Wednesday, April 28
All webex links to conference events are provided in the Brightspace Conference Site. To access the site, please go to the conference registration page.
8:30 - 8:45 a.m.
Land acknowledgement & Welcome
8:45 – 9:15 a.m.
9:15 - 10:30 a.m.
Visiting Keynote: Dr. Peter Felten
10:30 - 11 a.m.
Concurrent Sessions (Set 1)
12 - 1 p.m.
1 - 2 p.m.
Plenary: Kelly Anne Butler
Concurrent Sessions (Set 2)
3:30 - 4:15 p.m.
Facilitated by Dr. Rob Shea, Chair of Selection Committee and Associate VP (Marine Institute), Academic and Student Affairs; and Dr. Donna Hardy-Cox, Associate VP (Academic), Students.
Featuring 2021 student recipient, Jamie Moran, School of Music.
Day 1 Closing Remarks
Thursday, April 29
Day 2 Kickoff & Introduction to Keynote
8:45 -9:45 a.m.
9:45 - 10 a.m.
Concurrent Sessions (Set 3)
Concurrent Sessions (Set 4)
12:30 - 1:30 p.m.
1:30 – 2:30 p.m.
Hosted by Dr. Vianne Timmons, President and Vice-Chancellor
2:30 - 3 p.m.
Wednesday, April 28, 11 a.m.-12 p.m.
This session will feature instructor reflections on remote teaching and learning in an undergraduate practical pharmacy course during the Winter 2021 term. We will describe and discuss our pedagogy, which was informed by the reminder that students did not choose remote learning when they enrolled in the program. Therefore, rather than thinking about how to reconfigure and deliver an in-person course remotely, we reimagined how to teach and provide our students with opportunities to learn. We strived to build a course that had flexibility, consistency, and care; one that promoted instructor and student connections in a traditionally interactive course. (This session will be recorded.)
Experiential learning improves student engagement and connections, increases student satisfaction in learning, and bridges the gap between theory and practice, leading to deeper reflection and understanding of a particular subject, and of the self. This interactive workshop will introduce instructors to two of the experiential learning initiatives currently being developed by Student Life and partners: 1) "Experiential Pathways", allowing students to self-navigate their learning journey or be guided by a navigator; and 2) "Experiential Learning To Go", a framework to create and support curricular experiential learning activities. The workshop will assist in the development of the “EL TO GO” template. (This session will be recorded)
The Role of Learning Technology Coach Program in Cultivating Meaningful Interactions between the Members of Memorial University Community and beyond
Marina Grineva and Sepideh Alimohammadi, CITL
Cultivating meaningful interactions and staying connected is as important as never before in todays' media-driven world. This presentation will focus on the role and contribution of Learning Technology Coach Program in cultivating meaningful interactions and building relationships between the members of Memorial University community and in a broader context between the members of graduate student community across Canada. Learning Technology Coach Program is a new initiative of CITL which has been implemented with the goal to assist instructors across Memorial with the thoughtful integration of educational technologies in their teaching practices. (This session will be recorded.)
How can instructors improve motivation to develop self-regulation in first-year post-secondary students? Understanding the motivational dynamics of first-year post-secondary students is critical in ensuring their academic success. Evidence suggests that when students direct their learning through goal development, motivation, and engagement, they are more likely to be self-regulated learners (Bandura, 1991; Demo & Eaton, 2000; Zimmerman, 1990). The process of self-regulation can be instructor promoted. Faculty can develop self-regulation by creating positive instructor-student relationships, assisting in goal setting and monitoring, scaffolding course content coupled with reflection, and using the Universal Design for Learning (UDL) framework to engage students. (This session will be recorded.)
Competence by Design (CBD) is the Royal College of Physicians and Surgeons of Canada's major change initiative to reform the training of medical specialists in Canada. It is based on a global movement known as Competency-based medical education (CBME), and is led by the medical education community. The objective of CBD is to ensure physicians graduate with the competencies required to meet local health needs. It aims to enhance patient care by improving learning and assessment in residency. (From https://www.royalcollege.ca/rcsite/cbd/what-is-cbd-e). MUNCAT is a system used to record and display a resident's competency as they progress over time. (This session will NOT be recorded.)
Wednesday, April 28, 2:15-3:15 p.m.
The pandemic has left students feeling less connected to their instructors, to their programs, and to each other. This challenge can be particularly problematic for graduate programs; small cohorts and short completion timelines make it even more difficult to create a feeling of community in remote learning environments. In this presentation, learn about how the Master of Arts in Environmental Policy (MAEP) program at Grenfell Campus is building connections with and between students this year. An emerging theme is that listening to qualitative student feedback is as important as ever - their suggestions are often highly insightful and practical! (This session will be recorded.)
How can the ability to listen deeply, value difference, and tolerate ambiguity support meaningful interactions in and outside the classroom? The field of contemplative pedagogy offers a framework for exploring this question. In this session I provide an overview of contemplative pedagogy and illustrate how contemplative strategies can be used in the classroom to foster the development of self-awareness, attentional control, and compassion, and the role these qualities play in supporting students' connection to us, each other, and course material. Participants will be guided through several contemplative exercises that are effective in a variety of instructional contexts. (This session will be recorded.)
Executive education is an important approach for ensuring relevance especially in university business schools. while student engagement can be difficult to achieve in traditional classroom settings, the Distance Learning (DL) context inherently impedes student engagement and provides unique obstacles to the desired outcome of student engagement. The purpose of this talk is to outline different approaches to ensuring better student engagement in an executive education context both from an instructional design and delivery perspective. We review relevant literature around the delivery of executive education and good practices in online delivery. (This session will be recorded.)
360° video is an innovative clinical simulation-based technology. It enables realistic interactions, using natural video and head-mounted displays, usually with a lower cost compared to other simulation technologies. Nursing students require simulation-based experiences to prepare for clinical environments before their working placements. Undergraduate nursing students (n=9) were interviewed to explore their perception of 360° video and applicability for clinical learning. Interviews revealed that the clinical 360° video was realistic and potentially helpful to prepare students for clinical placements. Participants consider the technology acceptable for clinical learning but recommended the ability to move within the environment and communicate with other students. (This session will be recorded.)
Over the past year, instructors have faced a rapidly changing teaching landscape. Though challenging, it has also presented an opportunity to reimagine teaching. In this session, we will explore how our teaching changed in response to the pandemic, and what we learned that can help foster connection and community in the future. Participants will hear experiences from a third year Biochemistry course, including integrating team-based learning, reducing student workload, and building routine. Participants will be invited to share their experiences, what they have learned, and we will explore foster connection and community in future classes. (This session will be recorded.)
Thursday, April 29, 10-11 a.m.
Compassionate Approaches to Remote Delivery and Promoting Coping in Undergraduate Nursing Students: “5 Minutes of Kindness”
Jennifer Howard, Faculty of Nursing, and Daph Crane, CITL
(Presentation with discussion)
An ongoing voluntary group activity entitled, “5-Minutes of Kindness” is short discussion for 5 minutes or less to allow learners to share ways of engaging in hobbies and activities that help promote coping with everyday stress. Doing so creates a sense of connection through shared interests among learners and can foster a sense of cohesion among students. Instructors can use this activity to begin their lecture through facilitating a discussion or through facilitating an online forum. (This session will be recorded.)
Memorial University's new MBA in Social Enterprise and Entrepreneurship (MBA-SEE) is an innovative program that weaves together a variety of experiential learning methods with traditional classroom teaching. This presentation will demonstrate the efficacy of experiential learning within the traditional business school setting, and explore how a variety of experiential methods come together to produce a holistic MBA program that is deeply rooted in practical application of the content. Presenters Dr. Gillian Sheppard and Nicole Helwig will demonstrate how experiential learning and reflection has enhanced the student experience in the MBA-SEE program. (This session will be recorded.)
The pandemic created uncertainty when fourth year Bachelor of Nursing students were unable to complete their community health practicum throughout the province. Faculty from Centre for Nursing Studies, Western Regional School of Nursing, and Memorial University Faculty of Nursing collaborated to facilitate students' learning through virtual course delivery. Implementation of virtual teaching-learning strategies facilitated students' course achievement. Using a survey, comprised of quantitative and qualitative questions, students evaluated virtual course delivery and provided overwhelmingly positive feedback regarding their learning outcomes. The connectedness with faculty was a key factor impacting learning. Students acknowledged heightened engagement with interactive learning and synchronous debriefing. (This session will be recorded.)
Teaching ALL Students: What do diverse students want you to know?
Julie Temple, Educator Developer, CITL; Student delegates: Antonia Francis, MUN Disability Information Support Centre; Jannatul Shifa, Internationalization Office; Jen D'Eon, former Assistive Technology Advisor, Blundon Centre; Logan St. Croix, Trans Support NL, and Tama Fost, Indigenous Student Resource Centre
Memorial’s students come from diverse experiences, and instructors may not be aware of the barriers students face. How do we ensure we are teaching for ALL students? In this panel discussion, a collaboration between CITL and Student Life, we ask representatives from diverse student organizations to share their expertise. What do students who are Black, Indigenous, Muslim, queer and trans, neurodiverse, or living with disabilities most want their instructors to know? What would they most like instructors to do differently? Join this insightful discussion to learn how to create an equitable, accessible classroom that welcomes students in all their diversity. (This session will be recorded)
Two-Eyed Seeing: Building Bridges of Understanding between Indigenous and Western Medicines
Dr. Carolyn Sturge Sparkes (settler), Faculty of Medicine, and Jessica Pelley (Member of Qalipu First Nation)
The aim of the two Indigenous health curricular sessions for Phase 3 students is twofold: first, to spiral out of the introductory sessions offered in Phase 1; and, secondly, to lay the foundation for future physicians to see beyond notions of medical practice to understandings of medical praxis; that is, building on the thoughts of Paulo Freire (1970), to integrate the application of Western medicine with reflective analysis of multiple healing perspectives and ethical complexities. The ultimate goal is to provide culturally safe care for Indigenous patients. These concepts are explored with leaders and Elders from Indigenous communities. (This session will be recorded.)
Thursday, April 29, 11:15 a.m.-12:15 p.m.
Technology, Entertainment, Design (TED) talks have become a powerful way of communicating management ideas to global audiences. In a remote learning environment, the question emerges as to how management educators should engage with TED talks. This presentation reviews how students perceived the use of TED talks in six courses delivered in a remote learning environment. We suggest that management educators can work to enable students to become critical, reflexive thinkers who understand the importance of TED Talks in producing meaning especially in a remote learning environment. (This session will be recorded.)
Get the answer to the title question and join master's student, Jared Trask for a personal perspective while exploring the lessons learned from transitioning to a remote environment during the pandemic. Other questions to be answered include: Is there a newly generated learning and learning technology gap? How can we identify and address this? How do I create the environment to learn right now?? As well, this session will attempt to shed light on evaluating inclusivity in teaching and how we can improve upon it collectively. (This session will be recorded.)
Talking about distance learning, we often have such an image in mind: A learner sits alone in front of a screen. However, distance learning can also come with other formats. Learners can have in-person connections during distance learning too. Inspired by vicarious and collaborative learning, researchers found a more interactive approach for distance learning: learners observe tutorial dialogue videos and study in pairs. This session is going to discuss how the connection between learners promotes digital learning experience and outcomes. (This session will be recorded.)
This presentation will provide an overview of an online, self-directed, co-curricular skills development course that focused on enhancing students' metacognitive, problem-solving, and communication skills. The FUSION course was piloted as an add-on with Memorial's Undergraduate Career Experience Program (MUCEP) during the Fall 2020 semester. Results from the pilot's evaluation suggest that students had a positive learning experience and enhanced their skills. However, students also indicated that they desired more personalized facilitation and opportunities to learn with and from others. The students' suggestions on how to foster these relationships and why they are central to their learning will be discussed. (This session will be recorded.)
The Teaching and Learning Framework Toolkit is designed to advance the goals of the Teaching and Learning Framework. During this session participants will discuss the content and design of a toolkit that meets the needs of academic units and all those who teach. (This session will be recorded.)