Virtual symposium series
This event is a three-part series of virtual events to take stock and make sense of recent experiences transitioning courses to distance/online modalities and to help advance current thinking about effective design and facilitation of teaching and learning in virtual contexts.
Scaffolding a transformative transition to distance and online learning
The Office of the Vice-Provost, Academic Affairs, in collaboration with the Teaching and Learning Support Service (TLSS) organized this event. Among varied sessions on the theme and opportunities to exchange with peers, these recorded events feature expertise from online teaching and learning scholars/practitioners across Canada and abroad.
In support of the integration of renewed pedagogical perspectives and practices, this series seeks to:
- Scaffold reflection and dialogue regarding the transition of instructional practices to distance and online learning modalities;
- Cross-pollinate and exchange instructional and assessment ideas and practices across disciplinary boundaries; and
- Foster opportunities to undertake and showcase action research examining instructional and learning experiences in distance/online modalities.
Snapshot of the Symposium Series
Symposium Report
A report summarizing each of the symposia and synthesizing the themes that emerged through the varied presentations, discussions and activities has been prepared and is available by clicking here
Symposium Series Events
This first event examined the essence and meaning of distance and online learning and provided opportunities to share challenges and pedagogical approaches that best facilitate learning. Recordings of each program session (and related materials) are posted on the virtual platform.
Program at a glance
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10:00 a.m. |
Welcoming remarks |
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10:10 a.m. |
Speaking to Scaffolding the Transition to Online Learning |
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10:30 a.m. |
Sharing and Reflecting on Transition Experiences |
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Health break (10-15 min.) |
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11:30 a.m. |
Keynote – Benoît Raucent Ph.D., Université catholique de Louvain |
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Health break (10-15 min.) |
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12:45 p.m. |
Unpacking Key Instructor and Student Issues |
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Health break (10-15 min.) |
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1:45 p.m. |
Panel with Instructors – Challenges and Opportunities |
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Health break (10-15 min.) |
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2:45 p.m. |
Keynote – Jon Dron Ph.D., Athabasca University |
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Health break (10-15 min.) |
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4:00 p.m. |
Snapshot of Resources to Facilitate the Transition |
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4:15 p.m. |
Bringing it All Together and Looking Ahead |
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4:30 p.m. |
End of the day |
Keynote Speakers
Benoît Raucent Ph.D., Université catholique de Louvain
Benoit Raucent is a professor at the École Polytechnique de Louvain (EPL) and president of the Louvain Learning Lab (LLL) at UCLouvain (Belgium). At the EPL, he coordinated the reform of the first two years of civil engineering studies, called "Candis 2000". Benoit is the author of several publications related to active pedagogy. Within the LLL, he coordinates over twenty pedagogical advisors and manages the collection of the Louvain Learning Lab's resources that explore different facets of university pedagogy.
Key Questions and Reflections for Approaching Distance Instruction
Why move toward a distance modality? Possibly to leverage distance learning as an opportunity to respond to current needs and to make it a common way to access training. This presentation is intended to provide those involved in distance education -- professors, teachers, tutors, advisors, instructional designers, and management personnel -- with insights into the issues that arise when initiating distance education activities, as well as to foster reflection geared toward changing established distance education practices.
Jon Dron Ph.D., Athabasca University
Professor Jon Dron is a member of the Technology Enhanced Knowledge Research Institute and former Chair of the School of Computing and Information Systems, Athabasca University (Canada’s open, online university). He is also an Honorary Faculty Fellow in the Centre for Learning and Teaching, University of Brighton, UK. Jon is an award-winning teacher, and is a UK National Teaching Fellow. Jon’s research in learning technologies is highly cross-disciplinary, including social, pedagogical, technological, systemic and philosophical aspects of technology and learning design & management. He is the author of Control & Constraint in E-Learning: Choosing When to Choose, and (with Terry Anderson) of Teaching Crowds: Learning and Social Media (https://teachingcrowds.ca).
How Distance Changes Everything
Like most complex technologies, in-person educational systems have evolved to include a wide range of counter-technologies - including methods of teaching (pedagogies) - that were invented to overcome the problems caused by in-person educational systems, most notably in terms of their adverse effects on learner autonomy and intrinsic motivation. Distance teaching creates new motivational problems of its own, especially with regard to social relatedness. However, it can solve some problems that are foundational and endemic in in-person learning, particularly in its support for learner autonomy. Unfortunately, these benefits are rarely fully realized because we too often needlessly transfer pedagogies that solve problems for in-person teaching, many of which can be positively harmful outside their original context. In this presentation I will reveal some of the central Faustian Bargains of in-person and online learning, and will suggest practical approaches to thinking about how and when to use both.
Session 1
Welcoming Remarks Jill Scott and Aline Germain-Rutherford
Welcome and Introduction
to the Symposium Theme
Watch the recording
| Jill Scott Ph.D. | Aline Germain-Rutherford Ph.D. |
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| Provost and Vice-President Academic | Vice-Provost Academic Affairs |
Session 2
Keynote : Benoît Raucent Ph.D.,
Université catholique de Louvain
Keynote : Benoît Raucent Ph.D.,
Université catholique de Louvain
Watch the recording
For a copy of the presentation slides – Click here
Key Questions and Reflections for Approaching Distance Instruction
Why move toward a distance modality? Possibly to leverage distance learning as an opportunity to respond to current needs and to make it a common way to access training. This presentation is intended to provide those involved in distance education -- professors, teachers, tutors, advisors, instructional designers, and management personnel -- with insights into the issues that arise when initiating distance education activities, as well as to foster reflection geared toward changing established distance education practices
Benoît Raucent |
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Benoit Raucent is a professor at the École Polytechnique de Louvain (EPL) and president of the Louvain Learning Lab (LLL) at UCLouvain (Belgium). At the EPL, he coordinated the reform of the first two years of civil engineering studies, called "Candis 2000". Benoit is the author of several publications related to active pedagogy. Within the LLL, he coordinates over twenty pedagogical advisors and manages the collection of the Louvain Learning Lab's resources that explore different facets of university pedagogy. |
Session 3
Unpacking Key Instructor and
Student Issues
Following the analysis of University of Ottawa survey data regarding the instructor, student and teaching assistant transition experience, several key themes associated with instructional issues emerged (click on the link at the end of this page to see the survey reports).
This 45 minute session serves to unpack and address these issues via a series of small group guided conversations. Discussions will be facilitated using prompt questions hosted in a Google Doc file to encourage collaborative brainstorming that aims to be solution-oriented.
Outlined below are eight topics up for discussion. We invite you to join one by clicking on the associated Zoom link and by contributing to the associated collaborative Google Document. Zoom links will be activated 10 minutes before the start of the session
- Topic 1: Active learning in online learning environments
- To view a summary of the discussion and subsequent reflections, click here.
- Topic 2: Designing and Implementing Meaningful Evaluations
- To view a summary of the discussion and subsequent reflections, click here.
- Topic 3: Preventing cheating and plagiarism
- Unfortunately, no summary is available for this discussion.
- Topic 4: Designing and facilitating group work in a virtual context
- To view a summary of the discussion and subsequent reflections, click here.
- Topic 5: Teaching large enrolment online courses
- To view a summary of the discussion and subsequent reflections, click here.
- Topic 6: Community-building in online environments
- To view a summary of the discussion and subsequent reflections, click here.
- Topic 7: Ethics, Responsibilities and Netiquette
- To view a summary of the discussion and subsequent reflections, click here.
- Topic 8: Supporting student wellness
- To view a summary of the discussion and subsequent reflections, click here.
In response to the physical distancing measures put in place in mid-March 2020 due to the COVID-19 outbreak, numerous changes to course modality and pedagogical practices took place in very short order across postsecondary institutions. To learn from these experiences and to further enhance instructional supports, such as the choice and availability of online technologies, how-to guides, and training options, the University of Ottawa sought the input of all professors, teaching assistants (TAs) and students having been enrolled in a course during the winter and the spring/summer 2020 semesters. Data from each of the respondent groups were collected between mid-May and late June via dedicated institutional-level surveys. Below are summary reports for each survey administered and a synthesis document and associated infographic.
Session 4
Panel with Instructors – Challenges and Opportunities
Panel with Instructors
Challenges and Opportunities
This session offers a snapshot of the lived experiences of three professors from varied faculties in regard to their recent transition to online instruction. Each share the top challenges encountered and the strategies they used to harness/leverage the opportunities that this modality offers.
Experiences will be shared in English during the first 30 minutes. The last 10 minutes will be open for questions and discussion in both English and French.
Alison Flynn Ph.D.
Faculty of Science (Chemistry)
Judy King Ph.D.
Faculty of Health Sciences
(Physiotherapy)
Simon Beaudry Ph.D.
Faculty of Social Sciences (Psychology)
Watch the recording
Session 5
Keynote: Jon Dron Ph.D.,
Athabasca University
Keynote: Jon Dron Ph.D.,
Athabasca University
Watch the recording
How Distance Changes EverythingLike most complex technologies, in-person educational systems have evolved to include a wide range of counter-technologies - including methods of teaching (pedagogies) - that were invented to overcome the problems caused by in-person educational systems, most notably in terms of their adverse effects on learner autonomy and intrinsic motivation. Distance teaching creates new motivational problems of its own, especially with regard to social relatedness. However, it can solve some problems that are foundational and endemic in in-person learning, particularly in its support for learner autonomy. Unfortunately, these benefits are rarely fully realized because we too often needlessly transfer pedagogies that solve problems for in-person teaching, many of which can be positively harmful outside their original context. In this presentation I will reveal some of the central Faustian Bargains of in-person and online learning, and will suggest practical approaches to thinking about how and when to use both.
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Jon Dron Ph.D. |
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Professor Jon Dron is a member of the Technology Enhanced Knowledge Research Institute and former Chair of the School of Computing and Information Systems, Athabasca University (Canada’s open, online university). He is also an Honorary Faculty Fellow in the Centre for Learning and Teaching, University of Brighton, UK. Jon is an award-winning teacher, and is a UK National Teaching Fellow. Jon’s research in learning technologies is highly cross-disciplinary, including social, pedagogical, technological, systemic and philosophical aspects of technology and learning design & management. He is the author of Control & Constraint in E-Learning: Choosing When to Choose, and (with Terry Anderson) of Teaching Crowds: Learning and Social Media (https://teachingcrowds.ca). |
Session 6
Bringing it All Together and Looking Ahead
Bringing it All Together and Looking Ahead
To tie together the themes, ideas, and practices presented and discussed throughout the day, this session aims to present a sample toolkit of resources for educators to consider as they continue to plan, prepare and facilitate learning in online and distance modalities.
Snapshot of Resources to Facilitate the Transition
Here are but a few of the helpful resources regarding online and distance instruction. Should you have others that you wish to share with event participants, please enter these in the activity feed (below).
- eCampusOntario
- Extend eCampusOntario
- Carleton University
- York University
- Society for Teaching and Learning in Higher Education
- University of Ottawa online course
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Closing Remarks
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Aline Germain-Rutherford Ph.D. |
Watch the recording
Building on the exchanges initiated at the November 20th symposium, this second event held on Wednesday February 17th aims to go deeper and focus on 1- transforming attitudes toward distance/online modalities, and 2- transforming perspectives regarding the teaching and learning paradigm. Keynote speakers include Martine Pellerin (University of Alberta) and Sean Michael Morris (University of Colorado) will share their work on motivation and attitudinal shifts in innovative and digital pedagogies.
Program at a glance
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10:00 a.m. |
Welcoming Remarks and Overview of the Symposium Theme This session will feature a 20min. breakout group discussion about the nature of shifts in attitudes in professors and students with respect to online instruction and learning. |
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10:45 a.m. |
Health break |
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11:00 a.m. |
Keynote – Martine Pellerin Ph.D., University of Alberta Distance/Online Teaching and Learning in the Age of COVID-19: A Paradigm Shift to Transform Perspectives on Teaching and Learning. *Presentation in French with simultaneous interpretation |
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12:00 p.m. |
Discussion space In this space, participants can:
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12:30 p.m. |
Presentation & Discussion of Resources related to the Enhancement of Online Learning and Pedagogies of Care Three guest experts will present concurrently, and address lessons learned in the recent transition to online instruction and learning and how these lessons have led to, or leveraged the use of, specific resources. |
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1:00 p.m. |
Health break |
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1:15 p.m. |
Keynote – Sean Michael Morris, University of Colorado Teaching through the Screen: Critical Digital Pedagogy after COVID-19. *Presentation in English with simultaneous interpretation |
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2:15 p.m. |
Discussion space In this space, participants can:
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2:45 p.m. |
Panel with Students and Professors |
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3:45 p.m. |
Health break |
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4:00 p.m. |
Concluding Remarks and Looking Ahead |
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4:20 p.m. |
End of the day |
Keynote Speakers
Sean Michael Morris, University of Colorado
Sean Michael Morris is Senior Instructor of Learning, Design, and Technology in the School of Education and Human Development at the University of Colorado at Denver. He is also the Director of Digital Pedagogy Lab, an international professional development gathering for educators committed to issues of diversity, equity, inclusion, critical digital pedagogy, and imagining a new future for education. He co-authored An Urgency of Teachers: the Work of Critical Digital Pedagogy, co-edited Critical Digital Pedagogy: A Collection, and has contributed to Disrupting Digital Humanities, Digital Pedagogy in the Humanities, MOOCs and their Afterlives: Experiments in Scale and Access in Higher Education, Applied Pedagogies: Strategies for Online Writing Instruction, and Critical Examinations of Distance Education Transformation Across Disciplines. His work has been featured by The Guardian, National Public Radio, The Economist, Izvestia, The Chronicle of Higher Education, Inside Higher Ed, along with other publications and numerous podcasts.
Teaching through the Screen: Critical Digital Pedagogy after COVID-19
The precipitate shift to remote instruction during the COVID-19 pandemic came with no reliable best practices. Finding themselves suddenly distant, learners and teachers had few choices outside of improvisation. A profound lack of literacy in digital pedagogies created a crisis that affected not only the curriculum, but the community of the classroom. The natural synergy of being together in a room abruptly became an unnatural shift to turning mics and cameras on and off in the framework of a video conference. Many have supposed that out of this crisis might grow a new educational approach or institution—one that might support faculty and staff to advance educational equity, and move away from the all too common one-size-fits-all approach of online learning. To affect this transformation, we must consider a critical digital pedagogy, one that integrates digital literacies with equitable practices to create meaningful learning on both sides of the screen.
Martine Pellerin, Ph.D., University of Alberta
Martine Pellerin is Vice-Dean of Research and Innovation and Full Professor at the University of Alberta (Faculté Saint-Jean). She received her PhD in Educational Technologies from the University of Calgary in 2005. She has taught distance/online education for over 15 years. She teaches undergraduate and graduate courses in the education program in the areas of digital technologies, online education and digital literacy. Her research interests include: the integration of digital technologies in teaching and learning at the primary/secondary/university level; inclusion; digital literacy, digital skills development and digital citizenship; and online education. She is responsible for initiatives related to digital transformation and the transfer of distance/online education at the Saint-Jean Campus. She has received the IT Ambassador Award and Team Innovation from the University of Alberta for her technological leadership.
Distance/Online Education and Learning in the Age of COVID-19: a Paradigm Shift Aimed at Transforming Perspectives Related to teaching and Learning.
The COVID-19 crisis has led to a rapid shift to distance/online learning. Despite the crucial role of technology in the adoption of these new teaching modalities, the emergence of a new paradigm regarding pedagogical practices is at the heart of the transformation. For the first time in the history of education, the traditional model of knowledge transmission, with the teacher at the center as the expert and the students as passive receivers of it, is in jeopardy. This paradigm shift is leading to a transformation of the role of the teacher into that of a coach and that of the student into that of an active actor in the learning process. The emergence of new pedagogical practices aims at engaging students through the co-construction of knowledge, the co-creation of content, inquiry-based learning and the development of solutions as global citizens to the global challenges and issues we collectively face. New technologies are also contributing to this paradigm shift by fostering new forms of presentation and expression of knowledge.
Session 1
Welcoming Remarks
Aline Germain-Rutherford
Welcoming Remarks and Overview of the Symposium Theme |
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| Aline Germain-Rutherford Ph.D. Vice-Provost, Academic Affairs |
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This session features welcoming remarks from the Vice-Provost Academic Affairs of the University of Ottawa as well as an overview of the day’s theme. The last 20 minutes of this session will offer an opportunity to reflect on and discuss the nature of shifts in attitudes in professors and students with respect to online instruction and learning. Using a short series of guiding questions, participants will break out into small groups to share and learn from colleagues across disciplines. Within virtual groups of 5-6, participants will be asked to document their reflections and discussion as a group using the following Google Forms Tool. Following the activity, the results will be anonymized, compiled, and synthesized into a summary outlining shifts in perspectives and practices and the most helpful strategies and resources used in the context of these transitions. This summary will be posted on this session page and shared with those in attendance. |
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Recording of the session
Session 2
Distance/Online Teaching and Learning
in the Age of COVID-19
Keynote – Martine Pellerin Ph.D.
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Martine Pellerin is Vice-Dean of Research and Innovation and Full Professor at the University of Alberta (Faculté Saint-Jean). She received her PhD in Educational Technologies from the University of Calgary in 2005. She has taught distance/online education for over 15 years. She teaches undergraduate and graduate courses in the education program in digital technologies, online education and digital literacy. Her research interests include integrating digital technologies in teaching and learning at the primary/secondary/university level; inclusion; digital literacy, digital skills development and digital citizenship; and online education. She is responsible for initiatives related to digital transformation and the transfer of distance/online education at the Saint-Jean Campus. She has received the IT Ambassador Award and Team Innovation from the University of Alberta for her technological leadership. |
Distance/Online Teaching and Learning in the Age of COVID-19: A Paradigm Shift to Transform Perspectives on Teaching and Learning |
| The COVID-19 crisis has led to a rapid shift to distance/online learning. Despite the crucial role of technology in adopting these new teaching modalities, the emergence of a new paradigm regarding pedagogical practices is at the heart of the transformation. For the first time in the history of education, the traditional model of knowledge transmission, with the teacher at the center as the expert and the students as passive receivers, is in jeopardy. This paradigm shift is leading to a transformation of the role of the teacher into that of a coach and that of the student into that of an active actor in the learning process. The emergence of new pedagogical practices aims at engaging students through the co-construction of knowledge, the co-creation of content, inquiry-based learning and the development of solutions as global citizens to the global challenges and issues we collectively face. New technologies are also contributing to this paradigm shift by fostering new forms of presentation and expression of knowledge. |
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To download a copy of the slides presented during the keynote session, please click here. |
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Recording of the session |
Session 3
Presentation & Discussion of Resources related to the Enhancement of ...
Presentation & Discussion of Resources related to the Enhancement of Online Learning and Pedagogies of Care |
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Four guest experts will present concurrently, and address lessons learned in the recent transition to online instruction and learning and how these lessons have led to, or leveraged the use of, specific resources. Browse through the themes below and see the links and download the documents that have been presented. |
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No recording available for this session |
Session 4
Teaching through the Screen: Critical Digital Pedagogy after COVID-19
Keynote – Sean Michael Morris
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Teaching through the Screen: Critical Digital Pedagogy after COVID-19
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| The precipitate shift to remote instruction during the COVID-19 pandemic came with no reliable best practices. Finding themselves suddenly distant, learners and teachers had few choices outside of improvisation. A profound lack of literacy in digital pedagogies created a crisis that affected not only the curriculum but the classroom community. The natural synergy of being together in a room abruptly became an unnatural shift to turning mics and cameras on and off in the framework of a video conference. Many have supposed that out of this crisis might grow a new educational approach or institution—one that might support faculty and staff to advance educational equity and move away from the all too common one-size-fits-all approach of online learning. To affect this transformation, we must consider a critical digital pedagogy, one that integrates digital literacies with equitable practices to create meaningful learning on both sides of the screen. |
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To download a copy of the slides presented during the keynote session, please click here. |
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Recording of the session |
Session 5
Panel with Students and Professors - Shifts in Attitudes, Perceptions and Practices
Panel with Students and Professors - Shifts in Attitudes, Perceptions and PracticesThis session offers a snapshot of the lived experiences of two students and two professors from varied faculties about shifts in attitudes, perceptions, practices related to online learning and instruction. Between panelist presentations, time will be devoted to questions and discussion. |
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Recording of the session |
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Session 6
Concluding Remarks and Looking Ahead
Concluding Remarks and Looking Ahead |
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This short session aims to tie together the themes, ideas, practices presented and discussed throughout the day. As a way of providing continuity to the conversations catalyzed during the symposium, an opportunity to participate in action research groups will be highlighted. In addition to the information shared this session, see details about this opportunity below.
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Recording of the session
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Action Research GroupsObjective: The action research groups aim to be a way for fellow instructors to connect over similar online instruction/learning questions and areas of inquiry. The spirit of these groups is to dig deeper into these questions and find opportunities to collaboratively investigate them. Collaborative investigations may include sharing of resources, collecting and analyzing data, and even reflecting on practice and research via a collective chapter or article. Format/Topics: Inspired by Wenger’s concept of Communities of Practice, action research groups will be initiated in multiple distinct areas of inquiry. Initial meetings will be informal and serve as opportunities to define questions of common interest and possible means of collaboration. Timeframe: A first action research group meeting for each theme will be held in mid-March as organized by a group representative and meet at a collectively defined frequency. Outputs: In addition to any collaboratively determined projects, each action research group will be invited to make a contribution to a collective of articles to be worked on in the spring/summer of 2021. Should the groups be particularly active by the May 10th symposium, they may also be offered an opportunity to present or facilitate a short session on their topic/theme of inquiry. To browse the Action Research Group themes and sign-up via a Google Docs form, please click here. |
Serving as the final symposium of the series, this event held on Monday May 10th will focus on: 1- making sense of the mass transition to distance/online learning modalities; 2- showcasing instances of reintegrated practices and examples of action research. Stephen Murgatroyd (Contact North), Pascale Blanc (HEC Montréal) and John Baker (D2L) will serve as speakers at this final event to bring together the ideas, practices and potential transformations from the former events along with current forward-looking research.
Program at a glance
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10:00 a.m. |
Welcoming Remarks and Conversation with John Baker (CEO of D2L) This session will feature an examination of responses from the pre-symposium survey, followed by a moderated discussion with John Baker (D2L) about transformations in educational technology. |
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10:45 a.m. |
Health break |
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11:00 a.m. |
Keynote – Pascale Blanc Ph.D., Agence Universitaire de la Francophonie E-Learning: Opportunities, Benefits, and a Lever for the Digital Transformation of Higher Education. *Presentation in French with simultaneous interpretation |
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12:00 p.m. |
Health break |
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12:15 p.m. |
Hands-On Learning in Our Virtual Communities: Adapting Community Service Learning to an Online Model This session will address how the transition online is influencing the nature of experiential learning towards more hybrid and co-collaborative projects in the coming years. |
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12:45 p.m. |
Health break |
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1:00 p.m. |
Panel with Administrators - Lessons Learned and Transformations for the Future Jill Scott – Provost and Vice-President, Academic Affairs (University of Ottawa) Jerry Tomberlin – Provost and Vice-President, Academic Affairs (Carleton University) Chris Janzen – Senior Vice-President, Academic (Algonquin College) Lynn Casimiro – Vice-Présidente à l’enseignement et à la réussite scolaire (La Cité) Four senior administrators from academic institutions across Ottawa will speak on lessons learned, addressing changes over the last year and how these changes will inform the future of postsecondary teaching and learning. *Presentation in both English and French with simultaneous interpretation |
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2:00 p.m. |
Health break |
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2:15 p.m. |
Keynote – Stephen Murgatroyd, Ph.D., Contact North The Challenge of Shifting to a New Paradigm for Learning. *Presentation in English with simultaneous interpretation |
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3:15 p.m. |
Health break |
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3:30 p.m. |
Concluding Remarks and Looking Ahead |
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4:00 p.m. |
End of the day |
Keynote Speakers
Stephen Murgatroyd, Ph.D. FBPsS FRSA
Stephen Murgatroyd has worked extensively in open and distance learning since 1972. At the Open University (UK), Athabasca University (Canada), in corporate training and consulting for Axia NetMedia, as a consultant to The Open Polytechnic of New Zealand, Commonwealth of Learning, Hamdan Bin Mohammed Smart University of Dubai, Middlesex University (UK) and many others. He has advised governments on educational policy in Chile, Paraguay, UAE, Australia and New Zealand. Most recently he has been advising the New Zealand Open Polytechnic on its transformation agenda. In the UAE he is working with both the Ministry of Possibilities and the Minister of Higher Education and Scientific Research on the future of technology enabled learning, especially focusing on Smart Skills and the role of AI and augmented / virtual reality in reimagining learning.
For more information, see http://stephenmurgatroyd.me/
The Challenge of Shifting to a New Paradigm for Learning
All of a sudden 1.6 billion learners around the world and their instructors had to adapt to new ways of learning during the pandemic of 2020. Some created exceptional learning, some "limped through" and some failed to adapt to the opportunities created by technology enabled learning.
What the experience of "remote teaching" (sic) revealed was a limited understanding of pedagogy or the potential of engaged, peer to peer and constructivist learning models and approaches. The presentation will provide insights into what is possible and what we saw happen and draw attention to the need to rethink learning as a process within the college / university sector and to re-examine our assumptions about assessment.
Pascale Blanc, Ph.D., Agence Universitaire de la Francophonie
Pascale Blanc holds a Ph.D. in Computer Science from Pierre and Marie Curie University (Paris VI, France) and a Master's degree in Business Administration (HEC Montreal, Canada). She has more than 25 years of experience in the field of information and communication technologies, including 15 years in the management of support for teaching, learning and pedagogical innovation. During her career, Ms. Blanc has held several positions of responsibility in various organizations in France and Quebec. In the field of higher education, she was Coordinator at the Vitrine technologie-éducation (VTÉ), Head of Educational and Research Systems at the École de technologie supérieure (ÉTS) and Director of Technopedagogy at the École des hautes études commerciales (HEC) in Montreal. Pascale Blanc is currently Director of Digital Technology at the Agence universitaire de la Francophonie (AUF).
E-Learning: Opportunities, Benefits, and a Lever for the Digital Transformation of Higher Education
The Internet has revolutionized distance learning through the number and diversity of interactions it has made possible and the number and diversity of digital resources it has made accessible. However, the almost exclusive use of videoconferencing education to address the closure of institutions during the COVID-19 pandemic demonstrated that the use of the Internet, educational technologies and digital educational resources to support learning was still very limited in terms of higher education teaching strategies. However, there is a wealth of practice and research that illustrates the uses and benefits. In this presentation, we will recall some remarkable examples of e-learning and present some avenues to support the implementation of these approaches and the potential for educational transformation that they can bring about.
Session 1
Welcoming Remarks and Conversation with John Baker (CEO of D2L)
Welcoming Remarks and Overview of the Symposium Theme
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This session features welcoming remarks from the Vice-Provost Academic Affairs of the University of Ottawa and a 30-minute discussion with John Baker (CEO of D2L), focusing on transformations in educational technology and the future of distance/online learning. |
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Recording of the session
Session 2
E-Learning: Opportunities, Benefits, and a Lever for the Digital Transformation of Higher Education
Keynote – Pascale Blanc Ph.D., Agence Universitaire de la Francophonie |
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Pascale Blanc holds a Ph.D. in Computer Science from Pierre and Marie Curie University (Paris VI, France) and a Master's degree in Business Administration (HEC Montreal, Canada). She has more than 25 years of experience in the field of information and communication technologies, including 15 years in the management of support for teaching, learning and pedagogical innovation. During her career, Ms. Blanc has held several positions of responsibility in various organizations in France and Quebec. In the field of higher education, she was Coordinator at the Vitrine technologie-éducation (VTÉ), Head of Educational and Research Systems at the École de technologie supérieure (ÉTS) and Director of Technopedagogy at the École des hautes études commerciales (HEC) in Montreal. Pascale Blanc is currently Director of Digital Technology at the Agence universitaire de la Francophonie (AUF). |
E-Learning: Opportunities, Benefits, and a Lever for the Digital Transformation of Higher Education
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| The Internet has revolutionized distance learning through the number and diversity of interactions it has made possible and the number and diversity of digital resources it has made accessible. However, the almost exclusive use of videoconferencing education to address the closure of institutions during the COVID-19 pandemic demonstrated that the use of the Internet, educational technologies and digital educational resources to support learning was still very limited in terms of higher education teaching strategies. However, a wealth of practice and research illustrates the uses and benefits. In this presentation, we will recall some remarkable examples of e-learning and present some avenues to support the implementation of these approaches and the potential for the educational transformation they can bring about. |
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To download a copy of the slides presented during the keynote session, please click here. |
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Recording of the session |
Session 3
Hands-On Learning in Our Virtual Communities...
Hands-On Learning in Our Virtual Communities:
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Adapting the Community Service Learning (CSL) program to a primarily virtual model this past year required professors and students to rethink the place of hands-on learning in online courses, and for community organizations to pivot their student placement offerings within an evolving work landscape. This session will address how this transition is influencing the nature of our experiential learning program towards more hybrid and co-collaborative projects in the coming years. Resources:
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Session 4
Panel with Administrators - Lessons Learned and Transformations for the Future
Panel with Administrators - Lessons Learned and Transformations for the Future
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Jill Scott
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Jerry Tomberlin
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Chris Janzen |
Lynn Casimiro |
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Recording of the session
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Session 5
The Challenge of Shifting to a New Paradigm for Learning
Keynote – Stephen Murgatroyd, Ph.D.
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Stephen Murgatroyd has worked extensively in open and distance learning since 1972. At the Open University (UK), Athabasca University (Canada), in corporate training and consulting for Axia NetMedia, as a consultant to The Open Polytechnic of New Zealand, Commonwealth of Learning, Hamdan Bin Mohammed Smart University of Dubai, Middlesex University (UK) and many others. He has advised governments on educational policy in Chile, Paraguay, UAE, Australia and New Zealand. Most recently he has been advising the New Zealand Open Polytechnic on its transformation agenda. In the UAE he is working with both the Ministry of Possibilities and the Minister of Higher Education and Scientific Research on the future of technology enabled learning, especially focusing on Smart Skills and the role of AI and augmented / virtual reality in reimagining learning. For more information, see http://stephenmurgatroyd.me/ |
The Challenge of Shifting to a New Paradigm for Learning
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Session 6
Concluding Remarks and Looking Ahead
Concluding Remarks and Looking Ahead |
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Aline Germain-Rutherford Ph.D.
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| This session aims to tie together the themes, ideas, practices presented and discussed throughout the day. The session will also highlight the direction of scholarship emerging from this three-part symposium series. |
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Recording of the session
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