Individual Professional Role Activities

As outlined in my Annual Professional Activity Reports (APARs) and Performance Review (PRC), the duties of my role are broadly conceived of in three essential categories related to pedagogical guidance in the use of learning technologies:

  • Technical support for learning technologies at TRU, including Moodle, Kaltura, WordPress, H5P, Pressbooks, Sli.do, and any other supported learning technologies. This usually relates to classroom practices, but increasingly also includes faculty seeking strategies for research mobilization.
  • Programming to support research-informed, ethical use of learning technologies.
  • Consultation and engagement with different campus stakeholders about the role of educational technologies in learning and teaching.

That said, the range of activities encompassed by this work seems to be limitless. In the table below, I list the criteria from 2.4.2(a) in the Learning Design and Innovation Department Promotion and Tenure Standards document and list the aligned activities that I see as achieving these criteria. This primarily reflects my day-to-day work and I itemize them to demonstrate that I meet the standard of the professional role.

In offering up my work for assessment of tenure and promotion, the Learning Design and Innovation Promotion and Tenure Standards document requires that my contributions listed in 2.4.2(a) “establish a satisfactory record” in order to achieve tenure, and “[go] clearly beyond the requirements for satisfactory performance, thereby providing evidence of consistent and expanding involvement with pedagogy-related work” in order to achieve promotion. To that end, I have highlighted in pink any activities that I would like considered evidence of “satisfactory performance in the professional role” – thus for my application for tenure – and in blue any activities that I would like considered evidence of “superior performance in the professional role” – thus for my application for promotion to Instructional Support II.

Course development, workshop development, and/or support activities, as well as the preparation and revision of necessary materials.

Help Desk and Support Tickets

I began answering Moodle Support and Learning Technology tickets on the (now retired) Web Help Desk system on 21 August 2019. Between that date and when the Help Desk was retired on 31 December 2021, I took primary responsibility for 2,273 tickets [D.4.2]. For reference, the next most prolific respondent had primary responsibility for 1,533 tickets, and my counterpart in faculty coordinator role for most of that period had primary responsibility for 995 tickets. Help Desk tickets were my primary workday focus for the first two years of this role; in fact, these numbers demonstrate that I was primarily responsible for 38% of the tickets to Moodle Support and Learning Technology, though in this period there were a total of ten people responding to tickets.

On 1 January 2022, we transitioned to a new software for managing tickets called TeamDynamix. This also marked a shift in my workload away from a significant daily presence answering tickets, as new hiring and stability in team composition has allowed for me to step back from this portion of my work. Since transitioning to Team Dynamix, I have had primary responsibility for only 61 tickets.

In total, I have had primary responsibility for 2,334 tickets to this point. Using an average of 15 minutes per ticket (to read, review, test, consult documentation as needed, and respond, plus any potential back-and-forth to clarify or refine the response), this represents 583.5 hours, or 77.8 working days.

Office Hours and Phone Support

In addition to answering tickets, our team offers faculty support through office hours. Prior to Covid-19 shifting faculty to more digital workflows, these office hours were held in person and primarily managed by Jamie Drozda. I covered for her when she was away or assisted when she was busy, but this represented a very small amount of my pre-pandemic workload.

With the transition to emergency remote teaching came a massive new demand for access to learning technology and Moodle supports. We began by holding in-person office hours for the last days until the closure of campus, and then transitioning to online office hours: first for 20 hours / week, then for 16, and now at a level of 12 hours / week, with reduced support to 6 hours / week in the summer. As staffing fluctuated through 2020, I held the majority of the office hours with supports from colleagues in Open Learning and CELT. Since increasing the staffing of LT&I from 2021 on, we now share the role of office hours equitably across the three coordinators, with each of us responsible for 4 hours / week.

As our team has moved to pick up more of the support needs of the OL side of operations, I have tried to keep better track of phone support provided primarily to OL students (the Moodle Support number is available for anyone to use, but it seems primarily to have been adopted by OL students). The records kept by the phone indicate that I have spent 15.6 hours of working time on the phone, or 2.1 working days.

Workshops

Workshops are a central component of the work of an educational technologist, and I am immensely proud of the work I have done in this regard at TRU. In the last three years, I have developed and facilitated (or co-facilitated) 94 unique faculty support workshop sessions, and well over a hundred if boutique workshops and information sessions are included (see “Additional Roles” criteria). Many of these courses have persistent open web resources or recordings, and that material is linked as referenced. In addition, selected sample slide decks can be found in my Portfolio of Materials [D.4.3].

Pre-Covid Workshop Offerings:

DateWorkshopAttendance
9/10 Oct 2019Williams Lake Series (w/ CELT): Maximize Your Moodle; Student Engagement Strategies; SPLOTs and H5P8
16 Oct 2019Williams Lake Series (w/ Jamie Drozda): Cool Tech Tools: More SPLOTs and H5P; WordPress for Student Portfolios; Welcome to Moodle / Kickstart Your Moodle5
29 Nov 2019OER Grantholders: H5P for Pressbooks (w/ Jamie Drozda)6
6 Dec 2019OER Grantholders: Hypothes.is (+additional remote workshop)6+1
15 Jan 2020Digital Detox Discussion15
21/22 Jan 2020Williams Lake Series (w/ Jamie Drozda): H5P in Moodle and WordPress; Tech Tools for Feedback; Digital Detox Discussion7
5 Feb 2020H5P Workshop Part 1: Moodle (w/ Jamie Drozda)12
6 Feb 2020Meme Media: Making and Using Attention-Grabbing Images and Animated GIFs (w/ Brian Lamb)4
7 Feb 2020Digital Detox Discussion9
24 Feb 2020Learning in the Open: Tools for Teaching on the Open Web (w/ Jamie Drozda)5
26 Feb 2020H5P Workshop Part 2: WordPress (w/ Jamie Drozda)10
26 Feb 2020Learning Technology Community of Practice (w/ Jamie Drozda and Matt Stranach)4
9 Mar 2020Knowledge Mobilization and You: Scholarly Podcasting (w/ Jon Fulton)14
17 Mar 2020MNurs Faculty: Moving Courses Online (w/ Jamie Drozda and Jon Fulton)9

Shift to Emergency Remote Teaching:

Emergency remote teaching required a different approach to programming. By late-April 2020, it was clear that (a) faculty were looking for a more sustained suite of support offerings, and (b) that Fall 2020 would likely also be online and faculty had a lot of professional development to do to get ready for that eventuality. While CELT was preparing the high-commitment FLIM course, I decided to develop a series of brief webinars that faculty could dip into as needed, all archived for later reuse. I themed the offerings around the idea of a Summer Camp to try to encourage a sense of fun, exploration, and play, and to off-set some of the negative feelings about online teaching that emerged in the Winter term. I also used Moodle’s badging function as an easy and fun way for faculty to log their efforts [D.4.4] and offered a certificate for completing a significant percentage of the offerings. The entire suite of workshops consisted of twenty-one sessions, with contributions from Brian Lamb, Jamie Drozda, Jon Fulton, Ken Monroe, and Stephen Doubt. I developed and ran twelve of these sessions, archived at Teaching Unbound:

The take-up of these sessions among faculty was robust. Each session drew 50-100 attendees. In total, 331 unique attendees took in at least one Summer Camp session during the first half of the summer semester, whether synchronously or asynchronously, with the vast majority attending at least two. We awarded 2018 individual badges over the course of the six weeks of programming 143 people earned our Certificate of Digital Competency for attending at least 8 workshops, and 17 earned a special “Perfect Attendance” certificate for attending all the sessions; we also create a less vibrant certificate for those who wanted a more traditionally professional credential [D.4.5]. Feedback for Summer Camp was, overall, extremely positive [D.4.6; D.5.2; D.5.3].

In response to feedback received from some participants at Summer Camp, I developed an entry-level Moodle workshop called Moodle 101. Designed for new users, this four-hour workshop paired four half-hour tutorials that I delivered alongside four half-hour supported working periods (with the help of the Instructional Design and Production teams). This session had 74 total attendees, with at least 50 people at each of the four tutorials. The archived recording of the session was accessed 329 times by 75 users in Summer 2020, which suggests that those who attended have found it useful to revisit the resource.

As we got closer to the beginning of the Fall term, our team knew we needed a different series of workshop offerings for late-August to help resolve the anxiety of the campus community and ensure everyone was up to speed on the technology. I developed four series: By Request (sessions that had been asked for as Summer Camp), Crash Course (sessions for people who had not taught in Winter or Summer and needed to get up to speed quickly), Campfire Chats (sessions about pedagogy to continue some of the Summer Camp discourse), and Moodle 911 (for new hires).

Content CoveredFacilitatorAttendance
PodcastingMe42
Tools and Techniques for Math and ScienceMe14
What’s New in the New MoodleMe44
Building a Course NarrativeMe27
Moodle Tips and TricksMe w/ Jamie Drozda35
Assignments and ForumsJamie Drozda44
QuizzesJamie Drozda40
Working w/ VideoMe w/ Jon Fulton47
BigBlueButtonMe w/ Jon Fulton63
GradebookJamie Drozda49
Supporting Learning OnlineMe22
Building Communities of CareMe24
Teaching Tough ContentMe25
Addressing InequitiesMe26
Managing WorkloadMe29
Setting Up ShellsMe23
Loading in ContentMe30
Forums and AssignmentsMe32
QuizzesMe34

Throughout the remote teaching year, aware of softening attendance and the sense of fatigue among faculty, we mostly repeated workshops rather than developing new content. I ran new live versions of the following sessions:

  • What Should Be In Your Moodle Shell (10 attendees)
  • If I Knew Then What I Know Now (14 attendees)
  • Have the Best Week One Ever (13 attendees)
  • Moodle 911 (three sessions, 25 attendees)
  • Reviewing the Survey of Student Experience (w/ Brian Lamb, 31 attendees)
  • Moodle 3.9 Asynchronous Resource (+ walkthrough, 8 attendees)
  • Digital Detox (three sessions, open to those outside TRU, 104 attendees)
  • Managing Your Marking Load (15 attendees)
  • Tools of Engagement (8 attendees)
  • Meme Media: Making and Using Animated GIFs (w/ Brian Lamb, 21 attendees)
  • Pandemic Pedagogies (weekly discussion series, six sessions, 48 attendees)
  • H5P Building Party (one session, 18 attendees)
  • Life Beyond Moodle (co-facilitated with Jamie Drozda, four sessions, 19 attendees)

Return to Campus Support:

Just as faculty needed support in moving their courses online, they also needed support in returning back to campus, particularly those instructors who wanted to provide as much of a supportive environment as possible and were experimenting with hybrid and/or resilient learning design. At this point, however, the team had expanded and with three coordinators in place, I needed to do less of the hands-on programming and planning. I offered the following workshops in 2021-22:

DateTitleAttendance
9 SeptPandemic Teaching Strategies25
14 Sept – 9 NovLet’s Play!
Five sessions: memes and GIFs (w/ Brian Lamb); H5P; feedback tools; Twine (w/ Jamie Drozda); and comics (w/ Jason Toal).		9
23 Sept – 18 NovBuild Back Better
Five sessions: accommodations; equitable practice; making space for uncertainty; flexible course design; and learner wants and needs.		5
4 OctManaging Your Marking Load9
13 & 27 OctPodcasting Masterclass, Fall Live Chats (w/ Jon Fulton and Jason Toal)30
18 Feb & 4 MarTRU Digital Detox Live Chats26
9 & 16 MarPodcasting Masterclass, Winter Live Chats (w/ Jon Fulton)15

Supplementary internal roles related to the professional role area including peer review of or consultation with colleagues, teaching, frequent guest lecturing, etc.

Consultations

A significant component of my workload is meeting with faculty outside of office hours for one-on-one consultations on a variety of topics ranging from project support (WordPress or Mattermost set-up) to focused Moodle training to (more commonly since the pandemic) discussions about adapting an existing assessment or teaching practice for an online or hybrid environment. In my first year in this role, I held 109 consultations with faculty and staff from all areas of the university, 148 in 2020-21, and 120 in 2021-22, for a total of 377 unique consultations. This time breakdown is noted in my Annual Professional Activity Reports [C.1; C.3; C.5]. These meetings usually range from 30-60 minutes and require 30-60 minutes of preparation and follow-up. Conservatively, I estimate this represents 565.5 hours of working time, or 75.4 working days.

Guest Lectures

SOCI 3620, Digital Detox Discussion (28 January 2020): The instructor of this course, Mary Hanlon, had used the Digital Detox essays I had written as a set of course readings for her Digital Sociology class. I was delighted to join them to discuss their questions and responses to the essays.

EDUC 5990, “The Unbearable Ethics of Working in EdTech: Centering Care and Resisting the Quagmire” (28 May 2020): In this talk for Joe Dobson’s MEd class in Educational Technology, I spoke about the ethical responsibilities of those working in EdTech and explored how an ethics of care offers a philosophical framework for doing good works in this fraught, highly capitalized space [D.4.7]. I repeated this talk of 28 October 2020.

IBUS 4570, “Surveillance Capitalism and Your Education: Are You the Customer or the Product? (7 April 2021): In this talk for Paul Clark’s International Business students, I connected the implications of the way student data is used in education to real-world contexts, building on what the students already knew about disaster capitalism [D.4.8].

CMNS 2200, “Algorithms, Race, and Education.” (25 October 2021): I spoke to Shannon Smyrl’s Technology and Communications students about algorithmic justice and inequality; at the end of term, Shannon noted that “your guest appearance is ranking as the single most valuable experience of the course,” with one student noting that “Dr Gray advocating for us was encouraging.”

PIDP Teaching

Jamie Drozda and I co-faciltated the PIDP offering, Technology for Teaching and Learning at TRU in Fall 2021. We facilitated it as an open course, so all the materials are available for perusal on the linked WordPress site, but a copy of the syllabus and a sample lesson are also available in my Portfolio of Materials [D.4.9]. This course is offered for faculty who want to upskill and is specifically designed for those who are seeking the Provincial Instructor Diploma. Jamie and I designed the course using contract grading and invited participants to build real world components that they could implement in their own courses immediately. We had 12 participants and near perfect attendance week-to-week, with participants showing strong skill development at the end of the course. The evaluations were very positive [D.4.10] and we have been asked to offer this course again in Fall 2022.

OLFM Fill-In

In Winter 2022, I filled in for an OLFM on a period of leave in the course ENGL 3291: Contemporary Children’s and Young Adult Fiction for approximately one month (5 January – 8 February). In this role, I had the opportunity to mark student essays and exams and communicate with students via email. It was also a useful professional development opportunity to see how an OL course runs, given the increased demand on our team to support OL learners.

Additional or external roles related to the professional role area.

Specialty or Boutique Workshop and Information Session Development

During the Summer of 2020, I developed many boutique workshops and information sessions providing remote teaching support to specific departments and for specific applications. These were created for:

  • Arts (with Brian Lamb, 36 attendees)
  • Career and Experiential Learning (11 attendees)
  • Social Work (6 attendees)
  • Veterinary Technology (6 attendees)
  • Supplemental Leaders (2 sessions, 12 attendees) [this session was the subject of a positive peer review; see D.5.4]
  • ESTR Students (2 sessions, 5 attendees) [this session was in part described in a BCcampus article about how ESTR students were supported in the pandemic]

I also gave a guest lecture in the Assessment component of all three iterations of the CELT Facilitating Learning in Moodle course, and co-developed stand-alone workshops on Writing Assessment (37 attendees), Alternative Assessment (18 attendees), and Blended Learning (2 iterations, 36 attendees) with CELT’s Carolyn Ives. I also supported the participants in CELT’s CRICKET project with one H5P workshop and some additional technical assistance.

The demand for these kinds of sessions has continued in the return to campus. In 2021-22, I also developed boutique information sessions and workshops for the following audiences:

  • Open Publishing Community of Practice (10 attendees)
  • Co-Op Instructors (6 attendees)
  • PD Week Podcasting Workshop (w/ Jon Fulton) (23 attendees)

Classroom and Student Supports

Classroom Support:

GLBL / ENSU Portfolio Templates: Working with Umme Mansoory, I developed two portfolio templates for use in the single-credit credential programs offered at TRU. These portfolios have been in use since the Summer 2020 semester for GLBL 1000: Global Competency and ENSU: Leadership in Environmental Sustainability. I also offer technical support for students using the portfolios.

TESL Portfolio Template: Working with Karen Densky, I developed a portfolio template for her TESL students to use as both a capstone project and a professional portfolio. Since then, I have used the same template for several new instructors over six semesters. I made minor changes to the portfolio itself, held workshops for the TESL students each semester, and supported the students via email until the term was completed. I expect to continue this support of the TESL program into the future.

TMGT 3060: For John Hull’s TMGT 3060 class, I developed an e-portfolio template and consulted on the development of a mapping project website. Support for this project included three classroom visits and ongoing email support for students. One student with a visual impairment required weekly one-on-one support sessions to help navigate the WordPress platform with a screen reader (the complexity of this project helped me to recognize the accessibility limitations of our WordPress offerings, and I have asked Carolyn Teare and Carol Sparkes to help me consider how we can improve this experience).

Student Support:

One of the clearest emergent issues in the transition to remote learning was the lack of infrastructure at TRU to support student online learning; the need was reflected first by a survey distributed by TRU World, and then reinforced by our own survey results. While student concerns are often sent to Moodle Support, we wanted to establish a clearer process for students:

  • studenthelp@tru.ca: Along with Brian Lamb and Jamie Drozda, I established this email address and trained volunteers from TRU World to respond to it; when the volunteers went back to their main job, I responded to these emails until the role was reassigned and these emails were disbursed to the team as a whole.
  • Facebook Live event: I was asked by Alicia Ashcroft to do a Facebook Live event for Student Life in order to talk about how students can prepare for learning online, and also to demonstrate some basic user functionality of Moodle.
  • BC School Counsellors: At the recommendation of Don Poirier, I was asked by Todd Hauptman to represent TRU in a conversation with BCSCA President Dave Mackenzie for the benefit of parents and school counsellors with questions about what learning online would look like for Fall 2020 intake students.

Student supervision, as appropriate.

Please see the recommended document D.6, Overview of Student Supervision, for details on graduate student and research assistant supervision.

Capacity building and mentorship of colleagues.

Podcasting

A major priority of my work at TRU has been to improve podcasting competencies both on-campus and in the larger community. I believe podcasting can be an equitable, accessible mode of knowledge mobilization, and I have centred expanding this capacity at TRU and beyond in my practice. My work in podcasting has been iterative, as listed below.

Understanding the Form: 

I am a co-investigator on the SSHRC-PDG grant [D.4.11] to establish the Amplify Podcast Network, a peer-reviewed network of scholarly podcasts, but also the technical underpinnings to ensure the output is fully accessible. I am responsible for producing a teaching and learning podcast called Community of Praxis. This project is still in process, but so far I have achieved the following goals: I have recorded the seven feature interviews that make up the main content of the show as well as recording introductory essays and completing post-production to draft stage for all main episodes; I have also collected all the audio for the “companion” episodes and am at work on post-production at the time of this writing. The show is scheduled to begin peer review in September. In addition to project tasks, I attend monthly meetings with the other podcasters, regular meetings with the editorial team, and participate in the Annual General Meetings for the project.

Making Community of Praxis has expanded both my personal capacity as a podcaster and planner and the reputation of the LT&I team as central to this innovative and expansive approach to knowledge mobilization and rigorous, peer reviewed scholarship. Through affiliation with the network, we have also been able to access well-developed resources to share back with the TRU community, like the Scholarly Podcasting Guidebook published by WLUP. Conducting the interviews has also deepened my relationships in teaching and learning scholarship.

Building Resources: 

Shortly after my arrival at TRU, Jon Fulton and I began building out the resources of the Podcaster’s Toolkit. We have now used this resource to give several workshops, and it has been shared openly for use beyond the TRU community. This gives potential podcasters a place to start in deciding whether the form is the best knowledge mobilization tool for them.

I am also interested in helping to build capacity in the region. I was interviewed at length for the BC Studies project “An Introduction to Scholarly Podcasting,” and my words feature in several episodes of the finished product.

Modelling the Skillset: 

At the beginning of Fall 2020, I wanted to show campus faculty the power of audio for content delivery (rather than simply relying on video for the remote teaching year). The result was the creation of a weekly podcast, originally imagined as a way to replace Fall programming but still offer just-in-time support. Each week, I interview a different member of the campus community to discuss their perspectives on teaching and learning; I also record an opening monologue each week that addresses some aspect of care or other significant pedagogical or philosophical idea I want to bring to the community. You Got This! averages 150 listeners per week, with about half the audience being TRU community. Eight episodes have been downloaded over 200 times, including a special episode about allegations of harassment at TRU and a deep-dive on accessibility. The process of creating an episode is straightforward, though the weekly pace is sometimes overwhelming. I first book the guests (I exclusively interview members of the TRU community) and then conduct a 20-40 minute interview using a VOIP recording studio app called Zencastr. I also draft and record an introductory essay to every episode and the closing “Tiny Teaching Tip.” I then edit the audio, using a light editorial hand but seeking to ensure that contributors sound like the most polished version of themselves (without losing spontaneous interjections or laughter). Once the audio is edited, I use the AI-generated transcripts created by Zencastr to create complete transcripts of every episode. Then, I use our WordPress site to post the episode, which uses an RSS feed to distribute. On average, a 30-40 minute episode of the show – the standard length – takes approximately four hours to produce.

Developing an Open Course: 

The Podcasting Masterclass is an expansion of our podcasting resources in the form of a four-week asynchronous course, which we offered twice this past academic year: once in the Fall, and once in the Winter. I developed the materials, but was joined in facilitation of the course by Jason Toal and Jon Fulton in the Fall iteration, and by Jon Fulton in the Winter iteration; the Winter iteration was revised and expanded (with double the previously offered assignments and opportunities for interaction). When not in process, the course remains available as a resource for anyone to access and review.

The Masterclass has had 169 people register, with 82 people completing at least one of the assignments. This is a good conversion rate for a freely available and fully open course, and I am confident that those who don’t complete an assignment are still able to make use of the resources. Many users who signed up for the Fall also repeated all or part of the course in the Winter iteration. Two of the users from the Fall iteration and one from the Winter have actually released four podcasts to the world (The Ludicast, Andraste’s Gadfly, Gender, Sex and Tech, and Privileging Oral Traditions), and one participant from the Fall has recently received a research grant from Brock University to develop a scholarly podcast. The Masterclass is the subject of two positive peer reviews [D.5.6; D.5.7].  In her letter of support [D.8.2], Jennifer Jill Fellows writes,

I can’t express how important it was for me to have this class as a place to play, make mistakes, and get feedback from a supportive and encouraging community as I flailed my way towards academic podcaster. One small example is how I learned that my love of sound effects was, perhaps, going over the top and straying from ‘cutsey’ into the realm of ‘slapstick’! The feedback from this class helped me to cultivate a podcast sound that is fun and energetic without being silly or cringe-worthy.

Having a task to complete every two weeks, and getting to see what my classmates were up to, as well as the drop-in sessions over the course of the term, really helped me pick away at podcasting skills, developing and honing them in-between my other professional and teaching responsibilities. I am not, by nature, a particularly technically-minded person, and am often a bit intimidated by the idea of learning new software and platforms. But at every stage of the Master Class, Dr. Gray and her team made me believe that these skills were well within my abilities and that I could succeed in this space.

I see the Masterclass and You Got This! as working together to increase campus capacity in podcasting. This is an open publishing platform, and we use almost entirely open source tools in our development, which allows the Podcast and course materials to serve as a useful example of open knowledge mobilization. I also gave a CELT talk on these topics in November 2021.

Supporting Projects: 

I have been lucky to be the contact point for most new podcast projects emerging at TRU, including classroom assignments, but most notable has been assisting with the technical support of the Indigenous Podcast Series that emerged out of Professor Mukwa Musayett’s M.Ed. course. This podcast, Privileging Oral Traditions Past, Present, and Future, released on July 10 and has received a warm reception.

Participation in professional development activity in the professional area including peer seminars, workshops, colloquia, conferences, etc.

Please see the required document D.2, Overview of Professional Development, for a summary of sessions (28) I have participated in since arriving at TRU.

Please see the Leadership in the Professional Role and Scholarship in the Professional Role sections of this page for professional development opportunities where I took a more significant leadership role.

Development / adoption of new / innovative teaching and learning techniques, resources, technologies, materials, aids, etc.

Pivot to Digital:

When it became clear that we would be doing some kind of pivot to the digital environment with the advent of Covid-19, I focused my energy on building two preliminary resources for faculty: a Moodle site for specific documentation on the most necessary tools, and an open web resource with guidance on issues of digital pedagogy. Where these resource innovated over existing online teaching and learning materials was (1) an ethic of care theoretical perspective that framed pandemic-era teaching in terms of harm reduction, and (2) concrete and low-impact advice about how to adapt existing F2F course materials for a distance environment. These resources include contributions from Jamie Drozda, Jon Fulton, Melissa Jakubec, and Carolyn Ives, and also now an increasing body of resources from faculty contributors across campus. I have been pleased to see content from the open web resource adopted by educators at Dalhousie University, University of New Brunswick, Douglas College, Kwantlen Polytechnic University, University of Windsor, Fleming College, and Northwest Indian College, as well as shared out by scholarly organizations like ACCUTE. We have since streamlined and iterated the Moodle resource to the much more usable Teaching Unbound site, which contains many of the original Moodle resources.

BCcampus OER H5P Development 

I was the Project Lead on this now-concluded grant for $9507 to hire two students to help with H5P development to an existing OER [D.4.12]. The purpose of this project was to improve the Writing for Success textbook by integrating more hands-on, formative learning objects. Writing for Success is a textbook for use in first-year Academic Writing, one of the highest-volume classes in the province and a course with a high degree of failure and attrition; any effort to improve rates of success in this course will positively impact the vast majority of post-secondary students in the province, as this is a required course for most degree programs and in most transfer agreements. The H5P interactives offer students the opportunity to reinforce, apply, and check their learning, primarily relying on practices like spaced practice, retrieval practice, and concrete examples. My approach was especially innovative because I hired undergraduate research assistants to act as educational consultants, reading the textbook first and identifying gaps in their understanding. I then helped them to determine what learning objects would best satisfy the need they had identified. The completed textbook is now openly available.

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