Faculty Cyber Connections

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sharing, learning, teaching

Are you looking for an opportunity to share teaching tips with colleagues in other colleges?     Do you want to learn without having to leave the comfort of your own desk?

Program Description: Faculty Cyber Connections is designed for faculty wishing to advance their teaching practice through online collaboration with other colleagues across Ontario. The design of the program enables participants to analyze teaching and learning strategies, while exploring emerging technologies.

Program Outcomes: The faculty Cyber Connections program provides opportunities for faculty to:

  1. Create a collaborative, interactive learning environment with colleagues through the development of an online community of practice.
  2. Use tools of reflective practice to enhance teaching practice.
  3. Explore a range of teaching and assessment strategies in alignment with learner and curriculum needs.
  4. Develop a coherent course curriculum that is learning centered and aligns all curriculum components – learning outcomes, content, learning activities, assessment, learning resources and the needs, abilities and interests of the learners.
  5. Create inclusive and active learning environments that address multiple ability levels and learning needs of a diverse group of college learners.
Module Facilitators
Module Participants

We have several focused, practical, interactive learning modules each of which can be completed in 6 – 8 hours.

This Year’s Offerings To Register, contact your College Representative

Fall
Planning Instruction
Metacognition
Active and Engaged Learning

Winter
Universal Design for Learning
Multiple Choice Tests
Group Work

Spring
Essential Employability Skills
Digital Presence



Planning Instruction

31 October – 25 November – 2016
Deadline to register: 17 October
Participants will be given access to an orientation module starting 24 October.

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Course Description:

In this four part online module, we will discuss principles for designing instruction and for engaging students in learning and use instructional frameworks to plan post-secondary learning.
Participants will:
* explore the connections between teaching practice and some key learning theories and models
* experience and consider a variety of instructional strategies
* share examples of effective instructional planning

Learning Outcomes

At the end of this course, you will be able to:

  • Consider learners and learning needs as you plan instruction
  • Use principles of learning to inform instructional planning
  • Explore strategies for the various components of an instructional plan
  • Plan a lesson based on instructional frameworks

If you are interested in this or any of the other modules, contact the representative at your College.
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Metacognition

31 October – 25 November – 2016
Deadline to register: 17 October
Participants will be given access to an orientation module starting 24 October.

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Course Description:

Defined broadly as “thinking about one’s thinking”, metacognition is about being able to successfully plan, monitor, and evaluate your own learning. We can help our students to improve their learning by incorporating metacognitive strategies that help them become aware of and monitor their own learning. This module will focus on ways that you can help to support student success by incorporating metacognition into the learning process. Participants will examine the role of metacognition in learning and explore strategies for integrating metacognition into the classroom.

Learning Outcomes

At the end of this course, you will be able to:

  • Define metacognition and explain its importance in teaching and learning
  • Analyze curriculum for specific areas and opportunities in which metacognition can be included
  • Develop an activity or assignment that supports metacognition

If you are interested in this or any of the other modules, contact the representative at your College.
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Active and Engaged Learning

31 October – 25 November – 2016
Deadline to register: 17 October
Participants will be given access to an orientation module starting 24 October.

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Course Description:

In this module on active and engaged learning you will analyze and apply a variety of practical strategies to promote effective learning and create energizing opportunities for you and your learners. Each tactic that is examined can be customized and fine-tuned to best match the learning environment and context of your course.

Learning Outcomes

At the end of this course, you will be able to:

  • Critically review principles of active and collaborative learning
  • Apply the principles of active learning to the design of learning environments that effectively motivate and engage learners
  • Analyze and apply a variety of methods and strategies to promote active learning opportunities
  • Solicit feedback from learners within the courses that you are designing and facilitating

If you are interested in this or any of the other modules, contact the representative at your College.
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Universal Design for Learning

6 March – 31 March 2017
Deadline to register: 20 February
Participants will be given access to an orientation module starting 27 February.
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Course Description:

Diversity is the norm within our college classrooms and laboratories. Universal Design for Learning (UDL) meets the challenges of learner variability by proposing flexible curricula designed to meet the needs of all learners. In this module participants will apply the principles of UDL to design or revise a lesson plan or learning unit. Through reflection, analysis and collaboration with colleagues, participants will explore the impact of UDL principles on curriculum design and learner success.

Learning Outcomes

At the end of this course, you will be able to:

  • Describe key concepts of Universal Design for Learning (UDL) and why they are important to teaching and learning.
  • Analyze curriculum and instruction for specific areas and opportunities in which UDL strategies can be useful
  • Apply the principles in the UDL framework to plan and improve instruction. Plan to address learner variability and instructional challenges in your teaching.

If you are interested in this or any of the other modules, contact the representative at your College.
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Multiple Choice Tests

6 March – 31 March 2017
Deadline to register: 20 February
Participants will be given access to an orientation module starting 27 February.
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Course Description:

Multiple-choice tests appeal to both faculty and students alike, but for very different reasons. Faculty appreciate the objective nature of the assessment, and very few students are upset when ‘multiple-guess’ tests are announced. The challenge, then, is to develop valid, reliable multiple-choice tests that balance faculty needs for rigour and integrity with student needs for engagement and learning. Writing sound multiple-choice tests questions that align with expected learning outcomes can be one of the most difficult aspects of test construction. In this module, you will learn tips and guidelines for planning multiple-choice tests and for writing sound test items.

Learning Outcomes

At the end of this course, you will be able to:

  • Think critically about the purpose of multiple-choice testing in learning and assessment.
  • Share strategies that will maximize student learning before, during and after the test.
  • Write and critique multiple-choice test items.
  • Explore tools that can be used to develop and support multiple-choice tests.

If you are interested in this or any of the other modules, contact the representative at your College.
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Group Work

6 March – 31 March 2017
Deadline to register: 20 February
Participants will be given access to an orientation module starting 27 February.

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Course Description:

Employers always list “teamwork skills” high on their lists of requirements for our graduates. How can we help our students gain these important skills without needing a license in refereeing? This cyber course will provide tips and tools for setting up, managing, and assessing student groups in ways that students will perceive as fair and manageable.

Learning Outcomes

At the end of this course, you will be able to: •Select group configurations according to specific needs

  • Support student learning throughout group work stages (forming, storming, norming, performing)
  • Assess the process of groupwork
  • Design a groupwork assignment

If you are interested in this or any of the other modules, contact the representative at your College.

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 Essential Employability Skills

8 May – 2 June 2017
Deadline to register: 24 April
Participants will be given access to an orientation module starting 2 May

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Course Description:
Essential Employability Skills (EES) are skills that, regardless of a student’s program or discipline are critical for success in the workplace, in day-to-day living, and for lifelong learning. They are sometimes described as the skills that help students “keep their jobs” rather than “get their jobs”.

In this module, participants will have the opportunity to learn and share new and engaging ways to teach, assess and evaluate EES in class and online. Participants will revise one of their lesson plans, assessments or evaluations to enhance how they teach or evaluate one or more of the EES. Participants will also reflect on how EES help prepare students for their future careers and pursuits.

Learning Outcomes
At the end of this course, you will be able to:

  • Discuss in class and online methods of teaching, assessing and evaluating EES.
  • Develop or revise a lesson plan, assessment, or evaluation to enhance how they teach or evaluate one or more of the EES.
  • Critique a lesson plan, assessment, or evaluation and share recommendations.
  • Reflect on how EES prepare college students for their future.

If you are interested in this or any of the other modules, contact the representative at your College.
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 Digital Presence

8 May – 2 June 2017
Deadline to register: 24 April
Participants will be given access to an orientation module starting 2 May

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Course Description:
Participants examine the notion of digital presence as it applies to themselves and to learners. This course explores the world outside the LMS by using a course blog & webpage and inviting participants to do the same.

Learning Outcomes
At the end of this course, you will be able to:

  • Define “digital presence” and its different layers.
  • Investigate your own digital presence.
  • Develop a plan to optimize your digital presence.
  • Explore how to guide learners in establishing their own digital presence.

If you are interested in this or any of the other modules, contact the representative at your College.
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College Representative

For more information about the Faculty Cyber Connections Modules or to register, please contact your college representative.

Algonquin
Leigh Ridgway
Professor, Faculty Learning and Development
email: ridgwal@algonquincollege.com
phone: 613-727-4723 ext. 5591
Algonquin College
1385 Woodroffe Ave.
Nepean, ON
K2G 1V8
Durham
Anna Rodrigues
Educational Developer
email: Anna.Rodrigues@durhamcollege.ca
phone: 905-721-2000 ext. 3666
Durham College
200 Simcoe Street N.
Oshawa, ON
L1H 7K4
Fleming
Jennifer Ramsdale
Teaching and Learning Specialist
email: jennifer.ramsdale@flemingcollege.ca
phone: 705 749 5530 ext. 1343
Fleming College
599 Brealey Drive
Peterborough, ON
K9J 7B1
Georgian
Annique Boelryk
Curriculum Consultant
email: annique.boelryk@georgiancollege.ca
phone: 705 728 1968 ext. 1075
Georgian College
1 Georgian Drive
Barrie, ON
K47 3X9
La Cite

Marie Nathalie Moreau
Service aux enseignantsl
Centre d’appui et d’innovations pedagogiques
courriel: mmorea@lacitec.on.ca
téléphone: 613.742.2493 ext. 2048

La Cité Collégiale
801, Promenade de l’Aviation
Ottawa, ON
K1K 4R3
Loyalist
Jake Sandison
Co-ordinator, Teaching and Learning
email: jsandison@loyalistc.on.ca
613 969-1913 ext. 2637
Loyalist College
Wallbridge-Loyalist Road, P.O. Box 4200
Belleville, ON
K8N 5B9

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