Digital Humanity: Professing in Novel Times—Episode Four

This week Steven and I met up for a virtual hallway chat with Eamonn O’Laocha a Douglas College Faculty Member in the Department of Business Management. Among other things, Eamonn is working with the Douglas College Facilitating Faculty Online Group and kindly shared some of his observations about the challenging path facing faculty. In addition, Eamonn spoke to some of the work he is doing to address tech inequity and access to education.

To learn more about his work check the full article  https://www.douglascollege.ca/about-douglas/news-and-media/news/2020/May/digital-devices-donations. Eamonn’s interview is full of excellent insights and reminds us all of the importance of understanding the ‘novel’ times we are in. 

We would like to acknowledge that we live, learn, work, and play on the unceded traditional territories of the Coast Salish Peoples of the QayQayt and Kwikwetlem First Nations.

Dr. Eamonn O’Laocha
Dialogue with Eamonn, Lisa, and Steven—June 23, 2020

Eamonn referred to the work of Paulo Friere in the recording; here is a link to more information about Friere: https://infed.org/mobi/paulo-freire-dialogue-praxis-and-education/

From in-person to online course delivery within a short timeline

Technology interconnects us, as this snapshot of world-wide internet activity shows.
Image from The Opte Project
 (CC BY-NC 4.0)

“What would you do if you suddenly had to deliver your face-to-face class online, and with minimal preparation time?”
This was the question Michelle Jickling, Instructional Designer and E-Learning Developer for Douglas College’s Training Group, and Steven Bishop, Douglas College Learning Designer, discussed in the first of a series of episodes exploring digital literacies.

We used Blackboard Collaborate online meeting software to model the solutions we were proposing, since we were both at different locations. Here are the topics, images, and links discussed during the session:
Top Five Essentials for going from face-to-face course delivery to online delivery:

  1. Organize and collate the (existing) essential deliverables into a logical pattern (e.g., navigation information, weekly content folders, and assessment descriptions).
  2. Decide what kinds of communication are most practical (e.g., course messages, email, synchronous online meetings, and asynchronous discussion forums).
  3. Work backwards from the (existing) means of assessment to develop the assessment tools, Grade Center, and communication of grades and feedback to students.
  4. Set up the course for basic delivery (e.g., create content areas, folders, items; upload files).
  5. Deploy Blackboard tools as appropriate for all of the above.

Additional Considerations:

  • Student communications: synchronous meetings may be limited due to bandwidth, or access to reliable online services.
  • Means of assessment: other than proctored examination, Blackboard assessments would primarily be useful as open-book quizzes and formative assessments.
  • Instructional presence: an essential consideration not addressed in the list above.

SAMR = Substitution, Augmentation, Modification, and Redefinition

How Technology Can Improve Learner-Centred Teaching

Douglas College Blackboard Faculty Resources

DEN (Douglas Educators Network) Blackboard Organization

Blackboard Collaborate online meeting software—Help for Moderators

We would like to acknowledge that we live, learn, work, and play on the unceded traditional territories of the Coast Salish Peoples of the QayQayt and Kwikwetlem First Nations.

Designing learning experiences

Part 1 of a series

by Steven Bishop

Michelle Jickling, who is currently working as an Instructional Designer and eLearning Developer with the Training Group at Douglas College, and I sat down for a conversation about the essentials of helping subject-matter experts and instructors with course development. We specifically addressed some of the initial concerns with translating the expert’s knowledge to an online environment, such as the Blackboard LMS currently used by the College.

Our discussion touched on:

  • Starting from scratch: storyboarding, assessing learning needs, organizing existing content, reviewing the learning goals
  • Meeting desired outcomes vs. delivery of information
  • Scaffolding into advanced knowledge
  • Iterative processes and updating content
  • Discipline-specific priorities
  • Synchronous and asynchronous modalities – how best to meet the student where they are
  • Modern educational and life challenges for students
  • Relevancy in course design and assessments
  • Balancing an expert’s knowledge with time constraints (the 80:20 rule)
  • Time expectations
Listen to the 8:30 minute recorded dialogue

We would like to acknowledge that we live, learn, work, and play on the unceded traditional territories of the Coast Salish Peoples of the QayQayt and Kwikwetlem First Nations.