EOSET 2003 Program
Registration and Refreshments
Welcome Address
John Dixon, Associate Vice-Principal (Academic), Queen's University
Teaching with Technology in First Year Science
Bob Burk, Chemistry and School of Earth Science, Carleton University
This presentation is a synopsis of the use of various electronic technologies to teach first year chemistry to a class of over 500 students. In-class technologies include lectures in PowerPoint format, in-class cameras for projecting chemical demonstrations, and recording of the lectures for playback via Carleton's Instructional Television system. Lately, we are also streaming the lectures over the web. The course has an extensive website that is essential for students, not just a useful add-on. The bulk of communications with students are via email or MSN instant messenger. The presentation will detail some of the costs and benefits (to both teacher and student) of teaching in this manner.
Download Teaching with Technology in First Year Science, 1.3MB PowerPoint Presentation
Enhancing genetics education in medical school: An approach using a web-based course program.
Sherry Taylor, Faculty of Health Sciences, Queen's University
The increasing use of genetics information in clinical practice has created challenges for educators to identify effective methods of teaching genetics to undergraduate medical students. Within the condensed medical school curriculum at Queen's University those challenges include the amount of material, limitations on teaching time and methods for delivery. A project was initiated to evaluate the potential of using a web-based course program (Web CT) to organize and improve accessibility to course material and create an experience for students to connect course material with the experience of evaluating a clinical case, and the ordering and interpretation of genetic diagnostic tests. Members of the project team included professionals from genetics, education and information technology. The team adopted the "ICE" Model (Ideas, Connections and Extensions), a theory which defines learning as a multistage process and encourages the development of higher order thinking skills. The team found it useful bothh as a teaching philosophy and as a tool to organize and determine how to present the course content. The team has now had three years of experience with the reorganized genetics curriculum. Both qualitative and quantitative evaluation of the genetics curriculum will be presented.
Using Educational Technology to Foster Student Metacognition and Reflection on Learning
Tom Russell, Faculty of Education, Queen's University
My interest in modeling for students the collection, sharing and interpretation of feedback about teaching has led me to attempt several uses of technology to foster student metacognition-thinking about their learning. This presentation will describe a range of strategies and the contexts in which they were developed. My most recent context involves using WebCT to combine face-to-face and distance learning in a single course.
Lunch Provided
Using Online Surveys to Teach
Tim Pychyl and Chris Motz, Psychology, Carleton University
A new online survey tool will be introduced. It is used by students to complete course surveys online anonymously on their own time. This online tool generates feedback and tabulates information so that it can used later in teaching.
Interactive Learning in the Lecture-Class Setting
Alan Slavin, Physics, Trent University
Extensive research in physics teaching shows that the traditional lecture approach is inferior to a student-interaction approach in developing conceptual understanding of the course material. Although many of the studies have been done in physics, there is good reason to think that the same problems occur in other physical sciences, at least. This presentation will provide a brief summary of some of this research, and then discuss the combination of two approaches that have been shown to be successful pedagogically, cost effective, and more enjoyable for both the students and the instructor than the conventional lecture.
Download Interactive Learning in the Lecture-Class Setting, 112KB PowerPoint Presentation
Web-based, Audio Enhanced, Post-Class, Reviews for an Interactive Science Lab Course in Education
John Earnshaw, Physics, Trent University
Students in a large lab course in physical science employ constructivist, group pedagogies to generate their own conceptual knowledge. After each three hour weekly lab session, the instructor releases a short review in RealAudio confirming the conclusions that were reached in class, reinforcing each student's learning and catching any outstanding misconceptions. The reviews are easily prepared in PowerPoint, and easily published to a WebCT platform using RealPresenter. The entire course can be pre-loaded, hidden, and then sequentially released to students. The talk will describe how these reviews are created, will show a sample class review, and will provide evidence of their success from student evaluations.
Refreshment Break
Using the Internet to Serve Multiple Markets with a Single MBA Course
Tom Dececchi, Business Administration, Royal Military College
The purpose of this paper is to discuss how one can make use of technology to offer continuing professional education (CPE) courses while adhering to the basic tenets of andragogy. This paper will discuss how the Internet allows a small MBA programme to offer three modes of delivery for a single course, enabling it to serve its target markets effectively and efficiently. This discussion of the relationship between technology and the educational objectives of the MBA as continuing professional education will introduce a discussion of how the Internet can be used for allowing the merging of asynchronously delivered regular distance education courses, prior learning assessment (PLA) modified courses, and face-to-face classroom courses.
Learning to Work with e-Learning and Adapting to its Reality: Anatomy and Physiology I
Jackie Carnegie, Cellular and Molecular Medicine, and Anne Patry, Centre for e-Learning, University of Ottawa
The increased need for healthcare professionals and increasing enrolment in healthcare-related basic anatomy and physiology courses has made it virtually impossible, both in terms of dollars and laboratory space, to present hands-on anatomy labs to students enrolled in nursing, human kinetics and occupational therapy and physiotherapy programs. In an effort to continue to provide interactive ways of presenting key aspects of human anatomy and more challenging physiological concepts to large groups of students, we have developed interactive exercises, images and animations, in order to provide students with colourful, sometimes three-dimensional images that they can work with, on their own time, both to reinforce their learning of anatomical concepts presented in lectures and to allow them to self-test their progress in learning and applying this information. Due to the bilingual nature of the University of Ottawa, we have developed these web sites in both official languages. We will demonstrate selected anatomical images and interactive exercises from a first year combined anatomy and physiology course as well as data summarizing student satisfaction with the availability of these supplementary learning aids.
The Design Process for a Bi-modal or Blended Learning Law Course
Ellen Zweibel, Faculty of Law and Elizabeth Campbell, Teaching and Learning Support Services, University of Ottawa
How do we ensure that faculty and instructional designers are speaking the same language - especially when it comes to the pedagogical design of an educational site or a project management approach in an academic environment? We will share the strategies we came up with to deal with the challenges we encountered as a team working on the online component of CML 1106: Introduction to Alternative Dispute Resolution, a mandatory first-year Common Law course.
There is a Flash animation (Windows EXE file, 1MB) and 3 images (links below) that go with slide #6. The images correspond to the handout we provided and the order in which they appear is:
