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.
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.
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!
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.
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!
Recently we held a workshop at Douglas College titled “Creating emotional safety in learning spaces,” which was facilitated by Leva Lee of BCcampus; Sandra Polushin, CFCS faculty; and Steven Bishop and Hope Miller from the Learning Designer team of Academic Technology Services.
And how did we land on this topic? Well, it started over a year ago when Ross Laird presented a two-day workshop titled “Storming the Ivory Tower.” As one plank of his 10-plank framework, emotional safety is a critical component of teaching the whole person.
Our goal in running this workshop was really to start a dialogue at Douglas College about what emotional safety means and how it impacts each of us in our various learning environments. None of the facilitators professed to being an expert in the field of emotional safety, but they were willing to guide the discussion around this important topic.
To that end, the facilitators used Liberating Structures activities to generate thoughts, ideas, challenges, and solutions, as well as to model how such topics could be tackled in learning environments. Two hours flew by as participants completed three activities–Impromptu Networking, Drawing Monsters, and 1-2-4-All–each activity building on the insights gleaned during group work.
I’m happy to report that feedback from participants was very positive. They liked the format and saw the benefits of using Liberating Structures to delve into topics such as emotional safety.
But, did we succeed in creating an emotionally safe space for participants to come together, share, tackle tough topics, and problem solve? Absolutely.
If, after reading this, you are interested in joining Douglas College’s Whole-Person Community of Practice, please contact either Steven Bishop or Hope Miller. You can also consider joining the Vancouver Liberating Structures User Group.
By Steven Bishop
I am getting better at answering the question, “What you are talking about is important, but what does that have to do with technology?” This question is probably more implied, and probably more personal and internal, than one I am asked by others directly. My job title is Online Learning Designer, a role that involves:
- supporting faculty with their use of the college’s Learning Management System (LMS)
- collaborating with educational and informational technology staff to ensure currency and quality of online learning environments
- instructing faculty in the design and production of online learning objects
- providing “exceptional client-centered service on a consistent basis to all stakeholder groups”
Depending on what one thinks technology means, there is lots of room for interpretation of the above functions. Because the environment is technological (e.g. digital, computer-based, online), there can be an assumption that the primary work is within prescribed technologies. Ursula Franklin, defines a prescriptive technology as that which “Each step is carried out by a separate worker, or group of workers, who need to be familiar only with the skills of performing that one step. This is what is normally meant by division of labour.” (Franklin, 1990)
Franklin also identifies holistic technology as “…associated with the notion of craft” and involving decisions that can only be made while the work is in process, by the artisan themselves. Holistic technology is endangered in our modern, compliance-based, and prescriptive technological environment, where one misplaced character in a line of code causes failure, and where algorithms decide what information we are fed on our smart phones and computers.
There are a number of reasons why I think a holistic approach to Educational Technology is needed, Continue reading “What does that have to do with technology?”
What it is
Have you ever been part of a group (in class, online, or in the workplace):
- Where you didn’t feel comfortable or empowered to participate?
- Where one group member was being culturally insensitive to another?
- Where you felt bullied?
We can all relate to having experienced BAD group dynamics. Yet group work is critical to creating effective student engagement, even good work team relations. Learn about some dynamic strategies for promoting and enhancing positive group dynamics that enable everyone to participate!
By the end of this workshop you will be able to:
- Reveal insights and paths through non-verbal expressions
- Stop counterproductive activities and behaviours, making space for productive collaboration and innovations
- Rapidly generate and sift through a group’s most powerful actionable ideas
- Use Liberating Structures to pave the way for successful group interactions while creating an emotionally safe environment
How we’ll do it
We will model the importance of creating a trusting group climate in order to promote the work of the group. You, in turn, will be able to use these same techniques in your classroom, online course space, and team meetings.
How we got here
For some background on how we got here, please listen to this short audio clip, which all started with the “Storming the Ivory Tower” event with Ross Laird held last fall.
Who should come
Students, faculty, and staff are ALL welcome at this event, as well as interested parties from other institutions.
Format and details
Join us for a two-hour workshop in our new Collaboration Room (S0620), New Westminster campus on October 23 from 9-11AM.
Click here for REGISTRATION information.
The open education community is abuzz about open pedagogy. While not losing sight of the importance of using, revising, and creating open educational resources, many are thinking more about how to open up their teaching and learning practices. But how might we understand what open pedagogy is, and why should we think of it as “open”?
On October 26 from 1:30-3:00pm in the Aboriginal Gathering Place at Douglas College in New Westminster, Christina Hendricks will discuss some possible ways to answer those questions, while pointing out that there are multiple legitimate ways to do so. She will also provide examples of how faculty and students are participating in open pedagogical practices in BC and elsewhere.
All students, faculty, and staff are welcome at this event. Please REGISTER here.
Where am I?
What is the latitude and longitude of this place?
How far above the earth am I suspended?
Where does this water come from?
How is the coolness provided here?
Where does the warmth come from?
How is it that I am precisely at the perfect distance to the sun, so that the moon exactly eclipses the sun?[i] And the sun warms but does not destroy this place?
Where is the closest place I can walk on the earth with bare feet? Drink from a pure stream? Slip into a clean lake or river?
When was the last time I scared a mountain lion with only my voice and fierceness away from its prey and saved a little dog?[ii]
Who lived here before me? And who lived here before them? How far down would I have to dig to find the ancestors of this place? What did they find to eat, only here? Wrap themselves in, from only here? Create shelters from only here? Heal their wounds and ailments, from only here? Remember their predecessors to this place?
Who are all my relations in this place?[iii]
How will my successors appreciate what I have done here? How I have lived? What love I have received and given here?
How am I to respect, appreciate, and honour this place?
I wrote this reflecting on several overlapping themes in my work and personal life. I am participating in an Indigenous Studies Working Group at Douglas College, in conversation with friends and family who live in semi-remote rural places, and working on developing a new program that strives to use digital tools to enable instructors and students to co-create place-based learning objects that reference local history, environmental concerns, economics and vernacular sensibilities. I am interested in collaborating with others with similar interests…
by Steven Bishop
[i] As relayed during a conversation with Dr. Paul Jacobson (Jacobson, 2017)
[ii] As relayed during a conversation with Susan Aldridge, who did exactly this during a walk on her land in the Slocan Valley. (Aldridge, 2017)
[iii] “All my relations” is a saying used to express awareness of the interconnected nature of the universe. We hear it often as part of Indigenous welcoming to British Columbia post-secondary events. “It also reinforces that everyone and everything has a purpose, is worthy of respect and caring, and has a place in the grand scheme of life.” (Kaminski, 2013)