1. The document provides an invitation and overview of the Sauder Learning Labs at the University of British Columbia, a disruptive learning space that is 1 year old.
2. The conceptual design of lab DL 009 includes 4 modes - local/boardroom, CEO/instructor, "Truman Show" and group global - to support teams, collaboration and problem solving.
3. Lessons learned include that flexible learning spaces can drive curriculum innovation, institutional bureaucracies are not ready for flexibility, and a focus on audio and data connectivity rather than video is critical. Support and tech support are also essential needs.
Blending the Tutor Lounge: using Blackboard to develop tutors - Sonya McIlroy...Blackboard APAC
At Academic Colleges Group Tertiary & Careers (TCG), we recognise the importance of student-centred, innovative classes across a wide variety of vocational programmes. Therefore, there has been concerted effort put into providing engaging lessons in a blended environment.
This presentation will be of interest to those who are supporting tutors to deliver engaging lessons and implementing change in methodology to include technology in a face to face environment. During our session, we will unpack the threefold functions of the Tutor Lounge as described above, and share our experiences of tutor uptake. We will give participants the opportunity to see how we structured our development area in Blackboard, as well as ask questions and discuss strategies to overcome/implement possible issues.
Blending the Tutor Lounge: using Blackboard to develop tutors - Sonya McIlroy...Blackboard APAC
At Academic Colleges Group Tertiary & Careers (TCG), we recognise the importance of student-centred, innovative classes across a wide variety of vocational programmes. Therefore, there has been concerted effort put into providing engaging lessons in a blended environment.
This presentation will be of interest to those who are supporting tutors to deliver engaging lessons and implementing change in methodology to include technology in a face to face environment. During our session, we will unpack the threefold functions of the Tutor Lounge as described above, and share our experiences of tutor uptake. We will give participants the opportunity to see how we structured our development area in Blackboard, as well as ask questions and discuss strategies to overcome/implement possible issues.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko
Description
The Penn State World Campus faculty development curriculum focuses on topics of interest and competencies for effective online teaching and trains faculty to understand those competencies, but it is light on assessing faculty competence for online teaching. The program also does not have robust incentives for faculty to persist in their acquisition of new skills. Finally, faculty are coming to online teaching with prior learning and competencies that we do not measure and so, we have not had a mechanism to offer them different levels of competency mastery.
The redesign of the Penn State World Campus Faculty Development program fuses research in competency-based curriculum and the Teaching for Understanding (TfU) framework (Wiske, 1998) in order for faculty to demonstrate understanding of online teaching and learning through flexible performances. The foundation for the new curriculum is a map that faculty can use to support and improve their online teaching consistent with their prior learning and experience. The curriculum also breaks ground by using Penn State University’s new badging system as a way to assess and track faculty achievements and progress through the curriculum.
Learning Outcomes
As a result of attending this session, audience members will …
see how the Penn State World Campus faculty development unit scales its work to meet the needs of a large population of faculty and students.
gain a working knowledge of competency-based learning and the Teaching for Understanding framework.
gain a working knowledge of how badging and competence are linked.
discuss strategies for assessing faculty competence in teaching and learning.
draft one flexible performance they can implement with their faculty to assess one skill or competency in teaching and learning.
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
The Rethinking Education conference focused on the need to design a future education and skills system that will enable people to develop the knowledge and skills need for the labour market, for personal development and for societal goals.
This presentation focuses on the advantages and challenges of massive onopen online courses (MOOCs) for teaching and learning, with a focus on the UK platform, FutureLearn.
This presentation sketches how evaluation can be embedded into learning design and provide smart ways for monitoring learning behaviours in order to monitor the comprehension and transformation.
Presented at the 4th DCAF Workshop on Gender-responsive Evaluation in Military Education.
Leveraging D2L to Create an Online Learning CommunityD2L Barry
Leveraging D2L to Create an Online Learning Community to Empower and Connect Learners and Faculty (11am–11:45am ET)
Presenter: Stacy Southerland, PhD, University of Central Oklahoma
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
An introduction to team based learning.
Prepared for Human Performance Technology course.
Presented at Multimedia University, Malaysia by Ali Mohammad Hossein Zadeh, 2012.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Bb on Tour 2016 | Keynote - Brisbane | Learning 2020Blackboard APAC
Professor Suzi Vaughan, Deputy Vice-Chancellor (Learning and Teaching), Queensland University of Technology presented recently at the Bb Education on Tour event at QUT in Brisbane, on Thursday 3rd March 2016.
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106Michael Johnson
Viewing video and video recorded performances can allow students to experience a journey of discovery. One of the primary use of video annotation tools is as a mechanism for formative feedback and self-reflection in a way that most have not previously experienced. These types of tools can also facilitate several other types of learning activities that can serve a variety of purposes. When focusing on the student performing a specific demonstrable skill, these tools might be used to allow an instructor (or other reviewer) to assess students’ performances (synchronous or asynchronous), provide feedback through peer assessment, and engage students in reflection on their own performance. Also providing students with annotated examples of both good and poor examples of the target skills, can help facilitate student learning. In addition to simply recording and reviewing performances, video annotation tools can be used for online oral exams, second language or ASL proficiencies, virtual interviewing skills, and has been used to remotely supervise internships, student teaching, or practicums. In addition to helping students improve their skills or performance, video annotation tools can be used to help students develop as evaluators through peer review and self-evaluation and self-reflection. Students in our studies have shared that seeing and evaluating themselves is hard thing to do, but it is very valuable. These tools can be used in ways to train students to engage more effectively in evaluation and analysis through viewing instructor (or other expert) examples of analysis and evaluation, or through common-judgment or norming sessions, etc. Similarly, these tools can be used to focus on improving students’ abilities to think critically by having them address other issues and questions related to other forms of media (e.g., students can critically analyze a piece of art, motion picture, musical performance, political debate, advertisement, etc.). For example, annotation can be used as conversation starters, case introductions, etc. (e.g., with problem-based learning problem introduction - use annotations for groups to pinpoint key/critical information needed, to spend time in the problem space before moving forward to begin the problem solving process). Another creative use of annotations includes “choose your own adventure” style story telling, where linking videos allows students to make choices and direct the narrative. The presenter will demonstrate these uses and discuss available tools to accomplish these and other types of activities with students.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko
Description
The Penn State World Campus faculty development curriculum focuses on topics of interest and competencies for effective online teaching and trains faculty to understand those competencies, but it is light on assessing faculty competence for online teaching. The program also does not have robust incentives for faculty to persist in their acquisition of new skills. Finally, faculty are coming to online teaching with prior learning and competencies that we do not measure and so, we have not had a mechanism to offer them different levels of competency mastery.
The redesign of the Penn State World Campus Faculty Development program fuses research in competency-based curriculum and the Teaching for Understanding (TfU) framework (Wiske, 1998) in order for faculty to demonstrate understanding of online teaching and learning through flexible performances. The foundation for the new curriculum is a map that faculty can use to support and improve their online teaching consistent with their prior learning and experience. The curriculum also breaks ground by using Penn State University’s new badging system as a way to assess and track faculty achievements and progress through the curriculum.
Learning Outcomes
As a result of attending this session, audience members will …
see how the Penn State World Campus faculty development unit scales its work to meet the needs of a large population of faculty and students.
gain a working knowledge of competency-based learning and the Teaching for Understanding framework.
gain a working knowledge of how badging and competence are linked.
discuss strategies for assessing faculty competence in teaching and learning.
draft one flexible performance they can implement with their faculty to assess one skill or competency in teaching and learning.
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
The Rethinking Education conference focused on the need to design a future education and skills system that will enable people to develop the knowledge and skills need for the labour market, for personal development and for societal goals.
This presentation focuses on the advantages and challenges of massive onopen online courses (MOOCs) for teaching and learning, with a focus on the UK platform, FutureLearn.
This presentation sketches how evaluation can be embedded into learning design and provide smart ways for monitoring learning behaviours in order to monitor the comprehension and transformation.
Presented at the 4th DCAF Workshop on Gender-responsive Evaluation in Military Education.
Leveraging D2L to Create an Online Learning CommunityD2L Barry
Leveraging D2L to Create an Online Learning Community to Empower and Connect Learners and Faculty (11am–11:45am ET)
Presenter: Stacy Southerland, PhD, University of Central Oklahoma
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
An introduction to team based learning.
Prepared for Human Performance Technology course.
Presented at Multimedia University, Malaysia by Ali Mohammad Hossein Zadeh, 2012.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Bb on Tour 2016 | Keynote - Brisbane | Learning 2020Blackboard APAC
Professor Suzi Vaughan, Deputy Vice-Chancellor (Learning and Teaching), Queensland University of Technology presented recently at the Bb Education on Tour event at QUT in Brisbane, on Thursday 3rd March 2016.
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106Michael Johnson
Viewing video and video recorded performances can allow students to experience a journey of discovery. One of the primary use of video annotation tools is as a mechanism for formative feedback and self-reflection in a way that most have not previously experienced. These types of tools can also facilitate several other types of learning activities that can serve a variety of purposes. When focusing on the student performing a specific demonstrable skill, these tools might be used to allow an instructor (or other reviewer) to assess students’ performances (synchronous or asynchronous), provide feedback through peer assessment, and engage students in reflection on their own performance. Also providing students with annotated examples of both good and poor examples of the target skills, can help facilitate student learning. In addition to simply recording and reviewing performances, video annotation tools can be used for online oral exams, second language or ASL proficiencies, virtual interviewing skills, and has been used to remotely supervise internships, student teaching, or practicums. In addition to helping students improve their skills or performance, video annotation tools can be used to help students develop as evaluators through peer review and self-evaluation and self-reflection. Students in our studies have shared that seeing and evaluating themselves is hard thing to do, but it is very valuable. These tools can be used in ways to train students to engage more effectively in evaluation and analysis through viewing instructor (or other expert) examples of analysis and evaluation, or through common-judgment or norming sessions, etc. Similarly, these tools can be used to focus on improving students’ abilities to think critically by having them address other issues and questions related to other forms of media (e.g., students can critically analyze a piece of art, motion picture, musical performance, political debate, advertisement, etc.). For example, annotation can be used as conversation starters, case introductions, etc. (e.g., with problem-based learning problem introduction - use annotations for groups to pinpoint key/critical information needed, to spend time in the problem space before moving forward to begin the problem solving process). Another creative use of annotations includes “choose your own adventure” style story telling, where linking videos allows students to make choices and direct the narrative. The presenter will demonstrate these uses and discuss available tools to accomplish these and other types of activities with students.
The New Normal: Learning and Collaborating in a Virtual ClassroomChristopher King
The new normal in the training industry is quickly becoming connecting and collaborating virtually. In this session, we will challenge participants’ thinking about the challenges of converting traditional instructor-led training (ILT) to virtual instructor-led training (V-ILT) and engage the audience in a discussion of best practices for design and implementation of a V-ILT program.
Virtual classrooms have been around long enough that the features of the platforms are converging. That means best practices are not only technology agnostic, but some of our suggestions include the non-technological: for instance, setting the proper expectations with both the learner and their supervisor often increases the success metrics of V-ILT and addressing the paradigm shift to the ‘new normal’ in terms of training delivery.
In this presentation we use a case study to help identify familiar parts of ILT that translate well to V-ILT. We describe a typical virtual classroom delivery from both facilitator/producer and learner perspectives. Through this examination, we set the stage to discuss the key design strategies and principles that must underlie a successful V-ILT course.
In this fast paced world surrounded by changes in technology, a well-designed engaging virtual classroom session facilitates collaboration and connection among your participants. Based on the key design principles and implementation ideas discussed here, you can lead the change in your organization to embrace the new normal: learning in a virtual classroom.
A walk through the many methods being used in the university's Health faculty to make teaching and learning richer by using iPads and apps. Robin was accompanied by staff (Melanie Lindley, Mandy Braisford and Dave Ridley) and students (Lizzie May and Ryan Morton) who talked about their many experiences of using this technology and their ideas for the future.
This Transforming Assessment Webinar session explored a 'Keep It Simple Sankey' approach to moving teaching online in a time of crisis. This included ideas for how to load it, teach it and assess it whilst keeping in mind the limitations faced by those rapidly moving online but also aiming to maximise student engagement in learning. See also http://taw.fi/26M2020
REC:all Exploring the potential of lecture capture in universities and higher...MEDEA Awards
Mathy Vanbuel presented "REC:all" and the potential of lecture capture in universities during the scientific meeting 'Using media to support learning from pre-school through to University' on 31 May 2013 in Greece.
This presentation will address the latest developments in lecture capture and the way universities are using lecture capture to enhance and augment their learning offer to students. During this presentation, information about a variety of different pedagogical models will be provided related to the technical support mechanisms being put in place by universities to support such models.
If You Build It, They Will Come: Building a Faculty Development Hub in Bright...D2L Barry
Slides used for webinar, May 9, 2017 for the Brightspace Teaching and Learning Community.
Presenters: Ashley Riddle and Amanda Dills, Oklahoma City University
Description: How do we make faculty training accessible and its impact measurable? This webinar introduces one solution: A faculty development hub created using the Awards tool, Release Conditions, and enhanced content in D2L. Takeaways include a hub planning checklist and a course template they can upload and customize for their own learning environments.
Work Ready Skills and Planning Your Career is a new subject taught online to 110 second year undergraduate students across four faculties and five campuses. The subject content was published in the LMS, with additional technologies being employed to further engage students, such as building a webfolio in PebblePad and the use of Blackboard Collaborate to hold fortnightly webinars. Students were encouraged to approach the subject as a self-paced one, with assessment tasks and webinars scheduled in such a way as to provide structure to enable completion of the learning activities on time. In this presentation, we will describe the design of the subject and reflect on the effectiveness of the teaching and learning activities and technologies used. We will also discuss the preliminary results of a pilot study measuring the Career Decision Self-Efficacy (CDSE) of students at the start and end of semester. Career Decision Self-Efficacy has been used in previous studies as a measure of the effectiveness of career development interventions.
A presentation delivered by Courtney Hermann at the 2012 University Film and Video Association meeting.
From 2008-2012, Courtney Hermann and her Documentary Production students participated in the International Documentary Challenge, a timed filmmaking competition where teams from across the world are given a documentary subgenre and a theme, and must create a 4-7 minute film from start to finish in just 5 days.
Courtney and her students have produced 10 films in all--4 were selected as contest finalists and premiered at the Hot Docs International Film Festival in Toronto. One film garnered additional commendations as the winner of the POV/American Documentary award. Three were selected for inclusion in the "Best of Doc Challenge" DVD, distributed by Typecast Releasing and KDHX Community Media.
This Power Point document, created for a workshop Courtney was invited to present at the University Film and Video Association meeting in 2012, uses experiences with the International Documentary Chalenge as case studies to address how instructors might manufacture a scenario where there’s enough at stake to motivate students to commit themselves to the cause of a collaborative project, and in the process open up a wealth of opportunities to learn about filmmaking and about themselves as filmmakers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
1. Sauder
Learning
Labs
A Disruptive Space 1 Year Old
COHERE 2015
Rob Peregoodoff
Director
Learning Services
Elizabeth Newton, PhD
Full Time Lecturer, Marketing
and Behavioural Science
Division
3. AN INVITATION TO TOUR
Operational =>Jamie Stockdale, Sauder Learning Services Team Lead =
Jamie.stockdale@sauder.ubc.ca
Technical => Ken Watanabe, Project Manager-AV Support, UBCIT =
ken.watanabe@ubc.ca
Pedagogical => Elizabeth Newton, Full Time Instructor, Sauder
elizabeth.newton@sauder.ubc.ca
Vision/Governance/Change Management => Rob Peregoodoff, Director
rob.peregoodoff@sauder.ubc.ca
11. THE CONCEPTUAL DESIGN – DL 009 (66 SEATS)
TEAMS, COLLABORATION, PROBLEM SOLVING
1. Local/boardroom mode
1. 6 seats, monitor with wireless connectivity, ‘whiteboards’ , Quad View
for each monitor, dedicated 1 TB LAN point
2. CEO/instructor mode
1. 11 tables, local and instructor view, table mics, monitor throws
3. “Truman Show’ mode
1. ‘Room Capture’ vs. Lecture Capture
2. Along with mics, 4 HD cameras in each corner
3. Webinar broadcast (any platform) and multi-channel recording
4. Group Global (currently Tables 6 and 11)
1. Dedicated HD cameras and connectivity independent of the rest of the
room (rest of room is wired for installation)
13. OTHER SAMPLE ACTIVITIES
• Full Time MBA Students -> Chair, Conference Board of Canada (from Ottawa)
• Bcom Business Career Center Career Workshop-> Bell, Apple, McDonalds, Google
(TBC), Riipen
• First Year Orientation -> Sauder Undergraduate Office (physical only)
• Teacher Hackathon -> Dr. David Ng, Michael Smith Laboratories, 22 teachers for PD
• MBA Undercover CEO -> Case debrief
• Full Time MBA Global Immersion -> Bangalore, Copenhagen, Shanghai
• 9/11 Airport response simulation
• Global Stock Market simulation
• ?
14. LESSONS LEARNED
• Learning Spaces can drive curriculum
innovation:
• Contrary to common practice in educational institutions world-wide,
these labs were NOT designed by large consultation or collaboration,
nor were they designed after exhaustive reviews of curriculum and/or
learning objectives. To quote an anonymous source, “had we followed
this practice, we would have ended up with tiered lecture theatres with
document cameras and one projector with a whiteboard…”.
• “When I walk into most lecture theatres on campus (any campus), I see
restrictions, when I walk into the Sauder Learning Labs, I see
opportunities.” Jim Sibley, Director of the Center for Instructional
Support, Faculty of Applied Sciences, UBC
15. LESSONS LEARNED
• Institutional bureaucracies are not ready for
flexible learning spaces
• What do you mean you don’t want the room
for the entire semester?
• Room Occupancy (Security, Plant-Ops)
• Tinder for classroom swaps…
16. LESSONS LEARNED
• Never underestimate need for support = Sauder uses
student/staff for all Learning Labs bookings. Scenarios:
• 0-3 weeks at beginning of semester, onsite, in-class
• All ad-hoc bookings, onsite, in-class for launch
• Tech Rovers - perform other tasks as designated by
Learning Services staff (or faculty) when not needed
(onsite but not in class)
17. LESSONS LEARNED
• Focus on Audio and Data, video is not critical:
• There is no video conference architecture in the
Sauder Learning Labs at all. Consequence?
• We can ‘join’ anyone, anywhere, anytime on any
platform of our (or their) choosing, and we can ‘bring
in’ to the labs anything on the internet…
18. IN CONCLUSION
• Vendors
• Crestron Airmedia
• Europtimum
• Panapto
•Costs
• Please contact Rob directly for project costs
