This handbook is intended to serve as a resource for fculty, staffk academic leades and educational developers engaged in program and course desing/review, and the assissment of program-level learning outcomes for program improve. The assessment of learning outcomes at the program-level can assist in making improvements to curricula, teaching and assessment plans.
This handbook is intended to serve as a resource for faculty, staff, academic leaders and educational developers engaged in program and course design/review, and the assessment of program-level learning outcomes for program improvement. The assessment of learning outcomes at the program-level can assist in making improvements to curricula, teaching and assessment plans.
This handbook is intended to serve as a resource for faculty, staff, academic leaders and education developers engaged in program and course design/review, and the assessment of program-level learning outcomes for program improvement. The assessment of learning outcomes at the program-level can assist in making improvements to curricula, teaching and assessments plans.
Learning Study is a collaborative, action-research approach to improve the effectiveness of student learning by enhancing the professional competence of teachers. This is achieved through the collaborative construction of the pedagogical content knowledge enabling them better to teach specific objects of learning. Through inquiry and authentic learning by the teachers, it takes account of students’ prior knowledge in the lesson planning and so creates an authentic learning environment for the students. This paper explains how the Learning Study approach relates to the set of approaches known as “Lesson Study” and how it incorporates the principles for high quality learning proposed by the OECD project on Innovative Learning Environments (ILE) in its design and implementation. It examines how Learning Study helps to integrate the factors comprising innovative learning environments. It analyses the critical conditions that support its development and practice in schools and in professional learning networks and education systems in general.
A teacher’s prime directive is to help students learn. So what is learning? There are a variety of definitions. Figure 1 contains 21 definitions of learning. Read through this list and choose two to three with which you feel most comfortable. (Note: There is no “correct” definition.)
Student enrolment and instructional accommodation requests are rising in higher education. Universities lack the capacity to meet increasing accommodation needs, thus research in this area is required. In Ontario, new pro- vincial legislation requires that all public institutions, including universities, make their services accessible to persons with disabilities. The objective
of the Accessibility for Ontarians with Disabilities Act (AODA) is to provide universal access for students with disabilities. The purpose of this case study is to understand the experiences of students regarding the ability of a lecture capture technology to align with the principles of Universal Instructional De- sign (UID). Data were collected using a mixed-method research design:
(a) an online questionnaire, and (b) individual face-to-face interviews. Scholarship of Teaching and Learning (SoTL) literature provides a useful background to explore AODA legislation and universal accessibility vis-à-vis lecture capture technologies. Results indicate that lecture capture can align both with theprinciples of UID and AODA.
Cet article évalue l’état de l’éducation aux médias au Québec. Pour ce faire, il présente et défi nit d’abord cette notion, pour ensuite en schématiser les ancrages problématiques dans le Programme de formation de l’école québécoise (PFÉQ). Cet article soulève également la question de la formation des enseignants, notamment par une analyse des formations offertes aux professeurs dans les universités québécoises et par la synthèse de quatre entrevues de groupe réalisées auprès d’enseignants de niveaux primaire et secondaire. La synthèse effectuée permet de problématiser la mise en oeuvre des intentions éducatives
du PFÉQ en matière d’éducation aux médias à la lumière des perspectives exprimées par des enseignants et des enseignantes. Nos travaux indiquent un soutien minimal offert par le système scolaire québécois se traduisant par la rareté des formations, des ressources et des appuis institutionnels.
Mots-clés : conditions de travail, éducation aux médias, formation des enseignants, littératie
médiatique, Programme de formation de l’école québécoise
L’éducation aux médias dans le Programme de formation de l’école québécoise 2
Canadian Journal of Education / Revue canadienne de l’éducation 38:2 (2015)
www.cje-rce.ca
Abstract
This article provides an assessment on the state of media education in the province of Québec. It introduces and defines the notion of “media education,” and then maps its problematic roots in the Québec Education Program (QEP). The article also raises the issue of teacher training in media education and offers an analysis of current university programs and professional development opportunities available for teachers. Finally, it presents the results of four group interviews conducted with teachers working at primary and secondary levels. The article questions the implementation of the QEP educational
aims with regard to media education in the light of perspectives expressed by teachers. It highlights minimal support offered by the school system, resulting in a scarcity of training and resources as well as poor institutional support.
Keywords: media education, media literacy, Québec Education Program, teacher training,
work conditions.
Le processus d’internationalisation des établissements d’enseignement technique suit une évolution qui lui est propre et qui est fortement influencée par le contexte géopolitique local (Gallagher & Dennison, 1995). Cette étude analyse l’évolution des activités internationales et des stratégies organisationnelles des collèges d’enseignement général et professionnel
(cégeps) entre 2000 et 2014, afin d’identifier la phase qui caractérise le mieux le processus d’internationalisation (Raby & Valeau, 2007), de même que l’influence du contexte géopolitique sur ce processus. Les données tirées des quatre enquêtes réalisées par Cégep international (2000, 2005, 2010) et la Fédération des cégeps (2014) montrent une croissance soutenue des
activités internationales, mais un recul entre 2010 et 2014 des stratégies organisationnelles, ce qui suggère l’entrée d’une cinquième phase – postinstitutionnalisation – que nous appelons phase de la diffusion. L’émergence d’une communauté de pratique formée par le Gouvernement du Québec, les cégeps et la Fédération des cégeps aurait favorisé cette croissance, et la
réorientation des objectifs gouvernementaux pourrait expliquer le recul récent des stratégies organisationnelles.
The internationalization of technical education institutions is influenced by the local geopolitical context (Gallagher & Dennison, 1995). This study analyzes the evolution of international activities and organizational strategies taking place in Quebec’s collèges d’enseignement general et professionnel (CEGEPs) between 2000 and 2014, in order to identify the internationalization phase (Raby & Valeau, 2007) and assess the influence of Quebec’s geopolitical context. The data come from four surveys conducted by CEGEP International (2000, 2005, 2010) and the Federation of CEGEPs (2014), and they show a sustained growth of all international activities, but a decline in organization strategies between 2010 and 2014. We formulate the hypothesis that CEGEPs have entered a fifth and post-institutionalization phase that we called “dispersion”.
A community of practice including the Government of Quebec, CEGEPs and the Federation of CEGEPs would have contributed to the growth of international activities, and recent changes in the government’s policy emphasis could explain the decline in CEGEPs’ organizational strategies.
WASHINGTON -- Harvey Mudd College has a problem. Over time it’s developed a “more is more” culture around faculty work that isn’t, well, working.
Lisa Sullivan, dean of the faculty, wants that to change, she said Thursday at the annual meeting of the Association of American Colleges and Universities.
“There’s a strong connection between excellence, rigor and pain,” Sullivan said during a session on data-driven strategies for reducing faculty workload. “You know you’ve got it right if you’re suffering a little bit and stressed. If you’re not at that point, then you’re probably not working hard enough.”
Well here it is already — the end of my first year of full-time teaching. With 25 years of experience in the music industry, and 20 of those years teaching music as an adjunct, I’d felt well-prepared for academia. In fact, I was raring to go.
Last fall, as I walked across campus during the first week of classes, I felt the excitement of being part of the whole enterprise. I traveled the hallowed halls, bustling with the commotion of students. I sat in faculty meetings and glanced around at my new colleagues, the collective braintrust charged with developing, monitoring, scrutinizing, and ultimately teaching the curriculum. I met with my classes for the first time, and in between, retired to the solitude of my very first faculty office. It felt exhilarating. It was what I’d been preparing for all those years in grad school.
I have grown weary with all the calls for educational success to be defined by how much graduates make.
There are college rankings that claim to be about the value of degrees from various institutions. What this really means is that
it lists colleges by how much their graduates make on average. Now, I suppose some would expect me to like this measurement of colleges since my alma mater does quite well. But I am appalled at the equation of a good education and a high salary.
This measurement degrades students who choose careers that do not pay a lot — teachers, social workers, ministers, etc. But
clearly people who do some of the most important jobs in America are being left behind in an economy that is continuing down the road of greater economic inequality.
Background/Context: PISA has come up with an ingenious solution to the problem of how to measure student achievement across national school systems with different curricula. Instead of measuring how well students learn what they are taught in each system, it measures a set of economically useful skills that no one teaches.
Faculty everywhere are flipping their classes, but can we flip faculty development? That’s the question I asked myself when I flipped the pre-conference workshop at the 2016 Teaching Professor Technology Conference. What I discovered is that we can “practice what we teach” and design faculty-centered learning experiences much the same way we design studentcentered
learning experiences.
Faculty everywhere are flipping their classes, but can we flip faculty development? That’s the question I asked myself when I flipped the pre-conference workshop at the 2016 Teaching Professor Technology Conference. What I discovered is that we can “practice what we teach” and design faculty-centered learning experiences much the same way we design student-centered learning experiences.
In this article, I provide a few recommendations for flipping a faculty development workshop. For further inspiration, the article concludes with a showcase of the work created by the participants in my workshop last fall.
OUSA’s LGBTQ+ Student Experience Survey was a mixed methods research project conducted in Novem-ber 2014 designed to gain understanding of the opinions and experiences of Ontario university students who identify as Lesbian, Gay, Bisexual, Trans, Queer, Questioning, or other orientations or identities that do not conform to cisgender and heterosexual paradigms (LGBTQ+). The purpose of the survey was to identify any gaps that might exist in university services, programming, and supports that can diminish or negatively impact university experiences for these students.
OUSA’s LGBTQ+ Student Experience Survey was a mixed methods research project conducted in Novem-ber 2014 designed to gain understanding of the opinions and experiences of Ontario university students who identify as Lesbian, Gay, Bisexual, Trans, Queer, Questioning, or other orientations or identities that do not conform to cisgender and heterosexual paradigms (LGBTQ+). The purpose of the survey was to identify any gaps that might exist in university services, programming, and supports that can diminish or negatively impact university experiences for these students.
Wish I had a dollar for every speech intoned by corporate leaders and politicians alike about the human capital needs of the so-called “learning society” or the “knowledge economy”. Cradle to grave learning is the key to a healthier, safer, more just and prosperous future for all of us. That’s what we’re told. And it’s all true. But public policy lags well behind the Alice in Wonderland rhetoric. “Jam yesterday, jam tomorrow but never jam today,” said Alice. Even in Ontario, with a Premier so committed to education, achieving a seamless continuum of effective learning implied by the learning society vision, remains elusive.
Context: Generalization is a critical concept in all research designed to generate knowledge that applies to all elements of a unit (population) while studying only a subset of these elements (sample). Commonly applied criteria for generalizing focus on experimental design or representativeness of samples of the population of units. The criteria tend to neglect population diversity and targeted uses of knowledge generated from the generalization. Objectives: This article has two connected purposes: (a) to articulate the structure and discuss limitations of different forms of generalizations across the spectrum of quantitative and qualitative research and (b) to argue for considering population heterogeneity and future uses of knowledge claims when judging the appropriateness of generalizations. Research Design: In the first part of the paper, we present two forms of generalization that rely on statistical analysis of between-group variation: analytic and probabilistic generalization. We then describe a third form of generalization: essentialist generalization. Essentialist generalization moves from the particular to the general in small sample studies. We discuss limitations of each kind of generalization. In the second part of the paper, we propose two additional criteria when evaluating the validity of evidence based on generalizations from education research: population heterogeneity and future use of knowledge claims.
A requirement for quality assurance is becoming more prevalent in higher education today as institutions are being asked to demonstrate that they are providing robust, meaningful learning experiences for students. Many institutions are adopting curriculum review frameworks as part of their overall quality assurance strategy. Three leaders at various levels who were engaged in a year-long curriculum review process share reflections about their experiences and challenges while conducting an undergraduate program review. Their theoretical framework for an effective curriculum review process is shared in
this paper. The leaders offer institutional, faculty, and course level insights, and make five recommendations for a collaborative curriculum review process: (1) setting clear expectations; (2) maintaining open, consistent communication; (3) incorporating multiple levels of leadership; (4) engaging various groups of stakeholders; and (5) implementing through actionable items.
Ignoring that advice I took close to maximum time to complete my PhD (well, that's how it felt): working, partaking in further study and publishing widely before formally graduating. I have the scars on my back to prove it, but it helped me get my start in academe.
The role of the PhD as a rite of passage to becoming an academic is but one of many contradictions in the profession.