Teaching & Learning in Higher Education Modules

In 2014 I worked as a Research Associate on the collaborative development of Teaching & Learning in Higher Education Modules. The project was a collaboration between Queen’s University, Western University, and the University of Waterloo. The three institutions were funded by eCampusOntario to develop six online modules centring on key concepts of Teaching and Learning in Higher Education. The modules were intended to be adopted and adapted for a variety of contexts, particularly in teaching the foundations of teaching and learning in higher education to graduate students and instructors.

My responsibilities included the design and development of 2 of the 6 modules: (1) Principles of Course Design, and (2) Ethical Principles and Professionalism in University Teaching. I collaborated with the three institutional partners and the Instructional Design team from Desire to Learn (D2L) to produce the modules – integrating resources and expertise from the three centres to design, author, and develop the content and learning activities.



screen-shot-2016-10-06-at-11-50-20-amThis screen shot, from the Principles of Course Design module, shows a learning activity I developed as part of the Learning Outcomes component of the module. At the Centre for Teaching and Learning the Educational Development team regularly asks learners to assess learning outcomes for their quality based on a holistic rubric (i.e. is the outcome assessable? are the verbs too vague?, etc.). Based on our practices, I worked with the D2L team to develop a similar activity for the Teaching and Learning modules. After learning about what makes an effective learning outcome, users are posed with a series of learning outcomes. They are asked to use the checklist provided to assess the outcome posed. Feedback is provided after users complete their assessment so that common misconceptions can be addressed.

ED Philosophy Themes

Conversational: Modules were intended to be interactive and engage learners in activities for learning. The resources and activities I developed were intended to support ongoing conversation and engagement.

Thoughtful Technology: The D2L team offered technical solutions to brainstormed assets and activities. Given this approach, I designed modules by first asking – what actions would serve the intended learning outcomes of this module? I was then able to work with D2L to develop thoughtful technological solutions that engaged learners in ideal activities for learning.

Literature Informed: As with any teaching opportunity, I aim to incorporate best practices informed from the literature. Additionally, I seek to provide students with the skills and resources to interpret the literature for themselves. Module activities and content were both informed by literature in the scholarship for teaching and learning.