2021 Events

• Bianca Chui is an incoming MA student in the Department of Asian Studies in UBC. She recently completed her honours thesis on the intersection between print culture and food culture by examining sugoroku (a type of Japanese board game) in Edo Japan. As the event coordinator at the Centre for Japanese Research (CJR), she organized over a dozen events of different nature in the 2020-21 academic year.
• Romi Kim (he/she/they) is a second generation Korean, currently on unceded Musqueam, Tsleil-Waututh and Squamish first nations. They received their B.F.A in Visual Arts and Gender Studies from the University of Victoria and are currently an MFA candidate at UBC. Kim's practice explores intergenerational effects of colonialism, gender, and storytelling methods through affect and emotion. Currently they are researching the traditional Korean game Hwat'u (introduced to Korea by Japan), Hanja (Sino Korean derived from Chinese), and the myth of Paridegi (the first Shaman in Korea). Installation, video, performance, bookmaking and drag are some of the mediums they work within.
• Tianyu Li received his B.A. in History with a Minor in Philosophy from UBC. He is currently pursing a M.A. in Asian Studies at UBC, supervised by Dr. Sharalyn Orbaugh and Dr. Renren Yang. His research focuses on transnational culture and media studies, it pays attention to the question of (post)human self-identity and desire in Chinese video games in relation to Japanese manga and anime. Tianyu also has interests in the representation of evolutionary thinking in video games.
• Taranjit Singh Dhillon is a freelance journalist, engineer & currently works at the UBC Asian Library. He graduated from the Graduate School of Journalism, UBC Vancouver in 2018 and has worked briefly with CBC Indigenous, Canadian not-for-profit think-tank Asia Pacific Foundation of Canada, Vancouver, Canada Eurasia Russia Business Association, Indian Railways and Jyotirgamaya, a community radio station. His research interests are traditional games of South Asia, geopolitics and the Arctic region security.

Session types:

• 60 min participatory sessions: In this session type you will be leading series of interactive activities to engage your participants in a teaching and learning related conversation. Please note that your audience is a disciplinary diverse group of graduate students. Your session needs to be relevant to graduate students from any disciplinary background.
• 90 min participatory sessions: Note: We encourage you to consider a 60 min participatory session if possible! In this session type you will be leading series of interactive activities to engage your participants in a teaching and learning related conversation. Please note that your audience is a disciplinary diverse group of graduate students. Your session needs to be relevant to graduate students from any disciplinary background.
• 20 min round table discussion: This involves facilitation of short discussions about a specific topic or project (an exciting process; idea; etc) in a Zoom breakout room. The facilitator is responsible for setting the context and providing ideas and information to shape and enrich the dialogue.
• 20 min SoTL/TAR Research Presentation: In this session type we invite presenters to share the process and/or results of their Scholarship of Teaching and Learing (SoTL) or Teaching as Research (TAR) projects.
• 20 minute TA Training Program Presentation: We invite TA Training programs to share the structure and components of their programs in short 20 minute presentations.

This transition created a need for specific training to assist the faculty and instructors in their online journey, to make sense of a new learning environment that had never been implemented before. This program was part of the larger Online Teaching Program and was developed in a collaboration between faculty members and the CTLT. The TOT course blended asynchronous and synchronous activities and provided faculty and instructors a space to discuss and share effective practices with their colleagues. Participants had a chance to explore ways and plan for a careful mix of synchronous and asynchronous modalities adapted to the specificities of courses and disciplines.

• Dr. Charlyn Black, Associate Director, UBC School of Population and Public Health is a Professor and Associate Director, Education in UBC’s School of Population and Public Health (SPPH). She began her career as a practising physician, but her interests in prevention took her into the field of public health. Her research has focused on creating population-based information systems to understand patterns of health and health care, using administrative data to monitor the quality and effectiveness of medical care, and developing data-driven tools to improve health care delivery.
  She was recruited to UBC in 2002 to serve as UBC’s Centre for Health Policy and Research (CHSPR) Director, and served in that role from 2002 to 2007. In 2015, she was appointed as Associate Director of SPPH, where she works closely with program directors and education staff to deliver and improve SPPH’s 6 graduate programs, medical residency program, and undergraduate offerings.
• Lucas Wright, Senior Educational Consultant, CTLT supports faculty and staff in integrating technology in their teaching and learning practice. He is an adult learning instructor with more than 15 years of experience teaching adults online, face-to-face and in blended contexts. He has a keen interest in blended learning, open education and the role of learning portfolios in teaching and learning.
  Lucas supports professional development programs at CTLT including the Instructional Skills workshop, Teaching in A Blended Learning Environment, the Learning Technology Hub and the edX Studio sessions.
• Manuel Dias, Educational Consultant: Learning Design, CTLT is an Educational Consultant in Learning Design at the Centre for Teaching, Learning and Technology. He has more than nine years of experience in educational development, instructional and learning design where he supports faculty members develop face-to-face, blended learning and fully online experiences.
  Manuel is a trained facilitator and facilitates various professional development programs at CTLT including the Instructional Skills Workshop, the Summer and Winter Institutes, as well as the Teaching in a Blended Learning Environment course. Manuel is part of the Learning Technology Hub and of the Edubytes editing committee.
• Kari Grain, ALGC Program Coordinator/ALGC Lecturer, Faculty of Education is a practitioner-scholar at the intersection of higher education, social justice, and community engagement. She currently is the ALGC Program Coordinator and ALGC Lecturer at the Faculty of Education at UBC and former educational consultant at the CTLT, focusing on experiential education and the scholarship of teaching and learning. She earned her PhD in UBC’s Department of Educational Studies, supported by the Vanier CGS Scholarship, where her research focused on local community impacts of international service-learning in Uganda. Her research has been published in the Journal of Experiential Education, the Michigan Journal of Community Service Learning, and the Canadian Journal of Studies in Adult Education. Kari is the author of a forthcoming book, Critical Hope, with publisher North Atlantic Books. For more information on her recent experiential education project, see blogs.ubc.ca/experiential.

I want to make you Batman! There is no one right way to speak, but there are tools that you can apply depending on the situation.

• Ivan Wanis Ruiz is a communications expert and a guest instructor at several top universities across Canada from, UBC in the west to UofT and Bishops in the east. Ivan also works with several Fortune 500 companies across North America in industries ranging from Financial Services to Oil and Gas to Industrial Design.When he is not teaching how to speak, he is doing it as the official spokesperson for both the PanAm Games in 2015 and The Invictus Games 2017. He is also regularly hosting and emcee'ing large events across Canada to audience from 3 to 30000. He is a top rated instructor on Coursera and Udemy virtual training platforms with over 150,000 students worldwide. When he's not speaking or teaching you can find him on the dance floor as a professional salsa dancer and instructor.

• Dr. Patrick Pennefather, a faculty from the UBC department of theatre and film will present on the importance of interactive activities and individual attention during synchronous and asynchronous interactions.
  • Patrick is passionate about bridging disciplines of practice and thrives in collaborative projects. He is a designer of interactive experiences working as a sound designer, designer of learning and producer of scalable virtual and augmented reality prototypes. Teaching sound design and collaboration at UBC Theatre and Film, he draws from his work as an award-winning sound designer and composer for live and virtual spaces having worked on over 250 productions in Canada, the U.S., Europe, and Asia. He is co-appointed with the Master of Digital Media Program where, for the past ten years, he has developed a successful improvisation course for digital media collaborators as well as mentoring teams co-constructing scalable digital prototypes with over 50 companies and organizations (Microsoft, EA, Ubisoft, Blackbird, Finger Foods, Kabam and more).
• Dr. Matthew Yedlin from electrical and computer engineering, gives the following description for his presentation: The founding of the University of Bologna in 1088 provides us the model for pedagogy in the time of a pandemic. The establishment of a Community of Learning is central to the creation of a remote learning model. In this session I will present the creation of this Learning Community in a remote learning environment, tailored to ELEC 311, “Electromagnetic Fields and Waves”. Concluding remarks will include the application of lessons learned in the remote environment and their future broad impact in the university context.
  • Dr. Yedlin is a computer engineer with a particular interest in communication and energy systems, where he brings his research interests into the classroom. He has been recognized as a highly innovative and effective teacher. He’s at the forefront of new teaching methods such as the flipped classroom and approaches where students teaches each other instead of simply listening to a lecture, solving problems in groups and interacting with the instructor as active participants in their own learning. Dr. Yedlin’s classroom is a place where the pace and depth of the material is determined in collaboration with the students, where there is a palpable level of excitement and the atmosphere feels electric. Dr. Yedlin has put enormous efforts in adopting the latest teaching pedagogy for engineers, and the impact of his teachings will be felt for many years to come.
• Dr. Jon Festinger who teaches at the Allard School of Law will share the shifts that he's experienced and the tweaks and changes to how he approached teaching during a time where interactions were all digital and virtual.
  • Mr. Festinger is a Vancouver based counsel and educator. As an Adjunct Professor, he has taught a wide variety of law courses relating to intellectual property, media & communications, and business over more than 25 years at the law school at UBC. He is a Professor of Professional Practice at Simon Fraser University, a faculty member of the Centre for Digital Media, and Honorary Industry Professor in the Centre for Commercial Studies, Queen Mary University of London School of Law.

This session will cover:

• Copyright basics including how copyright is assigned to a work
• Rationale behind and purpose of open licenses
• Identifying the 6 Creative Commons licenses and know how to assign them to OER
• Applying Creative Commons licenses and ensure compatibility among the CC licensed works

Our panel will discuss the aims and rewards of hosting a student conference, how we plan our conference, and how we adjusted for online delivery. We will focus on how we support and encourage student presenters and volunteers participating in their first conference experience. We frame the event as an introduction to scholarly practices of research-sharing and community development. Rather than a high-pressure rite of passage or rote exercise, we have found that the conference experience can “embolden” students, as organizers of a national undergraduate literature conference assert, to move through their degrees as “intellectual risk-takers” that are part of a vibrant academic tradition (Hersh et al.). We’ll hear from past students about their experience of CAPCON, and how the conference allows us to connect with students, faculty, and colleagues from the Faculty of Arts, and beyond.

This panel is designed for units who also host student conferences and wish to discuss methods and practices—as well as units who are considering hosting their own student conferences, but don’t know where to start. We’ll also discuss how the impact of CAPCON is felt among current students, alumni of our program, and support staff such as Advisors and Administrators.

During today’s Beaty@Home, join Nicole Balsdon, Education & Outreach Coordinator; Amy Liu, MSc Student in Zoology; special guests; and members of the Exhibits & Design team to explore the history of Researchers Revealed, chat with researchers and museum staff, and view the newest additions to the online exhibition.

The Beaty Biodiversity Museum inspires an understanding of biodiversity, its origins, and importance to humans through collections-based research, education, exhibitions, and community engagement. As Vancouver’s natural history museum, we work to promote a greater sense of collective responsibility for the biodiversity of British Columbia, Canada, and the world.

In our session today, we will be looking into the ways that UBC Studios in collaboration with multiple departments and faculties across campus promoted the use of media during the pandemic. Specifically we will delve and introduce a range of professional services as well as Do-It-Yourself (DIY) options that were introduced. These DIY options include a range of DIY Studios on campus, a tabletop lightboard, as well as general best practice guides that were created.

We hope that after the session, you as the user will have a grasp of what services and options are available to you as UBC faculty and staff, and how the right use of digital media can positively impact student learning.

• Michael Sider is a producer at UBC Studios, working in collaboration with faculty to produce educational media. During his time at UBC Studios he has overseen hundreds of educational projects using video, animation, 360-degree video, 3D models, virtual tours, professional actors, student actors, faculty actors, bees, bear skulls, and recently, a lot of zoom footage. Michael brings a balance of creativity, technical knowledge, and pragmatic perspective to supporting learning at UBC.
• Andrew Wang is a media specialist at UBC Studios that has a focus on operations, infrastructure and developing new technologies. He supports faculty through digital media support, video editing, and also has a passion in exploring new innovations and tech that has the potential to improve the learning experience for students.
• Michal Suchanek is a technical specialist affiliated with UBC Studios, and has a passion for designing and constructing new technologies both software and hardware to further and revolutionize the ways students learn and approach learning.

This is an interactive demo to showcase the Canvas-integrated team formation and analytics app. In this demo, they will describe several scenarios of how teams may be used in classes (e.g., teams built based on project needs, professor and student preferences, or student peer evaluation feedback). They will walk the audience through the steps needed to build teams in the team formation app and demonstrate how team analytics can be used to visualize team performance.

Participants in this session can look forward to learning more about a number of pedagogical approaches to enabling more meaningful intercultural learning in the classroom.

Among the topics that will be discussed are Collaborative Online International Learning (COIL) projects that involve exchanges among students across partner universities to promote students’ critical reflectivity, cognitive dissonance and their general intercultural skills. From a self-identity exercise to collaborating in groups to produce a visual representation of another culture, students are asked to engage in different activities and challenge their frames of cultural reference.

Another project draws on the impact of synchronous computer-mediated communication (CMC) in a community of practice (Lave & Wenger, 1991) to explore how online socialization between learners of different target languages provides affordances for 1) reciprocal language learning, 2) changing participation within this virtual community of practice, and 3) learner agency as the ability to engage in metalinguistic and cross-cultural talk with language-exchange partners.

These projects help students to achieve the goals of developing knowledge, understanding and appreciation for different cultural values; creating more capacity for openness and self-awareness; reflecting upon Intercultural Competence activities and developing cross-disciplinary skills of collaboration, teamwork, problem solving and communication to promote ongoing and future cultural and linguistic exchanges.

Panelists will also be sharing about the technologies that they have used to facilitate this intercultural learning virtually. Some of the UBC supported technologies that will be discussed include: how Canvas tools were leveraged in new ways, connected students with partners in other universities through Canvas Catalogue, annotation-based discussion and group work using the Collaborative Learning Annotation System (CLAS) and using Zoom to enable synchronous communication for language-exchange learning between learners of different target languages.

Session types:

• 60 min participatory sessions: In this session type you will be leading series of interactive activities to engage your participants in a teaching and learning related conversation. Please note that your audience is a disciplinary diverse group of graduate students. Your session needs to be relevant to graduate students from any disciplinary background.
• 90 min participatory sessions: Note: We encourage you to consider a 60 min participatory session if possible! In this session type you will be leading series of interactive activities to engage your participants in a teaching and learning related conversation. Please note that your audience is a disciplinary diverse group of graduate students. Your session needs to be relevant to graduate students from any disciplinary background.
• 20 min round table discussion: This involves facilitation of short discussions about a specific topic or project (an exciting process; idea; etc) in a Zoom breakout room. The facilitator is responsible for setting the context and providing ideas and information to shape and enrich the dialogue.
• 20 min SoTL/TAR Research Presentation: In this session type we invite presenters to share the process and/or results of their Scholarship of Teaching and Learing (SoTL) or Teaching as Research (TAR) projects.
• 20 minute TA Training Program Presentation: We invite TA Training programs to share the structure and components of their programs in short 20 minute presentations.

As institutions of higher education prepare to increase in person instruction, mixed with online and hybrid, the panelists will share their thoughts about how instructors can be intentional about designing and implementing Academic Integrity education in their courses.

• The panelists have been asked to speak to the following questions:
  What are the most effective practices for creating a culture of integrity while teaching in person and online?
• In particular, what actions or activities may promote “Bandwidth Recovery” – as the Celebrate Learning Week keynote calls it – for a diverse student body whose cognitive resources might be depleted due to the pandemic and other factors, such as racism

During the session, participants will be invited to ask questions and share ideas that can help UBC build on existing AI materials at both the UBC Vancouver and Okanagan campuses.

• Dr. Simon Bates is the Associate Provost, Teaching and Learning, Interim Executive Director of Extended Learning and a tenured Professor of Teaching in the UBC Department of Physics and Astronomy. As Interim Executive Director and a member of the ExL Management Team, he provides leadership and oversees strategy for ExL. As Associate Provost, he leads teaching and learning initiatives across UBC, working closely with the University’s Executive, deans and service unit leaders. He’s a passionate champion of evidence-based teaching practices, and for using technology to enhance learning in the classroom. He teaches introductory physics at UBC, and has won teaching awards from UBC and the University of Edinburgh, where he established a Physics Education Research group.
• Dr. Moberley Luger is Assistant Professor of Teaching in the Department of English Language and Literatures and Chair of the Coordinated Arts Program. Her educational leadership projects are currently focused on pedagogies of poetry and oral communication. This summer she is building a TLEF-funded resource to enhance how we teach and learn speaking skills. Her work also focusses on the first-year transition and she is co-author of the Academic Essentials online bridging course “Reading and Writing at University.”
• Dr. Laurie McNeill is Professor of Teaching in the Department of English Language and Literatures, Acting Director of the School of Journalism, Writing, and Media, and Director of Arts’ First-Year & Interdisciplinary Programs. Dr. McNeill’s research, publications, and teaching focus on two main fields: auto/biography studies, with particular interest in testimony, digital platforms, and archival life narratives, and academic integrity studies. Building on her TLEF project, “Our Cheating Hearts?” she examines ways faculty and institutions can help students understand how to do their work with integrity and why that matters.
• Dr. Laura Patterson is an Associate Professor of Teaching specializing in Technical and Professional Communication at the School of Engineering at the University of British Columbia’s Okanagan campus. She has taught technical communication to engineering students since 2002, and has been in her current position since 2007. She holds a Ph.D. in Technical Communication and Rhetoric from Texas Tech University. She is currently the Lead of the Provost’s Academic Integrity Working Group and the Chair of the School of Engineering’s Ethics and Academic Integrity Committee since she initiated it in 2017. She has worked with UBC’s Community Service Learning program since 2010 to provide a service-learning experience to engineering students in her sections of the first-year engineering communication course, and service learning, empathy, and public engagement is the focus of her pedagogical research. In addition, she served on the Okanagan Senate’s committee on Appeals of Academic Standing and Discipline for six years, three of which she was the Chair.

Human-computer interaction (HCI) plays an important role in computer science careers as well as the design of technological advances in our society. Despite this, the HCI education community has long reported that students enrolled in an undergraduate HCI course typically have negative preconceptions that the difficulty level is not challenging, the grading is too subjective, and the content is not relevant to their degree.

Currently, COSC 341 consists of a series of mandatory modules and a menu of optional modules. Each module has a pre-test, reading material, post-test, tutorial activity, and main activity. Students were responsible for completing the reading asynchronously and class time was used to support students with tutorial and main activities in a flipped learning format. Timelines to complete course work supports flexible learning (e.g., some students completed half of the course by week 3).

During the session, Dr. Bowen Hui will demonstrate how this course was delivered on Canvas. In particular, Dr. Bowen Hui will show how pre-tests were used to help students identify what they need to learn in the module and the interactivity of the reading material available in each module.

Dissections have been among the best tools in anatomy education. However, they are expensive and have limited use when trying to reach deep, small, detailed structures. One such area is the Pterygopalatine Fossa, an important super-junction of nerves and blood vessels in the skull. Where dissections fail, the burden is placed upon students to visualize these dynamic, three-dimensional objects from static, two-dimensional photos. As such, there is a clear need for advancements in this field of education.

The Fossa Finder project has undergone multiple iterations as we figured out what works and what does not for an 3D educational application about the Pterygopalatine fossa. We started with a control scheme that allowed the user to freely manipulate a 3D model of the space, but found that the freedom easily confused the user, resulting in a sub-optimal viewing experience. We found that a “guided tour” approach to movement in the space allowed for more stable viewing, even in a virtual reality environment, and allowed for more precise labeling of the fossa’s features. In light of the pandemic, we have produced a series of 360 videos that capture this application’s environment. Most recently, we have been working to bring the application to the classroom by improving the viewing experience in diverse modalities and providing an instruction set for faculty members to be able to set it up from home.

• Dante Cerron is a Software Developer at UBC's Emerging Media Lab. His work revolves around the projects at EML and the technologies they apply. Term by term, he assembles student teams to tackle solutions to problems brought to him by UBC faculty interested in experimenting with adding new technologies to their curriculum. In his free time, he likes to find innovative visualizations by his favorite Unity and Blender content creators. Dante aims to make the tools for 3D development accessible to everyone.
• Julia Chu is a Work Learn student UBC's Emerging Media Lab. She has worked on a variety of 3D educational projects such as the Language Chatsim project and Fossa Finder, the project for which Guided Tour Manager was created. She has a background in Computer Science and Mathematics, and can be found learning about how models in mathematics relate to our reality in her free time. Julia aims to apply her technical skills to creations that help her fellow humans.

• Bianca Chui is a fourth-year Honours student in the Department of History and an incoming MA student in the Department of Asian Studies at UBC. As the event coordinator at the Centre for Japanese Research (CJR), she organized over a dozen events of different nature in the 2020-21 academic year.
• Miaoling Xue is a Ph.D. student in the Department of Asian Studies at UBC. She is the manager for the “Exploring Premodern Japan” educational video project.

• Kristen Morgan is the Open Education Assistant at the UBC Okanagan Library. She is passionate about the intersection of policy and advocacy, especially as they relate to sustainable long-term institutional changes. Kristen is a member of the Open Education Working Group, where she targets wicked problems with innovative, data-driven solutions. You can find Kristen on Twitter @KrisTheMorg.
• Donna Langille is the Community Engagement and Open Education Librarian at the UBC Okanagan campus. She is also the subject liaison librarian for the digital humanities, media studies, film, and theatre. In addition to supporting instructors working with open educational resources, Donna also manages the OER Grant pilot program and Co-Chairs the Open Education Working Group. She is currently one of the SPARC Open Education Leadership Fellows.
• Erin Fields is the Open Education and Scholarly Communications Librarian at the University of British Columbia Library. Erin is was the 2019-2020 Visiting Program Officer for Open Education for the Canadian Association of Research Libraries (CARL/ABRC). She is the recipient of a 2018 Award for Excellence in Open Education and an Open Education Advocacy and Research Fellowship with BCcampus. Erin also received recognition as a 2019 UBC Open Education Resource Champion from the UBC Alma Mater Society, the VP Academic and Provost, and UBC Library. Erin supports a number of courses engaging in open educational resource development and open pedagogy, including course assignments contributing to Wikipedia, developing social justice zines, reviewing case studies, and publishing open-access texts found in the Open UBC Text Catalogue

Conflict Theatre @ UBC uses the situation and tools of the theatre to explore and constructively engage in conflict. Through arts-based, experiential education developed from the work of Augusto Boal and tailored to the Higher Education context, we offer a new way to look at old patterns, and raise awareness of systemic structures and the role they play in conflict.

Grab a mug of coffee and join your colleagues in the chemical sciences on both the Okanagan and Vancouver campuses to discuss what lessons we have learned this past year, and what we will take forward for our future chemistry teaching. We invite all attendees to share (in perhaps 2-3 min) something from their online teaching experience that they will keep doing in the future, so that we can collectively steal the best ideas from our colleagues.

The website leads the instructor through the three main components of their courses to identify the alignment among them:

1. course learning outcomes,
2. assessment methods, and,
3. teaching and learning activities

At the end, the instructor may also map their course learning outcomes to a set of program learning outcomes, yielding a summary of all course components in a PDF format for further mapping, analysis, and planning (MAP). The user may also choose to create/produce their course syllabus using the website.

During this live demo, members of the website development team will share examples of ways in which this website can help instructors enhance their courses and programs from a pedagogical perspective. The website will continue to expand its features during the Summer and Fall 2021 so the audience is welcome to provide feedback and ideas.