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We are all treaty people – Site C: Treaty power or power politics?

 

Thu, 5 July 2018 6:30 PM – 9:30 PM  at the Aboriginal Gathering Place (4650)
Douglas College 700 Royal Ave New Westminster View Map

Speakers:

Chief Bob Chamberlain of the BC Union of Indian Chiefs

As the elected Vice-President of the Union of BC Indian Chiefs, Chief Chamberlin takes an active role in the defense of Aboriginal Title and Rights and is committed to overcoming the challenges and impacts of fish farms in the Broughton Archipelago. Further, he frequently engages in lobby efforts at both the provincial and federal levels to ensure the protection of First Nations water rights and safe drinking water for our communities.

Gordon Christie, Professor of Law, Peter A Allard School of Law

Professor Christie is of Inupiat/Inuvialuit ancestry and researches in the areas of Aboriginal rights, Aboriginal title, indigenous self-determination, and the Crown’s duty to consult and accommodate Aboriginal groups. Professor Christie’s research also focuses on the intersection between indigenous law and Aboriginal law that has developed through Canadian jurisprudence on section 35 of the Constitution Act, 1982.

Julian Napolean, Dane-Zaa and Cree from the Salteau First Nation in Treaty 8 Territory and Member of the Working Group on Indigenous Food Security

Adrienne Peacock, Faculty Emeritus, Douglas College, Department of Biology

After graduating with a Ph.D. in Zoology from UBC, Adrienne worked as a consultant to an environmental group and then, for over twenty years, taught biology, ecology and environmental science at Douglas College.

Reverend Emilie Smith, Rector of St.Barnabas Anglican Church, New Westminster

Dave Seaweed, Aboriginal Students Coordinator, Douglas College

Accessibility:

Please message the organizers with any accessibility concerns. Best entrance from campus parking lot or Royal Ave for those with mobility concerns. Barrier free washrooms available.

(Posted at the request of Stephen Crozier, Douglas College)

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And what a festival it was!

I’m back this week from attending three full days (May 28-30) at the Festival of Learning and my heart and mind are full. So before too much time goes by, I’d like to try to unpack what I participated in, collaborated on, and observed about this one-of-a-kind conference for educators and students.

First off, let’s talk about the theme for #FoL18: Higher Education: Handle with Care. Its two driving tenets, (a) inclusion and accessibility and (b) self-care,  provided some pretty hefty topics for us to lift throughout the festival. But, isn’t that the purpose of higher ed conferences? To push us out of our comfortable little backyards to see the world from other perspectives and to learn from them? Based on the anecdotal feedback I’m seeing on Twitter, conference goers were truly touched by the thought and caring that went into organizing FoL. Here are just a few of the highlights:

  • Photo by Markus Spiske on Unsplash

    Free childcare was provided from 8:30-4:30 on all three days. Say what?! It’s true, and for anyone not from the Lower Mainland who wanted to bring their children, this was a HUGE deal. Parents were assured their children were cared for by professionals and during breaks/lunches they could check in with them. A brilliant idea whose time has come.

  • The organizing committee worked hard to make FoL affordable for all with special discounts for early registrants, students, speakers, and volunteers, and even a grant program for faculty applicants to help with their registration costs.
  • Name tags and pronoun ribbons, and all-gender washrooms  were available at the conference.
  • Mind and body balance: yoga sessions were held in the mornings and during breaks to ensure our bodies were attuned for learning. A dedicated meditation room was set up to give participants time to quietly reflect whenever they needed to. Again, all free of charge.

    Photo by Jared Rice on Unsplash
  • I don’t know about you, but food is pretty important to me, so having delicious, nutritious options for meals and breaks really made me feel the love.

And all this without even mentioning the conference sessions and workshops themselves. So allow me to mention them now.

  • The Keynotes. C’mon! I defy anyone with a heart to say they weren’t deeply impacted by what they heard, felt, and experienced at the three incredible keynotes. Themes of compassion and empathy for our students and ourselves were brilliantly interwoven, opening us up to new possibilities.
  • So many great sessions to choose from including: OER and open pedagogies, caring for privacy, cultivating trust and emotional safety, global citizenship, students as partners, supporting student wellness, universal design for learning, liberating structures, teaching resilience to undergrads, digital/flexible hybrid learning, community engagement, visual toolkit for self-care, beyond the walled garden (LMS), building capacity for diversity and inclusion, and the list goes on…

Okay. Amazing care and attention for us as individuals, coupled with an incredible slate of sessions that touched our hearts and minds. What more is there to say? I think this tweet from SFU’s Teaching and Learning Centre encapsulates it all.

Thank you to the #FoL18 organizing committee and the many volunteers who tirelessly worked to pull off #thebestconferenceever. The gauntlet has been thrown down.

 

 

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Podcast! Encourage your students’ voice

 

Lisa Smith and Steven Bishop facilitated a workshop at Douglas College that opened up discussions about listening and encouraging student voice, examined Lisa’s process of developing a podcasting assignment in her Gender and Youth Cultures class, and provided some basic audio recording information. The workshop included:

  • Listening as practice (activity)
  • A case study of the development, implementation, and showcasing of a classroom podcast assignment
  • Examples of student and expert podcasts
  • Skills inventory (activity)
  • Technical overview of audio recording, editing, and producing
  • Live recording demo with Audacity software and Yeti microphone
  • Full group discussion of how to bring this approach into the class

Link to the PODcast! Presentation

Link to Podcast Workshop Resources (Google Document)

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Have you seen the LIGHT(board)?

There are two ways of spreading light: to be the candle or the mirror that reflects it. ~Edith Wharton.

Douglas College acquired a new piece of edtech a year ago called the Lightboard. But just what is this lightboard thingy?

Basically, it’s a piece of illuminated glass, on which instructors can write their lessons/lecture notes–just as they would a whiteboard or blackboard in a traditional classroom. The real magic comes into play when the video camera reverses the image, allowing the instructor’s writing to read properly from left to right.

The benefits of this technology are clear:

  • ​Instructors face their audience (students) directly through the glass. [No longer is there a need to turn your back to the students to write on the board.]
  • Students, in turn, see exactly what the instructor is emphasizing.
  • Lightboard sessions are recorded; therefore, the instructor leaves with an MP4 file that can be uploaded to their Blackboard course space or shown to the class by playing it from the instructor computer.
  • Instructors do not need to learn new technology or develop new skills. The Lightboard is fully supported by the ATS team.
  • Using this technology is particularly gratifying to convey difficult concepts, sensitive topics, etc. The recording can be played and replayed as many times as necessary for students to master the content.
Check out this video showcasing two Douglas College instructors and a student discussing the benefits of the Lightboard. And, if you’re interested in finding out more, please contact us.
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Express Yourself! Consider new, creative ways of engaging your students

ATS is currently running a new series of workshops in time for the summer term called “Express Yourself!” These workshops will provide you with an overview to the specific teaching method by faculty experts, plenty of Q&A, and some hands-on play time. Our goal is that you start seeding the possibilities for your own teaching, contemplating how these ideas will engage and motivate your students.

Here’s what’s on offer:

  1. Presenting with purpose: This workshop will focus on heightening physical and vocal engagement in order to clarify your sound, meaning, and message. We will work from material provided by the group. Bring your own speeches, classroom presentations, or video scripts. We will also provide practice text. Bring your curiosity and come prepared to explore your expressive presence. Facilitator: Thrasso Petras, Theatre dept. April 30, 9:30am-12:30pm, N3260
  2. Going visual: You will be guided through a series of fun drawing exercises designed to amplify your visual literacy. No previous drawing experience is required, only a willingness to make to make your marks! Facilitator: Jason Toal, SFU Teaching & Learning Centre. May 2, 9:30-11:00am, S0620
  3. Thinking through the grid: Lightboard edition: You will discuss the comics grid as pedagogical heuristic using the technology of the lightboard. Topics will include the grid as database, timing system, and standing reserve. You will be asked to draw, but no particular drawing skill is required. Facilitators: Peter Wilkins, English dept. & Dwayne Thornhill, ATS. May 14, 9:00am-12:00pm, N3142 and N3272V
  4. Tablets for teaching: Learn how to use a tablet to facilitate teaching. Brandy will demonstrate how she uses it inside the classroom to improve student interaction and make PowerPoints more engaging. She will also discuss making tutorial videos using a tablet, giving you her software recommendations. Facilitator: Brandy Dudas, Accounting dept. May 23, 2:00-3:00pm, S2801
  5. Podcast! Encourage your students’ voices: Join us for an interactive workshop on designing podcast-based assignments. You will receive a mini-case, outlining process, design guidance for creating your podcast assignments, and technical information about podcasting. Facilitator: Lisa Smith, Sociology dept. June 4, 9:00am-12:00pm, S0620

And, these workshops are open and free to everyone. Here’s how you register.

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Podcast Pedagogies – Episode III

In this final podcast of the series, Steven Bishop and Lisa Smith, sit down with Kelsey Huebchen, a Douglas College student who was enrolled in GSWS 2101 and completed a podcast as part of her course work. From an instructor perspective, Lisa discusses some of the benefits of exploring podcasting as a pedagogical and evaluative tool. Kelsey reflects on some of the differences between producing a podcast and writing a research paper.

Listen to the podcast

Lisa recommends instructors keep in mind the following if considering podcasting as an assignment:

1) Introduce the idea early on in the course.

In my class, I discussed the podcast assignment in-depth on the first day of class and had printed copies of the assignment guideline. I took time to go through this with students to ensure that they understood that this was a part of the course and that they would have time to acquire the skills / knowledge required to complete this assignment. 

2) Identify student skills and concerns early on.

In the second course of the semester, I had students work in groups to complete a questionnaire that identified concerns about the podcasting assignment, as well as any existing skills that they already had that would be helpful for this project (for example, do you know how to use the voice recorder on your phone). Following this, we conducted a “skills inventory” of the class as whole. This was really helpful for identifying the different skills that students already had, but also which students might be able to provide assistance to others.

3) Keep podcasting as a subtle, but constant theme throughout the course

Each week, we would listen to a podcast in class. This allowed us to use podcasts as a way to get further into topics we were reading about, but also allowed me to share different kinds of podcasts with students to demonstrate that there were different ways to approach this assignment. Students enjoyed discussing the subject matter in the podcasts, as well as the various elements of production. 

4) Focus evaluation on the planning / organization / research for the podcast.

For this assignment, only a portion of the total grade was based on the actual finished product. Further, students were not graded on the technical quality of the podcast. 

5) Establish a reasonable time limit for the final podcast product.

As an instructor, keep in mind that you will need to listen to ALL the podcasts. Be sure to consider how much time is reasonable for you to spend listening to podcasts at the end of term.

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Podcast Pedagogies

Presentation2

A meta-cognitive look at creating an audio-recording based assignment 

Episode II – 8:19 minutes

After our initial meeting, Lisa Smith and I met for a second time with a more decided perspective on how to proceed with creating an audio-recording-based assignment for her Gender and Youth Cultures course. We are capturing the design process with these recordings and our hope is that other instructors and designers will benefit from our work when considering or creating similar assignments. One additional benefit we have noticed is the reflective nature of reviewing what we discussed while editing. Even if we weren’t going to share these recordings, it has been a valuable experience in understanding dialogue, the other person, and how we communicate ideas.

Listen to the conversation

The resources mentioned in the recording include:

Podcasting – A Teaching with Technology Paper by Ashley Deal, Carnegie Mellon University June 4, 2007
Licensed under Creative Commons Attribution-Noncommercial-No Derivative Works 3.0

Gender and Youth Cultures Campus Culture Podcast Project Assignment Guideline Fall 2017

Listen to Episode I – Exploring the possibility of creating a podcast-based assignment

Continue reading “Podcast Pedagogies”

What a team!

Today the Academic Technology Services (ATS) team is receiving the President’s Team Excellence Award for Douglas College.

Our work covers everything from designing technology for new learning spaces to training for Blackboard, from filming graduation ceremonies to rolling out BlueJeans for web conferencing, from supporting faculty with technical course issues to filming their use of our new Lightboard technology, from developing a new EdMedia program to researching new technology to support specific programs/departments. Such a wide diversity of tasks necessitates a special team who will assess your requirements, then coordinate a plan to systematically meet your core goals.

It is my sincere privilege to work with this gifted, dynamic, and creative group of people. Congratulations, ATS!

EdMedia Program 2.0–Join the media revolution!

You’ve seen your students, your kids, even yourself mesmerized by videos and podcasts on your cellphone. What if you could film/record your own, then edit them incorporating special effects to share with a specific audience? Are you hooked yet?

If this appeals to you for your teaching or your work here at the Douglas College, we have the program for you–the EdMedia Program. It runs from Feb.5 to Mar.15 at the NW campus, consisting of seven separate workshops:

  • Recording Foundations: Pre-production and Planning
  • Video Recording Techniques: Lights, Camera, Action
  • Guerrilla Filmmaking: Portable Device Techniques
  • Audio Recording: Editing with Audacity
  • Camtasia Part 1
  • Camtasia Part 2
  • Showcase and Next Steps

Participants who complete all seven workshops will receive a certificate of completion.

Douglas College faculty or staff: To register, click here.

Happy Holidays, all!

Wow, it’s been such a busy month.  Between work and personal commitments, doing the holiday baking and decorating, gift shopping, trip planning, it’s no wonder folks get stressed at this time of year. So, I’m looking forward to a few days off where I can kick back and reflect on the year that’s been and the new one still to come.

From Steven and I at the Douglas Educators Network, we wish you health, happiness, and hope this holiday season. Check back with us in January. The new year awaits!