were also very useful and enabled us to gage where we are and to know how to improve our practice and our philosophy in relation to that practice.”
Former graduates said:
“I can see the difference in my classes; it is day and night. I didn’t master these concepts immediately after the course, it took me two or three sessions, but today I am much more comfortable, and the course taught me how to ask the right questions.”
“have mindfully incorporated active learning techniques, principles, and tools within my own classes to much acclaim and recognition by students.”
Regular and part-time professors
Orientation Program
The Orientation Program for New Professors which took place in August 2018 welcomed 33 new professors/researchers who participated in three days of information and training.
Certificate in University Teaching
This year, 32 professors and 12 graduates registered to the Certificate in University Teaching program which takes three years to complete.
About the certificate in university teaching the teachers say
“The concrete assignments enabling me to develop course materials and the first draft of a teaching dossier were brilliant. This has helped me greatly as I become an educator, both in terms of my growth and my job prospects.”
« Il [le certificat] a permis de confirmer certains aspects de l'enseignement que je connaissais de par ma formation en éducation, mais aussi de répondre de façon très concrète et ciblée à des interrogations pratiques qui demeuraient. Enfin, il m'a permis de prendre conscience des faiblesses de ma pratique et de la faire évoluer plus sereinement et efficacement. »
« Je suis maintenant capable d'élaborer une progression qui a du sens, et de pratiquer un 'scaffolding' réussi. Je vois la différence dans mes cours, c'est le jour et la nuit. »
“The certificate allowed me to gain a foundation of knowledge, skills, and tools to be a better instructor/educator. As a result, I have built credibility from a professional standpoint by being able to put the three courses on my CV to show that I take teaching seriously.”
“My whole philosophy changed. I think of my interactions with students far more and have adopted many active learning approaches.”
Distribution per role
Distribution per faculty
Workshops
What students are saying about blended learning
“Switching back and forth from virtual to in class lessons inhibited my learning. It meant I never developed a routine because I had to adjust to figuring out how to use/do different online activities throughout the course.”
Special series
Throughout the year, 175 professors participated in a series of workshops, round tables and panels focusing on the theme of Diversity and Learning. The series was organized by the TLSS in collaboration with the OLBI, SASS, uOGlobal, International Office, Indigenous Resources Centre, and Faculty of Social Sciences’ School of Social Work.
Six subjects were discussed
- Inclusive teaching practices
- Linguistic diversity among our learners: an opportunity, not an obstacle!
- Understanding your role as a professor with regard to mental health and well-being
- Broadening the uOGlobal community: inclusion through internationalization and developing global competencies inside and outside of the classroom
- Indigenous perspective and learning
- Issues surrounding gender and trans identities in your classrooms—Answers to your questions.
What instructors are saying about special series on diversity
« Merci d’avoir partagé votre perspective – elle enrichit notre travail! »
“So helpful! Thank you very much.”
« Excellente formation en ligne! »
But also
« Thanks for offering this webinar. I think it would be useful if TLSS offered an accessible materials sprint — we could all get together in a room and work on making our teaching materials more accessible.”
“As I mentioned to the instructor, we need more of a presence around campus for this issue. Perhaps accessibility champions as the United Nations has ambassadors for different issues. It should not be the problem of the vice-dean of students to convince profs that they have a duty to accommodate when a student is having issues.”
The TLSS offered 11 conferences, symposiums or round tables. A total of 476 people participated in these events including 160 individuals in the Symposium organized by the E21 Consortium; a consortium launched by the TLSS and in which participated other Ottawa-based post-secondary institutions, school boards, partners from the private sector and international partners. The theme of the symposium was artificial intelligence and the education of the future.
The following themes were examined during these events:
- Active learning spaces — A unique learning experience
- Academic accommodations
- Introductory Cell Biology Class
- Integrating Indigenous perspectives into our programs
- Come for lunch, leave with a new Growth & Goals module ready for any course
- Transforming Impact: Teaching and Learning at the Micro-Meso-Macro Levels
- When Learning meets Experience!
- Free knowledge sharing — The role of open education resources
Developing blended courses
Number of courses per faculty:
- Arts: 12 courses
- Education: 6 courses
- Engineering: 2 courses
- Social Sciences: 8 courses
- Health Sciences: 4 courses
- Telfer: 1 course
- Law: 1 course
What instructors are saying
However:
“I think the nature of my course didn’t lend itself as well to the blended approach as I had thought when I received funding. Since the course is aimed at developing clinical skills, I find that classroom/laboratory learning is more conducive. Some parts of the course are still offered ‘online’ (about 10 percent), but no more than that. I think the hybrid approach is not necessarily appropriate for all courses.”
What students are saying
But also:
"Satisfied with the course but definitely wished that it was offered in person; I think the professor seems like he would have amazing real-life experience and could be a really positive impact on a classroom.”
Professors responded:
“Certain parts of the course can be learned without too much assistance from the professor. The blended approach offers students the advantage of seeing the sections/content at their own pace, from wherever they are.”
“Students are able to spend more time doing group work and to learn from each other. This has facilitated innovation, self-discipline, creativity.”
“We go beyond the classroom and meet native speakers from other countries without having to pay for a plane ticket. Students develop strong, lasting ties with their work partners and learn how to work in a group.”
“Deeper understanding of the course material, impossible to detail in class.”
However, others responded:
“People prefer in class, in person activities. It is more difficult to have engaging activities in an online environment, but we [I and my students] are working on finding ways to improve the online learning.”
Developing online courses
The TLSS and Centre for Innovative Pedagogies and Digital Learning (CIPDL) team completed 22 online course development projects and are currently working on 15 more.
Projects completed
Distribution per faculty:
- Arts: 7
- Sciences: 3
- Law: 3
- Health sciences: 1
- Education: 1
- International Office: 1
- CNFS: 4
- Other: 2
Current projects
Distribution per faculty:
- Health sciences: 1
- Sciences: 1
- Social sciences: 2
- CNFS: 3
- Engineering: 2
- Medicine: 3
- Education: 1
- Other: 2
What students are saying
“I loved the layout of the course on Brightspace. I was somewhat nervous at first to be taking an online course for the first time, but I was extremely happy with the overall experience. I enjoyed the videos since it would let us have an overview of the different subjects. In addition, I enjoyed the different subjects that were given during the online discussion. I learned a lot during this course and would strongly suggest it to other students. Thank you!!”
“This was my favourite class of the course. I almost wish it was in-class to be able to interact with our professor and students in real time. I did really enjoy the content and presentation of this class as well. Thank you for making my first online class a success!”
What students are saying
“I really enjoyed having a flexible schedule being able to complete modules every week when it fit best with my other responsibilities. TA’s responded right away and were very helpful. Overall I was very pleased with this course and I would love to take more online courses.”
“Bar has been raised for me re: expectations for online courses through Ottawa U. Hoping to see MANY more options using this format. Thank you!”
However, other students are saying:
“Professors need better training on how to use the platform and how to plan an online course.”
What instructors are saying
Transformation
Change is inevitable.
Transformation is a choice.
Experiential
Transforming lives through experiencial learning.
Future
Transformative learning, the foundations of the future.