1.
Teaching & Learning Centres
Learn Together Meeting
November 29, 2010
Wireless Internet access
Account ID: sfuvan13-guest
Password: sTibFukp

2.
Agenda
1. Welcome & purpose of the day
2. Teaching & learning centre updates
3. Learn Together Collaboratory initiative summary to date
o 6 areas of collaborative development
o Look at web site & review implementation
1. Discuss & assess fit with teaching and learning centre
goals/needs
2. Identify changes needed and additional areas of
collaborative development
3. Map out next steps and a way forward

3.
Teaching & Learning Centre Updates
• Goals
• Activities
• Developments
• Needs
• Collaborative work
with other T&L
centres?

4.
Learn Together Initiative Summary
• Janice Johnson surveys professional development needs
across post secondary for BCcampus & report published
• 2007 Online Program Development Fund includes
professional learning and targets $25OK for proposals
• Comments from the evaluation team indicate a need for
greater collaboration, coordination, sharing, and use of
professional development initiatives across the entire
public post secondary system
• Approx. $125K set aside for ETUG, UCIPD, NedNet for a
collaborative project
• Meetings with reps from all three groups organized to
define common aspirations/needs
More details at http://scope.bccampus.ca/mod/resource/view.php?id=8711

5.
Learn Together Initiative
1. Communication and dissemination
2. Shared resources*
3. Expertise inventory
4. Learning Paths
5. Research (scholarship)
6. Leadership, Advocacy, & Celebration (showcase)
Six areas of collaborative development defined:
* Shared resources ended up being merged with
communication & dissemination

6.
Communication, Dissemination &
Shared Resources
1. Calendar of events – contribute to and be aware of –
can include meetings (e.g. UCIPD → shared PD)
2. Resources we’ve created; sharing information related to
speakers, etc.
3. Testimonials
4. Weblinks
5. Inventory/directory of experts
6. Books articles
7. Streaming video
8. Podcasts
9. What’s local, what’s beyond
10.Credential/courses
11.Comparison chart – different PD opportunities

7.
Communication, Dissemination &
Shared Resources Rationale
• Minimize duplication of efforts in searching for resources
• Maximize capacity to serve educational development needs
• Increase awareness of:
– What’s happening with the other groups
– Existing, relevant resources (e.g. including “lost” C2T2 provincial)
– Foster a community of sharing
• The pooling of resources may in itself help to create a sense
of community
• Share “higher-quality/credible” resources
– Collaboration may create a higher-quality of resource
• Allow members of the three groups to raise issues
stemming from our practice and engage in discussion

8.
Communication, Dissemination &
Shared Resources Result

9.
Expertise Inventory
• Name
• Areas of interest
• Contact info
• Description of expertise (knowledge, skills,
experience, etc.)
• Resources shared (link to resources section)
• Description of what you’re willing to do (e.g. take
phone calls, lead workshops, travel, etc.
• Relevant background/why I’m offering to do this, quid
pro quo – exchange/fee/etc. (please contact to
discuss fees),
• Contacts for individuals working in same roles in
different teaching & learning centres
Create a searchable expertise database to include:

10.
Expertise Inventory Rationale
• Better use of expertise
• Avoid duplication of services
• Enhance accessibility
• Identify gap in expertise
• Share services across institutions with different levels of resources
• Recognize & acknowledge existing expertise among individuals
working at institutions in BC
• Increasing options for professional development
• Building capacity across institutions among learning centre personnel
• Helps ameliorate turnover issues
• Enables people going off secondment in this area to keep working
there – ensuring expertise is not lost & people are able to continue
working in areas of interest to them
• Links faculty to faculty across institutions (eg business schools –
bring in people from other institutions to add to what you can offer)

11.
Expertise Inventory Result

12.
Learning Paths
• Provide a series of ‘maps’ for accessing collaboratory resources &
services, matching services to individual professional development
needs, & providing a means of recognizing and credentialing efforts
put into professional development, based on competency profiles for
different roles across institutions
• Tool using online needs assessment to act as gateway to what is
available through the collaboratory for individual users - links to
example learning paths
• Sample learning paths for each role at beginner, intermediate, expert
levels
• Recognition (including PLAR)
• Flexibility, inclusivity, transferability
• Progressive build-up of expertise – increasing levels of competency
• Electronic passport

13.
Learning Paths Rationale
• Supports teaching portfolios
• Aids in PD planning
• Provides tangible evidence of progress
• Captures both formal & informal learning
• Meets needs/objectives of participants

14.
Learning Paths Result
Electronic Passports of
Participation: A Provincial
Approach to Encouraging and
Recognizing Faculty
Professional Development
Partners: University of Northern
British Columbia, Vancouver
Island University, Simon Fraser
University, Camosun College,
University of British Columbia
Project: Design and develop a
passports of participation
system and registry that records
and celebrates participation in
professional development
events.

15.
Research (scholarship)
1. Share and disseminate scholarly approaches to
teaching and learning throughout BC
2. Develop PD processes/SoTL
3. Leverage partnerships for SoTL funding
"Purposeful academics & accidental teachers”
This project will:

16.
Research & Scholarship Rationale
• Access to ideas/concepts/tools
• Dissemination
• Research partnerships for public post secondary
• Reflective and rigorous approaches to teaching and
learning
• Clarification of multiple ways of knowing, layers of
effective teaching/scholarly teaching/ SoTL
• Inter-disciplinary, cross-disciplinary, and disciplinary
perspectives
• Rethinking and enhancing learning and teaching
• Models of practice

17.
Research & Scholarship Results

18.
Research & Scholarship Results
Authentic Assessment and Evaluation in Online Environments
Partners: Royal Roads University, Vancouver Island University, University of British Columbia,
Camosun College
Develop and deliver a new online course that will provide BC educators with enhanced skills
and knowledge on how to design and use authentic forms of assessment in online learning
environments.
First Nations Pedagogy for Online Learning
Partners: Nicola Valley Institute of Technology, Kwantlen University College
Develop collection of best practices in support of creating and implementing online learning
opportunities for aboriginal learners. Development will include 4 resources; mixed mode
courses, implementing active learning strategies, teaching and facilitating online courses, and
instructional design for online courses. Initiative supports ongoing dialogue and sharing across
institutions.
Instructional Video Series in Post-Secondary Teaching: Art of Teaching – Inquiry Learning
Partners: Vancouver Island University with Vancouver Island Educational Developers Alliance
(Royal Roads University, University of Victoria, North Island College, Camosun College)
Publish and disseminate an instructional video on The Art of Teaching to all BC post secondary
institutions. Write, film, develop and publish a second Art of Teaching video on Inquiry-based
Learning.

19.
Research & Scholarship Results
Culturally Diverse Learners – Video/DVD Project
Partners: Thompson Rivers University
Develop a set of four professional learning videos around cultural differences and learning
environments dealing with academic integrity/writing skills, group work/communication,
participation/learning styles, and assessment strategies.
Online Development Instructor Skills Workshop
Partners: Vancouver Community College, BCIT, Capilano University, Douglas College,
Kwantlen Polytechnic University, University of British Columbia
Develop 20-25 hour workshop that helps instructors get up and running teaching web-based
courses. Workshop will provide participants with instructional design principles for online
teaching including; instructional objectives online, using webquests, using BOPPPS to develop
an active lesson plan, evaluating prior knowledge, using online and Web 2.0 instructional aids,
student participation online, online questioning techniques, giving feedback in online
environment.

20.
Research & Scholarship Results
Facilitating Learning in Synchronous Environments
Partners: Royal Roads University, University of Northern British Columbia
Develop a new 3 credit, 12 week online course that provides educators with enhanced skills
and knowledge on how to facilitate learning using synchronous technologies in face-to-face,
blended, and online learning environments. Enhances educator skill in designing and
delivering learning activities using synchronous learning to produce real-time learning activities
that stress active learning and community-based engagement.
Case Studies in Innovative Educational Technology Use
Partners: University of Victoria, Simon Fraser University, Vancouver Island University, Royal
Roads University
Develop an open access web-based series of case studies that profile instructors who use
educational technologies in effective and innovative ways. Includes 10 case study videos from
expert instructors, 15-20 video snapshots of technology use demonstrating innovative
pedagogy in practice, online assessment tools, a workshop series and other aids.

21.
Leadership, Advocacy, & Celebration
(showcase)
• Models of faculty development / institutional awards /
recognition / provincially, other types of awards compare
to other provinces
• Database for funding / SoTL awards / workshops/degrees
• Design and develop mentoring and faculty development
skills through partnership and collaboration
• Build strategic advocacy plan
• Best practices with teaching and learning centres

22.
Leadership, Advocacy, & Celebration
(showcase) Rationale
• Share leadership and capacity building
• Advocacy for professional development and targeted
funding across the BC system
• Celebration & recognition
• Share best practices
• Develop faculty developers to champion scholarly
approaches to teaching and learning

23.
Leadership, Advocacy, & Celebration
(showcase) Results
Nancy Randall and team 2010 2010 campus-based
professional development study.
In development. The 2010 study will describe the range
of faculty development models as implemented in BC,
as well as descriptions of the varying missions,
mandates and organizational structures.

24.
Learn Together Collaboratory
Review ideas into action …