Microlearning Programs Calendar 2020

Learn knowledge and skills which can be transferred across a variety of settings and expand your
network. Register now. Contact Manisha Khetarpal mkhetarpal@mccedu.ca 1
Microlearning Program Description
April-December 2020
Microlearning
ETHICAL RECIPROCITY
Virtual Practicum
students
Online teaching
Professional
Development
Instructors
Relational
Investment Learn
new skills and
knowledge which is
transferrable across
many settings
Creation of digital
content such as
recordings, slides
Current resources
added to course
outlines
Relational
Infrastructure:
Building
connections and
expanding
networks

Table of Contents
ONLINE TEACHING AND LEARNING ................................................................................... 10
Why online learning? ................................................................................................................ 10
Ingredients for Interaction in Online Classes............................................................................ 10
Online Learning with Open Source Tools................................................................................. 11
It’s Alive! Using H5P to Create Interactive Online Content .................................................... 11
Meet your Virtual Client: Developing a Fully Interactive Learning Experience...................... 11
Meet your Virtual Client: Heros Journey and instructional design........................................... 12
Teaching Online 101 - Lessons learned from the videogames industry ................................... 12
Blend but Don’t Break .............................................................................................................. 13
Online instruction tips for the technology deprived student ..................................................... 14
Responding to the Coronavirus Emergency with e-Learning................................................... 15
How to Design Learning Games Using Online Platforms Such as Zoom, WordPress or an
LMS........................................................................................................................................... 16
Open Content for e-Learning in Response to the Coronavirus ................................................. 17
ONLINE Tools for teaching and learning................................................................................. 17
Moodle LMS for Instructors .................................................................................................. 18
The importance of online facilitation........................................................................................ 19
Online Assessment with Portfolios in Response to the Coronavirus .................................. 19
Level Up: The Effects of Gaming Assignments on Academic Performance............................ 20
Tools used to engage students in online delivery.................................................................. 22
Mentoring student group work online .................................................................................. 22
The importance of online facilitation, Part 2 ........................................................................ 23
"Personal Learning: Taking Ownership of Learning Online"................................................... 24
Online programming - Panel Presentation........................................................................... 24
Higher education after COVID-19: Not business as usual ....................................................... 25
Wikipedia as an educational resource, past, present and future. ............................................... 26
Play Boardgames Virtually for Behavioural Skills Development ............................................ 27
"Building Community Online: resources and hands-on practice". ........................................... 28
A Conversation about Teaching and Learning in Colleges and Universities: The Growing Role
of Transformational, Global, and Indigenous Perspectives. ..................................................... 29

The importance of online facilitation - Active listening in asynchronous environments and peer
to peer/student to student support services................................................................................ 30
How to Design Learning Games Using Online Platforms Such as Zoom, WordPress or an
LMS-Part 5................................................................................................................................ 31
Part 8: Techniques to foster engagement in discussion forums ............................................... 31
TECHNOLOGY AND COMMUNICATIONS ........................................................................... 35
Data Science 101....................................................................................................................... 35
Learning about Copyright made (mostly) easy......................................................................... 35
Audiobook Production - Who DOES that?............................................................................... 36
Death by PowerPoint Prevention .............................................................................................. 36
Blogging with Jupyter Notebooks............................................................................................. 37
Computational Thinking with Python....................................................................................... 37
Introduction to GitHub.............................................................................................................. 38
Blogging with Jupyter Notebooks............................................................................................. 38
Digital Arts Part 1-- 2D Art....................................................................................................... 38
Digital Arts Part 2 -- 3D Digital Art ......................................................................................... 39
Coding with Scratch Part 1........................................................................................................ 39
Coding with Scratch Part 2........................................................................................................ 39
Creating Video with OBS ......................................................................................................... 40
OBS Part 2 - Video within Video.............................................................................................. 40
Graphic Design with Canva ...................................................................................................... 41
Podcasting with Anchor ............................................................................................................ 41
How to make instructional videos............................................................................................. 41
Mobile Video Editing................................................................................................................ 42
Hamilton Public Library’s Red Book of Community Information Metadata management...... 42
Digital Storytelling Basics 101 ................................................................................................. 43
Mapping and Visualizing Data 101........................................................................................... 43
SFU MoveIt – A Tool for Transferring Digital Archives to Repositories ................................ 44
SILLVR: Streaming Interlibrary Loan Video Resources.......................................................... 44
Technology for Arts .................................................................................................................. 45
Graphic Design 101................................................................................................................. 46
Creating Technologies to Support Learners of nehiyawewin (Plains Cree) ............................. 46
nêhiyawêwin language technology built at the NRC (National Research Council) ................. 47

Mukurtu CMS 101 .................................................................................................................... 47
Personal Journalism 101............................................................................................................ 48
Digital Critical Literacy and the Phishing Game ...................................................................... 48
#CiteNLM: Improving Wikipedia’s Health Information Through Crowdsourcing &
Collaboration............................................................................................................................. 49
Creating Online Content with Adobe........................................................................................ 49
Padlet 101.................................................................................................................................. 50
Presentation of some tools and online presence, Part 9 ............................................................ 50
H5P.com 101: Tools for engagement........................................................................................ 51
Canva 101: How to use Canva to create beautiful flyers, posters, resumes and more! ............ 51
What’s in a Data Story? Understanding the Basics of Data Storytelling................................. 52
Health Information on Wikipedia: How to Evaluate and Contribute........................................ 53
GLAM Wiki project for 4-10 minutes. ..................................................................................... 54
Virtual Travel and Connecting through Social Media .............................................................. 54
H5P.com 101: Tools for engagement........................................................................................ 55
INDIGENOUS.............................................................................................................................. 56
Making Indigenous language visible in your catalogue: ten years+ of Nunavut experience.... 56
Implementation of the Brian Deer Classification Scheme at the Aanischaaukamikw Cree
Cultural Institute........................................................................................................................ 57
More Than Personal Communication: Citation templates for Elders and Knowledge Keepers57
Beyond Indigenous Awareness and Competencies Training: Centering Indigenous
Relationality in Professional Development............................................................................... 58
Revising Subject Headings at the Provincial Archives of Alberta............................................ 58
Indigenous Storytelling and Two-Eyed Seeing......................................................................... 59
Virtual film matinee show. BYOP (Bring your own popcorn) ................................................. 59
Behind the Scenes of the Ermineskin Sundancer Documentary Project................................... 59
River Stories -- Creating and Publishing Multilingual Digital Stories with Twine.................. 60
Making Indigenous Materials More Accessible at Toronto Public Library.............................. 61
Case Study of the Implementation of Indigenous Subject Headings in the Hamilton Public
Library Catalogue...................................................................................................................... 61
Indigenize Your Reading List: Learning about Indigenous Librarianship ............................... 61
Edmonton Public Library’s approach to subject headings to describe indigenous collections 62
Building relationships with researchers conducting community-based research in Indigenous
communities .............................................................................................................................. 62

Using innovative, collaborative designs with Indigenous communities to improve maternal
wellness ..................................................................................................................................... 63
Shiibaashka’igan journey from Soul Wound to Indigenous Pedagogy..................................... 64
Decolonizing library instruction: A community of practice approach...................................... 65
Decolonizing subject headings at Red River College in Winnipeg .......................................... 66
Pinnguaq:Incorporating STEAM into unique learning applications with rural remote
communities. ............................................................................................................................. 66
Indigenous Critical Consciousness theoretical and practical perspectives ............................... 67
DeciphAR augmented reality app to pronounce the Blackfoot signage ................................... 67
Ohkotoki’aahkoiyiiniimaan (Stone Pipe).................................................................................. 68
Presentation about new on-line Cree dictionary ( ..................................................................... 68
Can thinking in Cree lead you to be more creative? ................................................................. 69
Developing Creative Natives: Using Creative Literacy to Develop Their Voice ..................... 69
Statistics/Data are powerful tools for storytelling..................................................................... 70
CBC Indigenous Languages Archive Project: Sharing the Stories at the Heart of Culture ...... 70
Rethinking our learning: Embedding Indigenous perspectives and content into the LIS
curriculum. ................................................................................................................................ 70
Discussion and Reflection: The American Indian Youth Literature Awards ........................... 71
Beyond Indigenous Awareness and Competencies Training: Centering Indigenous
Relationality in Professional Development, Part 2 ................................................................... 72
Indigenous Data Sovereignty Toolkit for GLAM institutions .................................................. 72
The Local Contexts System: Introducing the TK and Biocultural Labels ................................ 73
Community Archival Description and Community Access ...................................................... 74
Traditional Indigenous Medicine on Turtle Island: A Scoping Review ................................... 74
The Methodology of Indigenous Digital Storytelling: A Healing Journey in Data Collection 75
Engaging emerging Indigenous leaders in their treaties through hands-on learning................ 77
Classification and Cataloguing of Cree Language Resources presentation.............................. 78
Stumbling Towards Allyship: Lessons Learned From Doing Professional Development During
COVID-19................................................................................................................................. 79
Circle of Indigenous Languages website: Build it and they will come.................................... 79
Implementing the UNDRIP in Public Archives in Canada....................................................... 80
That's My Auntie: Making Accessible Residential School History.......................................... 80
Supporting Indigenous Students as Researchers and Writers ................................................... 81

“Everything’s in 300”: Moving from Dewey Decimal to BDC at the Carrier Sekani Tribal
Council ...................................................................................................................................... 82
Microstep for Developing a Community Approach to TK Labels............................................ 83
Virtually Sharing: Creating Exhibitions and Tours Online....................................................... 84
Building relationships with researchers conducting community engaged research in Indigenous
communities .............................................................................................................................. 85
Indigenous Womxn Write: Word Therapy & Strength-Based Stories...................................... 87
Facing our Problems: Sensitive Content in Collections............................................................ 89
Building a Discourse of Reciprocity in Archival Science......................................................... 90
Ethics and Lived Experience Research ..................................................................................... 91
Emergency preparedness and recovery programs ..................................................................... 91
Grant Writing for Community Archives ................................................................................... 92
Treaty Simulation: Experience the world of treaties and their significant impact on our lives 92
Decolonization workshop.......................................................................................................... 94
Sharing our steps at Trellis, thus far, on our reconciliation journey, Christy Morgan live with a
live Q& A.................................................................................................................................. 94
Engaging with Indigenous Learners (EwIL) Professional Development.................................. 95
Incorporating Indigenous foundations in our professional practices ........................................ 95
The Indigenous Content Review Project at Ingenium .............................................................. 96
Pulling Together: Expanding Ways of Knowing at BCcampus................................................ 97
Pinnguaq and Partners............................................................................................................... 97
DIGITAL PRESERVATION ...................................................................................................... 98
Planning Digitization Projects for Community Archives ......................................................... 98
Digital Preservation 101: Information Session ......................................................................... 99
Digital Preservation – Virtual Workshop.................................................................................. 99
Put It Online! Opportunities for Small BC Cultural Organisations   .................................... 101
Aerial and Fire Insurance Plan Digitization at the City of Edmonton Archives..................... 102
HOW TO..................................................................................................................................... 103
How to make instructional videos 101 -- hands-on................................................................. 103
Podcasting 101: Sound Editing with Audacity ....................................................................... 103
How to create Wordpress Websites101 .................................................................................. 104
How to create Wordpress Websites102 .................................................................................. 104
Creating Short Videos 101 ...................................................................................................... 104

How to make a documentary 101 (2 part series).................................................................... 105
Documenting Indigenous Knowledge with Community Recording ....................................... 105
How to write a book review .................................................................................................... 106
River Stories -- Creating and Publishing Multilingual Digital Stories with Twine ................ 106
Producing Live Video and Podcasts........................................................................................ 107
Books (and more) Behind Bars: The GELA Prison Libraries Project .................................... 107
GELA Prison Libraries Project Report ................................................................................... 107
Let Me Draw You a Map: Knowledge Management from “Two Completely Different Streams
of Thought”............................................................................................................................. 109
How to set-up a system to create authority records ................................................................ 110
Presentation Skills 101............................................................................................................ 111
RESILIENCE, WELLNESS AND MENTAL HEALTH .......................................................... 111
Cultivating the Inner Ear for Imagining a New, Possible Future for Humanity ..................... 112
Shifting the narrative on teen pregnancy and parenting: Putting a strength-based perspective
into practice............................................................................................................................. 113
Memoir writing ....................................................................................................................... 113
Professional use of journaling................................................................................................. 114
Distinguishing Past, Present and Future: One Factor to Maintaining Positive Mental Health114
Building your resilience in challenging times......................................................................... 115
Moving from Grit to Purpose, a critical conversation about resilience in schools. ................ 115
Tools to help youth build resilience and thrive ....................................................................... 115
Getting your mind to take flight.............................................................................................. 116
What is water quality data and why does it matter?................................................................ 116
What is water quality data and why does it matter?................................................................ 117
Overview of Futurpreneur Canada.......................................................................................... 118
Presentation Skills 101............................................................................................................ 118
eMental health services delivery............................................................................................. 119
Tattered Teddies Preventing Suicide in Children ................................................................... 120
Little Cub Preventing Suicide in Indigenous Children ...................................................... 120
Straight Talk Preventing Suicide in Youth Time: Wednesday, July 8.............................. 121
River of Life............................................................................................................................ 121
G3 of Writing and Publishing Tips: Gentle Guidelines, Great Stories, and Gigantic Scholarly
Gains........................................................................................................................................ 122

Times in Sound, Letters of War .............................................................................................. 123
Unconscious Bias and Post-secondary education ................................................................... 124
Criminology vs. Criminal Justice: Understanding the Basics................................................. 125
Introduction to Restorative Justice.......................................................................................... 125
Betrayal healing with Patricia Morgan.................................................................................... 126
Introduction to Cognitive Behavioural Therapy ..................................................................... 127
Frantic Free: How to Calm Down, Lighten Up and Reduce Stress with Patricia Morgan ..... 127
COVID-19 COPING Mindset: How to Monitor and Boost Resilient Self-Talk .................... 128
Identify your strengths with Patricia Morgan ......................................................................... 129
Domestic Violence 101 or Introduction to domestic violence ................................................ 130
Leading Change from where you stand – Information and Tools to make a difference......... 130
Thinking outside the “Real” Man Box – Ending men’s violence against women.................. 131
Mental Health and Professional Resilience: Managing challenges and building personal
defences................................................................................................................................... 132
Understanding the Challenges of Indigenous Health.............................................................. 132
Child-Friendly Emergency Preparedness................................................................................ 133
COMMUNITY ENGAGEMENT............................................................................................ 137
Community-driven knowledge organization and resource description in the Inuvialuit Digital
Library..................................................................................................................................... 137
Introduction to oral history...................................................................................................... 137
Community Engagement for Archives: connecting with an ethnic community ..................... 138
Community Engagement 101 with Elliott Young................................................................... 138
INTERNATIONAL .................................................................................................................... 139
Show some respect! Creating authority records for the rest of us .......................................... 139
CULTURAL ANTHROPOLOGY ............................................................................................. 140
Recovering Voices: Connecting Communities to Collections ................................................ 140
“Go throw it in the river”: Productive Confusions of Collaboration with communities in
the Purari Delta of Papua New Guinea .................................................................................. 141
“Canoes bring people together”: A tale of two Oceanic canoes at the Smithsonian’s National
Museum of Natural History..................................................................................................... 142
Cellphone: Unseen Connections – Making an exhibit at the Smithsonian’s National Museum
of Natural History.................................................................................................................... 144
SOCIAL TRENDS...................................................................................................................... 145
Poverty Reduction Initiative.................................................................................................... 145

Spur Change Program: Working towards gender equality and sustainable development goals.
................................................................................................................................................. 145
APPRECIATING CULTURES .................................................................................................. 146

ONLINE TEACHING AND LEARNING
Why online learning?
Time: Tuesday, July 14, 10-11 am
Description: The recent COVID-19 epidemic has opened the doors wide for online learning.
Elearning, which was once marginal is now being seen as essential. Cinderella has become a
Princess. Institutions all over the world are rapidly making the transformation. Online learning or
distance education has a long history. This presentation will demonstrate the relevance of online
learning and why it needs to be open and accessible.
Instructor: Prof. Rory McGreal is the UNESCO//International Council for Open and Distance
Education Chair in Open Educational Resources (OER); and Director of the Technology
Enhanced Knowledge Research Institute (TEKRI) at Athabasca University. He is also co-Editor
of IRRODL (International Review of Research in Open and Distributed Learning). He is the
founder of the OER Knowledge Cloud, a repository of research articles on OER. Previous
positions include Assoc. VP Research, Executive Director of TeleEducation NB, a Canadian
province-wide elearning network and Supervisor at Contact North/Contact Nord in Ontario. He
is also the recipient of several national and international awards for open and distance learning.
Registration link: https://forms.gle/HrNBrC5DpNuPRFn98
Ingredients for Interaction in Online Classes
Time: April 17, 2020, 10-10:30 am
Description: Online learning and teaching comes in a variety of shapes, sizes, forms, and tastes.
As diverse as online learning can be, similar to classroom teaching, there are key ingredients any
instructor can include to foster an interactive learning environment for themselves and their
students. The purpose of this session is to introduce a few base ingredients to infuse interaction
in online courses. Whether you’ve taught online a little, or a lot, there will be something for
everyone who teaches online in this session.
Instructor: JR Dingwall, University of Saskatchewan, JR is based in the Distance Education Unit
at the University of Saskatchewan, Saskatoon. After completing a Master’s in Educational
Technology and Design, JR has designed and developed instruction and curriculum for a variety
of delivery formats (face-to-face, blended, and online) in post-secondary, not-for-profit,
continuing education, and open education contexts. JR is a teacher at heart, holding a Bachelor of
Education degree, with a major in Practical and Applied Arts, and is dedicated to an array of
teaching and learning communities of practice. Find out more and connect with JR at
http://jrdingwall.ca

Online Learning with Open Source Tools
Time: May 28, 2-3 pm
You may be familiar with some online learning and video conferencing platforms already. In this
session we will talk about free tools that you can use for online learning, either to supplement or
replace proprietary tools. This includes learning management systems, video conferencing,
whiteboarding, and other software and platforms. We'll also touch on open educational resources
and creative commons licensing.
Instructor: David Hay, B.Sc, B.Ed., M.Ed.
It’s Alive! Using H5P to Create Interactive Online Content
Time: Wednesday, June 17, 2-2:30 pm
Description: Like traditional learning materials, much of online learning started out with static
text, images and later, audio/video. However, instructional design research tells us that students
learn through practice and receiving feedback. The ability to deliver immediate, targeted
feedback within the learning materials themselves is one of the key affordances of online
learning. How can we design courses that move away from static content to include rich
interactions for students? This brief presentation will showcase examples using a simple and
easy to use open source tool to create interactive online course materials - such as questions,
activities, and simulations that enable practice and immediate feedback.
Instructor: JR is based in the Distance Education Unit at the University of Saskatchewan,
Saskatoon. After completing a Master’s in Educational Technology and Design, JR has designed
and developed instruction and curriculum for a variety of delivery formats (face-to-face, blended,
and online) in post-secondary, not-for-profit, continuing education, and open education contexts.
JR is a teacher at heart, holding a Bachelor of Education degree, with a major in Practical and
Applied Arts, and is dedicated to an array of teaching and learning communities of practice.
Find out more and connect with JR at http://jrdingwall.ca
Meet your Virtual Client: Developing a Fully Interactive Learning Experience
Time: Friday, May 8th, 10 -10:30 am
Description: In this talk, we will take you through the design process followed by Onlea to
develop the Software Product Management Capstone for the University of Alberta, which is
currently hosted in Coursera as a massively open online course (MOOC). Using the Capstone as
an example, we will review the gamification techniques currently used to generate engagement
and increase completion rates in Online Courses and Digital Learning Experiences.
Instructor: As Onlea's President, Adriana believes in making life-long learning a fun experience.
She studied Computing Science and Artificial Intelligence back in the 90s. Since then, her career
has taken different turns requiring constant re-learning of new skills. From AI Programmer to
Video Game Developer, Project Manager, Operations Director, IT Management Consultant and

now President at Onlea, a unique eLearning production company. Adriana brings a new take to
the application of technology to education, with the vision of replacing the traditional barriers to
learning with a new paradigm that is inclusive and learner-centric.
Meet your Virtual Client: Heros Journey and instructional design
Time: Monday, April 6th, 10 -10:30 am
Description: In this talk, we will take you through the design process followed by Onlea to
develop the Software Product Management Capstone for the University of Alberta, which is
currently hosted in Coursera as a massively open online course (MOOC). Using the Capstone as
an example, we will review the gamification techniques currently used to generate engagement
and increase completion rates in Online Courses and Digital Learning Experiences.
Teaching Online 101 - Lessons learned from the videogames industry
Time: Friday, July 10, 10-10:30 am, MT Edmonton
Description: Yes, there are many similarities between teaching in-person and teaching online.
Many of the insights that make you a good teacher in person, can be used in an online setting.
That said, relying on the same habits will only take you so far. One of the key differences
between in-person and online classes is that online you have multiple sources of distraction
competing for your student's attention, from videogames to TV shows, all the way to social
media. Each one of these distractions is potentially preventing your students from engaging with
the content you are teaching. In this competitive landscape, which lessons can we gather from
videogames and entertainment in order to make education engaging and effective? That's the
question that we'll start to answer in this session.

Blend but Don’t Break
Time: Thursday, June 25, 10-10:30 am
Description: In the age of the pandemic, everyone is talking about the need to motivate and
engage their online and blended students. In dealing with COVID-19, online instructors
throughout the world are seeking to integrate technology in more effective and creative ways,
while remaining cognizant of the disparity in student Internet access, basic digital learning
competencies, and time, space, and hardware availability. In spite of these challenges, some have
found ways to push the edge of the online teaching and learning envelope in new and innovative
ways, whereas others have striven to find low risk, low cost, low time activities; in effect, they
blend but don’t break. In response, Professor Curt Bonk will detail two of his designs for how to
engage and empower learners and move them from bland online content and unimaginative
activities to offering flexibility, choice, and creativity. In part, Bonk believes that learners want
more variety, or more specifically, they want ‘TEC-VARIETY’. Fortunately, his “Adding Some
TEC-VARIETY: 100+ Activities for Motivating and Retaining Learners Online” book is free to
download in both English and Chinese at: http://tec-variety.com/. Hence, you can creatively
blend without breaking the bank!
To simplify Web-based learning possibilities, each letter of the TEC-VARIETY model stands for
a well-known motivational principle, including:
(1) Tone or climate,
(2) Encouragement or feedback,
(3) Curiosity,
(4) Variety,
(5) Autonomy or choice,
(6) Relevance and meaningfulness,
(7) Interactivity and collaboration,
(8) Engagement,
(9) Tension, and
(10) Yielding products and goal setting
In addition, he will discuss his model called Read, Reflect, Display, and Do (R2D2) from his
book, “Empowering Online Learning: 100 Activities for Reading, Reflecting, Displaying, and
Doing.” This model for online and blended learning can address different student learning
strategies or preferences. It also is purposefully designed to help one focus on addressing learner
diversity and inclusion. When combined, R2D2 and TEC-VARIETY can enhance, elevate, and
even transform the quality of technology-enhanced FTF classrooms as well as fully online and
blended courses to meet diverse learner needs around the planet; which is especially valuable
during the pandemic.
Instructor Dr. Curt Bonk
Curt Bonk is Professor at Indiana University teaching educational psychology and technology
courses. Drawing on his background as a corporate controller, CPA, educational psychologist,
and instructional technologist, Bonk offers insights into the intersection of business, education,

psychology, and technology. His blog is “TravelinEdMan” and his books include, The World Is
Open, Empowering Online Learning, The Handbook of Blended Learning, Electronic
Collaborators, Adding Some TEC-VARIETY (free as an eBook http://tec-variety.com/),
and MOOCs and Open Education Around the World (http://www.moocsbook.com/). In addition
to a dozen books, he has published more than 100 journal articles and over 50 book chapters on
research related to various emerging learning technologies, online and blended learning, MOOCs
and open education, and the global impacts from collaborative technology. In 2020, Curt was
awarded the IU President’s Award for Excellence in Teaching and Learning Technology. For
more, see http://curtbonk.com/ or contact: cjbonk@indiana.edu
Teaching Online 101 - Lessons learned from the videogames industry
Time: Friday, July 10, 10-10:30 am, MT Edmonton
Description: Yes, there are many similarities between teaching in-person and teaching online.
Many of the insights that make you a good teacher in person, can be used in an online setting.
That said, relying on the same habits will only take you so far. One of the key differences
between in-person and online classes is that online you have multiple sources of distraction
competing for your student's attention, from videogames to TV shows, all the way to social
media. Each one of these distractions is potentially preventing your students from engaging with
the content you are teaching. In this competitive landscape, which lessons can we gather from
videogames and entertainment in order to make education engaging and effective? That's the
question that we'll start to answer in this session.
Registration link: https://forms.gle/VnFwVS1n4JceMTUA6
Online instruction tips for the technology deprived student
July 17, 10-11 am MT Edmonton
"Do you need help teaching technology or getting someone who doesn't have computer
experience ready for online classes."
Description: In society today, it is hard to think that there are people who do not know how to
use various types of technology. Teaching in person is generally easier than teaching online.
Now throw in a student or two that have little to no experience using computers. Teaching has

now become a nightmare. How do you get that student ready for your expectations as well as
utilizing the computer and online modules effectively? We will discuss how to interact with your
students in person and online to better understand their knowledge or experience with computers
and online applications. We will also go over some tips to help you get them to meet your
expectations in this digital world.
Instructor: Carlene Hisgun is an instructor at the White Earth Tribal and Community College in
Mahnomen, MN. She teaches Computer Fundamentals, Computer Literacy for College Learners,
First Year Experience, Introduction to Graphic Design, and Creative Storytelling. She also works
as a tutor and IT help desk at the college.
She has 25 years of experience in marketing and graphic design. She’s worked with several
different types of businesses both in the Twin Cities and in the Detroit Lakes area. Where she
was teaching people how to use computers long before she became an instructor and was always
the person people went to with computer issues. In 2003, her and her husband blended their
talents into an audio/video rental and consulting company. Originally renting backline equipment
for concerts, later selling that piece to focus on other areas.
Her experience in technology and business led her to the White Earth Tribal and Community
College where she enjoys working with students of all ages.
Registration link: https://forms.gle/XpKUs5ggKH9GqGjSA
Responding to the Coronavirus Emergency with e-Learning
Time: July 28, 4-5pm MDT Edmonton
Description: In this first of a series of six weekly webinars, Tom Worthington will take
participants on his personal journey discovering how e-learning could be used in response to
COVID-19 and beyond. Like thousands of staff at universities around the world, Tom had only a
few weeks to move his teaching online at the Australian National University in Canberra. But he
had two advantages: a degree in distance education from Athabasca University Canada, and a
background in emergency management at the Australian Department of Defence. Hear about
what Tom did, and discuss your own experience: what worked, what didn't and what we do next.
Presenter: Tom Worthington is an independent computer professional,educational design
consultant and an Honorary Senior Lecturer in the Research School of Computer Science at the
Australian National University.
In 2015 Tom received a national gold Digital Disruptors Award for ICT Education and in 2010
was Canberra ICT Educator of the Year. He previously worked on IT policy for the Australian

Government and in 1999 he was elected a Fellow of the Australian Computer Society for his
contribution to the development of public Internet policy. He is a Past President, Honorary Life
Member (2002), Certified Professional and a Certified Computer Professional of the society as
well as a Fellow of the Higher Education Academy, a voting member of the Association for
Computing Machinery, a member of the Institute of Electrical and Electronics Engineers and the
Sahana Foundation for Open Source Disaster Management Solutions.
Tom has a Masters of Education (specializing in Distance Education) from Athabasca
University, a Graduate Certificate in Higher Education from the Australian National University
and a Certificate IV in Training and Assessment from the Canberra Institute of Technology. He
blogs as The Higher Education Whisperer". https://blog.highereducationwhisperer.com/
Registration link: https://forms.gle/hgY7a7uPJjbdGEYt9
How to Design Learning Games Using Online Platforms Such as Zoom, WordPress or an LMS
August 4, 9-11 am, part 1
August 26, 9-11 am, part 2
Description: Serious games are an effective online teaching tool to increase student motivation
and improve skills acquisition.
This webinar explores:
• How to design learning games for online courses and on a budget.
• How to use your learning management system (LMS) to deliver game-based learning for
college and university courses.
• How to develop highly rewarding and innovative games to engage learners.
• How to use digital media platforms to create imaginative, compelling and, exciting game
experiences.
Join Dr. David Chandross, gamification and mixed reality expert at the Ted Rogers School of
Management at Ryerson University, Toronto, Canada for an interactive one and half-hour
microlearning session to assist instructors to design serious games for their online courses using
common, simple digital platforms.
Dr. David Chandross
Series Games Expert & Senior Scholar @Ryerson University
David is currently a senior scholar at the Ted Rogers School of Management at Ryerson
University where he conducts design projects in serious games across the learning industry. He
teaches in the masters of digital media program and supervises graduate students working in the

field of serious game development. Current clients include the United Nations World Food
Program, The Insurance Institute of Canada and the Institute for Performance and Learning. As
one of the founders of the field of gamification, he has worked in the field of over 25 years and
has lead research projects in fields as diverse as the use of games to manage addiction, faculty
development, and the training of staff in long term care using virtual internships. He holds a
doctorate in higher education, a master’s degree in medical education and a master’s degree in
cognitive science.
Registration link: https://forms.gle/waxDG5NcRuGyieX39
Open Content for e-Learning in Response to the Coronavirus
August 4, 4-5 pm, MDT
Instructor: Tom Worthington MEd FHEA FACS CP IP3P
Honorary Lecturer, Computer Science, Australian National University
Description: In this second of six talks on responding to the coronavirus with e-learning, Tom
Worthington talks about openness content and open learning. Openness in education can apply to
the way education is provided as well as the course materials. This is not just about using free
stuff to save money. The Open Source movement in computing and the Wikipedia show a way
of contributing, as well as using, content. This is based on the chapter "Use of Open Education
Resources" in Tom's free e-book "Digital Teaching In Higher Education". He will also cover
some participant requests from the first talk.
Registration link: https://forms.gle/hgY7a7uPJjbdGEYt9
ONLINE Tools for teaching and learning
August 14, 10-11 am MDT
Description: In this interactive workshop, we will explore simple ideas for using online tools for
teaching and learning.
Instructor: Dr Suriati Abas is a visiting assistant professor of Education at Hobart and William
Smith Colleges. Much of her research and teaching centers on new literacies, multimodality and
innovative use of technology for teaching and learning. She was involved in pioneering
FutureSchool@Singapore, an initiative to incubate novel education ideas that harness ICT
(Infocomm Technology), for six years. Dr Abas has published in several refereed journals, edited
book chapters and scholarly digital platforms. She can be reached at suriatiab@gmail.com
Registration link: https://forms.gle/jshb16VL9CFMvh2z5

Moodle LMS for Instructors
Two 1.5-2 hour sessions (including 15 minutes of Q and A at the end).
Session#1: Moodle Orientation for Instructors, Part 1 (1.5-2 hours)
Aug. 25,10-11:45 am MDT
In this session, you will learn about:
- Updating your Moodle profile preferences
- Finding your course using Moodle Dashboard
- Navigating and laying out your course
- Using Moodle folders and pages to store resources such as files and URL links
You will also learn about:
- Supplementary video tutorials via the Moodle HQ YouTube channel
- Accessing free, self-paced, online Moodle training through Lynda.com via your local library
Session#2: Introduction to Moodle Activities, Part 2 (1.5-2 hours)
Aug. 31,10-11:45 am MDT
In this session, you will be introduced to engaging and evaluating learners using Moodle
Activities such as:
- Moodle Discussion Forums
- Moodle Chat
- Moodle Choice
- Moodle Assignments
- Moodle Quizzes
We will briefly explore using Activity Completion Tracking, Restricting Access, and Gradebook
to track learner progress.
You will learn about how Moodle activities can be organized using Moodle Resources such as
Books and Pages.

You will also learn about:
- Supplementary video tutorials via the Moodle HQ YouTube channel
- Accessing free, self-paced, online Moodle training through Lynda.com via your local library
Instructor: Kim Dudas
Registration link: https://forms.gle/D6MUUYmz6kfKsUmQA
The importance of online facilitation
20 August 2020, 9-10 am MDT Edmonton/5-6 pm GMT South African time.
Description: In the session, we will look at the importance of online facilitation. What does it
entail? How is it different from online teaching? What skills are need to be an effective online
facilitator? How should we facilitate online discussion forums (whether synchronous or
asynchronous)
Instructor: Associate Professor Karen Ferreira-Meyers has vast experience in the teaching and
learning of languages. Since 2010, she is the Coordinator Linguistics and Modern Languages at
the Institute of Distance Education (University of Eswatini). Her research interests include
distance and e-learning, the teaching and learning of languages, translation, interpreting,
autofiction and autobiography, crime and detective fiction. She has published widely and
participates on a regular basis in international conferences.
Registration link: https://forms.gle/4DhZmHPR4T8wSkmY8
Online Assessment with Portfolios in Response to the Coronavirus
Tuesday, August 11, 4 pm MDT (UTC-6 hours)
Tom Worthington
Honorary Lecturer in Computer Science, Australian National University
In the Microlearning Series, Maskwacis Cultural College, Alberta, Canada
Wednesday August 12, 8-9 am, AEST (Canberra)
Tuesday, August 11, 4 pm MDT (UTC-6 hours)
Due to the risk of COVID-19, universities are using online invigilated examinations in place of
examination rooms. However, there are much better ways to assess students online. Assessment

can be an afterthought when delivering a face to face course: after all, it comes after the learning,
doesn't it? Perhaps not. Assessment can be used to provide the student and the teach information
on what they already know, to help plan what to learn and how. Assessment can be used during
learning to see what more needs to be done. Assessment can also be integrated into what the
student works on, in real world tasks, or simulations of them. A portfolio can be used for
students to collect evidence of the skills and knowledge they have gained in formal courses and
co-curricular, to show they have the real world skills needed to graduate. All of these approaches
to assessment require more skill of the educator, than a final examination, but may not take any
extra time. There are tools which can be used online, such as Moodle (Quizzes, forums, and peer
assessed assignments) and Mahara (e-portfolios), but these require a knowledge of pedagogy, as
well as the technology. This third talk in the series and also I will cover some requests from the
second talk.
In 2015 Tom received a national gold Digital Disruptors Award for ICT Education and in 2010
was Canberra ICT Educator of the Year. He previously worked on IT policy for the Australian
Government and in 1999 he was elected a Fellow of the Australian Computer Society for his
contribution to the development of public Internet policy. He is a Past President, Honorary Life
Member (2002), Certified Professional and a Certified Computer Professional of the society as
well as a Fellow of the Higher Education Academy, a voting member of the Association for
Computing Machinery, a member of the Institute of Electrical and Electronics Engineers and the
Sahana Foundation for Open Source Disaster Management Solutions.
Tom has a Masters of Education (specializing in Distance Education) from Athabasca
University, a Graduate Certificate in Higher Education from the Australian National University
and a Certificate IV in Training and Assessment from the Canberra Institute of Technology. He
blogs as The Higher Education Whisperer". https://blog.highereducationwhisperer.com/
Cost: Free. Registration link: https://forms.gle/1dLZARwEYewV6xg69
Level Up: The Effects of Gaming Assignments on Academic Performance
August 19, 9-9:45 am

30 min presentation followed by 15 min Q &A
Description: This project examines the relationship between student participation in low-stakes,
for-credit, online gamification activities, and academic achievement. The level of involvement
and commitment to the online gamification activities are quantified by the frequency (number of
attempts) and total time spent on each online gamification activity. Final grade in the course
serves as a marker of academic performance. This project will provide information on the effect
of gaming learning activities on both summative and formative learning outcomes. Results show
that total time spent on gaming activities and the frequency with which students participate in
each activity both correlate with academic achievement in the course, with the former showing a
weak correlation, and the latter showing a moderate correlation. Regression analyses show that
the number of attempts accurately predicted students’ final grades in the course. The total time
spent on the activities did not accurately predict final grades. These results suggest that the
number of attempts on digital activities had a larger impact on academic performance.
Presenter: Dr. Elena Antoniadis holds the doctorate of Psychology from the University of
Toronto, where she also completed her Master’s degree in Psychology. She earned her
undergraduate degree at McGill University. She has completed a post-doctoral research internship
in the Department of Psychiatry and Behavioural Sciences at the University of California (Davis).
During those academic appointments, she collaborated in research studies that investigate the
neural systems of emotional states and the role of affect in motivating voluntary and controlled
actions as well as emotional and involuntary reflexes. This research has significant implications
for survivors of trauma.
In addition to her role as an on-campus instructor at Red Deer College, she remains active in the
online creation and instruction of various first and second-year Psychology courses. She has
progressed and contributes as a member of the Higher Education faculty that deliver curriculum
in an online format. Her teaching methodologies provide learners with a variety of ways to engage
with the course content, while offering adaptive, action-based, and personalized learning pathways
that are custom-designed to the needs of individual learners.
She has presented her research titled: “Level Up: The Effects of Gaming Assignments on
Academic Performance” at various symposiums and conferences. This ongoing research
investigates the effects of adaptive technology inherent to publisher-based digitalized resources on
student engagement and academic success. This research has been supported by RDC - funding in
the form of an Extended Funding Grant (2019).
She conducts research studies on the causal effect of restorative wellness practices on physical and
mental health in student populations. As a selected member on the Board of Directors of the

Alberta Sport Development Centre (ASDC) she contributes to a community and team-based
system that supports wellness and development in emerging athletes and coaches.
Registration link: https://forms.gle/jbXwrPv1NMymbsXy7
Tools used to engage students in online delivery
August 18, 4- 5 pm MDT Edmonton
Due to the risk of COVID-19, universities are using online delivery of courses. But "delivery"
suggests students are passive recipients of knowledge, a view reinforced if all students get are
recordings of lectures, or a live lecturer who drones on and on in Zoom. Students learn best when
they are doing things and there are many techniques developed for getting students active in the
classroom which translate online easily. These and be used with the basic learning management
system (such as Moodle) and video conference system (such as Zoom). There are also
specialized online tools for individual and group activities, such as Slack, Piazza, GitLab,
Padlet, and Trello. These will be discussed in this webinar and participants asked to contribute
their experience. Here are some questions to get started:
1. What tips, tools and techniques do you use to get students actively engaged?
2. Do you do this differently in online, if so how?
Registration link: https://forms.gle/iKizi6aTdKhYnMGu6
August 25, 4-5 pm MDT
Mentoring student group work online
The best way for students to learn practical skills for a vocation is by
practice. This can be in a real workplace as an intern, or in a team of
students working on a real-world project. But many "real" workplaces are
now virtual, with staff working online remotely. This requires new
skills of those providing Work Integrated Learning.

Questions for participants:
1. How do you provide individual students, or teams, just enough advice,
when you can't physically meet with them?
2. How can online mentoring techniques be used after face to face
teaching and working resumes?
More at:
https://blog.highereducationwhisperer.com/2020/08/mentoring-student-group-work-online-
8am.html
Tom Worthington, MEd FHEA FACS CP IP3P http://www.tomw.net.au
https://cecs.anu.edu.au/research/profile/tom-worthington
Registration link: https://forms.gle/LKnNkm3HzL2xcfvk9
(Please share this link)
The importance of online facilitation, Part 2
Part 2: 27 August 2020, 8-9 am MDT Edmonton/16:00 – 17:00 Central European Time -
Brussels
Part 1: 20 August 2020, 9-10 am MDT Edmonton/5-6 pm GMT South African time.
Series Title: The importance of online facilitation
asynchronous)

August 27, 9-11 am MDTEdmonton
"Personal Learning: Taking Ownership of Learning Online".
Description: The terms “personalized learning” and “personal learning” are frequently used in
online learning but are very different concepts.
Join Stephen Downes, a specialist in online learning technology and new media, for an
interactive session to assist faculty and instructors on how to help students succeed by taking
ownership of their learning online utilizing the concept of personal learning.
In this microlearning, you learn:
• The difference between ‘personalized learning’ and ‘personal learning’.
• Why personal learning is the preferred concept for student success.
• Key starting points for personal learning, objectives, learning processes and forms of evaluation
that best suit personal learning.
• Strategies to implement personal learning in the form of support for remote teaching, online
learning, and lifelong learning.
• Suggested tools and technologies.
Stephen Downes https://www.downes.ca/
Researcher, National Research Council Canada
Research Associate @Contact North I Contact Nord
Stephen Downes is a specialist in online learning technology and new media, one of the
originators of the first Massive Open Online Course, has published frequently about online and
networked learning, has authored learning management and content syndication software, and is
the author of the widely read e-learning newsletter OLDaily. Through a thirty-year career
Downes has contributed pioneering work in the fields of online learning games, learning objects
and metadata, podcasting, open educational resources. He is a popular keynote speaker and has
spoken in three dozen countries on six continents.
Registration link: https://forms.gle/jc7Z5cqdAr35v4Aa8 (Please share this form)
Online programming - Panel Presentation
August 26, 11 – 11:45 am MDT Edmonton

Panels members will describe the program, share success & challenges encountered in
implementing online programs and provide information about their future plan(s) for moving
forward their programming in this new normal.
Panel presenters
* Nancy Sheng is an Associate Manager at EPL’s Stanley A. Milner Library and leads the
Edmonton Public Library (EPL) from Home team that began coordinating the library’s online
programming during the pandemic shutdown and presently.
* Karen Doerksen is an Associate Manager at EPL’s Lois Hole Branch and leads the Summer
Reading Club (SRC) team that pivoted this year to completely online SRC during the closure of
service points due to COVID-19.
* Andrew Halberstadt is the Manager at EPL’s Calder Branch and lead for the Indigenous
Services Team at EPL responsible for coordinating Indigenous online programming during the
pandemic shutdown and presently.
* Jessica Roy, Manager, TD Summer Reading Club, Service Development & Innovation
Toronto Public Library will share her experience of running the online reading program across
many provinces in Canada.
* Michelle Malandra is a Program Coordinator at The Gordon Foundation, working on the online
delivery of the Understanding Our Treaties programming for emerging Indigenous leaders.
Registration link: https://forms.gle/5PAJrAicM4ajYHRa8
Tuesday 4- 5pm MDT Edmonton/Wednesday 2 September, 8-9 am, AEST (Canberra
Time)
Higher education after COVID-19: Not business as usual
Tom Worthington, Computer consultant and Honorary Lecturer in Computer Science at The
Australian National University

In August 2008 I told my computer science students at the Australian
National University that this was my last lecture. Not just the last for
the semester, but the last I was ever intending to give. Through a
sequence of coincidences I then spent five years teaching online and
another seven learning how to integrate a classroom back into my
teaching. After a year teaching in mixed mode in a new purpose built
teaching building, COVID-19 forced me back to online only teaching. The
question then is what I will do when the COVID-19 pandemic is over and
classroom teaching is again possible. The future I see for higher
education is Online Plus: there will still be campuses and classrooms,
but with the core of the curriculum online and students out learning
while working in the real world.
See also: Online Plus is the Post-COVID19 Future of Higher Education
https://blog.highereducationwhisperer.com/2020/08/online-plus-is-post-covid19-future-of.html
Tom Worthington, MEd FHEA FACS CP IP3P http://www.tomw.net.au
+61(0)419496150
TomW Communications Pty Ltd. PO Box 13, Belconnen ACT 2617, Australia
Liability limited by a scheme approved under Prof. Standards Legislation
https://cecs.anu.edu.au/research/profile/tom-worthington
Registration link: https://forms.gle/QKjRboTbaXoSMZt27
Wikipedia as an educational resource, past, present and future.
September 4th, 9-10 am MDT Edmonton.
Description: The session explores:
• Wikijunior, changing the scenario of books for children.
• How Kiwis project bringing education to remote places.
• How Wikimedia Commons, a powerhouse of hidden treasure for education.
• How WikiClubs a new school for children.
• Wiki-Bridges Mooc: Transforming learning.

Rajeeb Dutta. Software professional & Open Knowledge Enthusiast.
Rajeeb, a passionate Wikimedian from India since 2016, having more than 18,000 edits and over
300 articles on his name. He is the founder of “Wiki Pathshala” (Wiki Learning Club), co-
founder, Wikimedians for Sustainable Development User Group. He is mostly into organizing &
conducting online & offline Wiki events, viz., International meet-up, local meet-up, workshops
for new Wikipedians, training Wikipedians, etc. He is also organizing team member of various
National and International Wikimedia projects like, Wiki Loves Monuments 2018 in India, Wiki
Women for Women Wellbeing Workshop - Kolkata, SVG Translation Campaign 2019 in India,
Wiki Loves Love 2019, Wiki Loves Africa 2019,Interwiki Women Collaboration),Wiki Projects
like (WikiGap 2019, Kolkata, India, 1lib1ref Kolkata May 2019, Wiki Loves Cricket World Cup
2019, WikiGap 2019, Kolkata, India, Queering Wikipedia Conference, Syberthon 2020.
Registration link: https://forms.gle/zWingVtsw8J3xyk87
Thursday, September 17, 9.00-11.00 am MDT
Play Boardgames Virtually for Behavioural Skills Development
Description: Boardgames can have great instructional value. They can promote collaboration,
peer to peer learning, and knowledge sharing and all in a very safe and playful environment. This
workshop we will explore how boardgames can be used in virtual training for behavioural skills
development.
Ajay Gupta, a boardgame designer and facilitator will explore this topic through a variety of
boardgames that he and his team has developed. Ajay and his team have played boardgames with
over 8000 virtual participants in the past 5 months since the COVID-19 breakout.
In this workshop, we will explore:
• Which game mechanics are most suitable for virtual play
• How to setup and play a virtual boardgame
• Best practices of using boardgames for learning
• Suggested tools and technologies to develop your own games
Ajay Gupta: https://www.linkedin.com/in/ajaydasgupta/

Founder and CEO of Skills Café and The Kahani Project
Ajay is a game designer, instructional designer, facilitator, storyteller, and an entrepreneur. He is
the founder of Skills Café and the not for profit, The Kahani Project. Ajay has developed over 5
boardgames and over 15 digital gamified learning solutions. His games are used by several top
companies in India for employee training.
Registration link: https://forms.gle/84HFcVbWouD5oLCJ6
October 6, 1-2 pm, MDT
"Building Community Online: resources and hands-on practice".
In this 60 minute workshop, participants will experience multiple community-building activities
synchronously, and learn about others they can do asynchronously, as well as learn about a free
online resource which holds a collection of community building activities for online learning. All
community building activities used during the workshop are ones that promote equity in online
learning spaces, and many are based on techniques called Liberating Structures which are easy to
adapt online.
Instructor: Maha Bali, PhD, Associate Professor of Practice, Center for Learning and Teaching,
American University in Cairo
Registration link: https://forms.gle/eopJTNqtbFrf14a5A
http://blog.mahabali.me
** Have you seen these community building resources we have been curating?
https://oneheglobal.org/equity-unbound **
Recently published:
Bali, M. et al (2020). Community Building online activities [open resource for teaching].
https://oneheglobal.org/equity-unbound/
Bali, M., Cronin, C., Czerniewicz, L., DeRosa, R., & Jhangiani, R. S. (2020). [Eds]. Open at the
Margins: Critical Perspectives on Open Education. Pressbooks/Rebus Community
Bali, M. (2020). Doing autoethnography on the internet. In A. Herrmann (ed). The Routledge
International Handbook of Organizational Autoethnography. Routledge.

Bozkurt, A., et al. (2020). A Global Outlook to the Interruption of Education due to COVID-19
Pandemic: Navigating in a Time of Uncertainty and Crisis. Asian Journal of Distance Education.
Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing Open Educational Practices from a
Social Justice Perspective. Journal of Interactive Media in Education. 2020 (1), p. 10. DOI:
http://doi.org/10.5334/jime.565
October 6, 2020; 10-11 am MDT
A Conversation about Teaching and Learning in Colleges and Universities: The Growing Role of
Transformational, Global, and Indigenous Perspectives.
The representation of the participants in the session I recently attended--Supporting Indigenous
Students as Researchers and Writers--suggests that educators and research support professionals,
including librarians and knowledge keepers, are interested in how Indigenous research
methodologies, learning styles, and writing styles are finding a place in the consciousness of
educators today.
In this presentation I would like to briefly introduce some well known directions in higher
education learning and curriculum, including Indigenization, as a way to begin a conversation
around some interesting questions.
Those questions might include the following:
How is the learning experience in higher education changing as policies and pedagogies become
more culturally and socially relevant?
What obstacles do participants see in universities moving toward models of learning based on
experience, heritages, community engagement, and service?
What strategies do participants think might be useful when bringing up and engaging in
conversations about OCAP (Ownership, Control, Access, and Protection), access to university
learning, knowledge transfer and mobilization, evaluation methods for students and faculty,
student recruitment to meet EDI requirements, and student and faculty recruitment?
Instructor: Thomas Barker is Professor in the Graduate Program in Communication and
Technology in the Faculty of Arts, Digital and Media Studies Unit at the University of Alberta.

He is Project Lead for the Healthy Workplaces for Helping Professions project, originally funded
by the OHS Futures Program of the Alberta Ministry of Labour. He has been engaged with the
Alberta non-profit, human-services sector since 2011. His research work focuses on
communication issues in higher education, public health, risk communication, and community
engagement. He was a Visiting Scholar at the University of Alberta in 2007-2008 studying
models of community engagement for risk communication for pandemics.
Thomas Barker, Professor, Faculty of Arts, University of Alberta, Edmonton, AB Canada
Email: ttbarker@ualberta.ca
Website: https://sites.google.com/a/ualberta.ca/barker/Principal Investigator, Healthy
Workplaces for Helping Professions Project
Registration link: https://forms.gle/sRjhChNJaxCGeUEV9
Blog page: https://continuingeducationi.blogspot.com/2020/09/a-conversation-about-teaching-
and.html
The importance of online facilitation - Active listening in asynchronous environments and peer
to peer/student to student support services.
Part 7: October 15, 8-9 am MDT Edmonton/16:00 – 17:00 Central European Time – Brussels
Part 6: October 1, 8-9 am MDT Edmonton/16:00 – 17:00 Central European Time – Brussels
asynchronous)

October 7, 8:30-10 am MT
How to Design Learning Games Using Online Platforms Such as Zoom, WordPress or an LMS-
Part 5
Description: Serious games are an effective online teaching tool to increase student motivation
and improve skills acquisition.
This webinar explores:
• How to design learning games for online courses and on a budget.
• How to use your learning management system (LMS) to deliver game-based learning for
college and university courses.
• How to develop highly rewarding and innovative games to engage learners.
• How to use digital media platforms to create imaginative, compelling and, exciting game
experiences.
Join Dr. David Chandross, gamification and mixed reality expert at the Ted Rogers School of
Management at Ryerson University, Toronto, Canada for an interactive one and half-hour
microlearning session to assist instructors to design serious games for their online courses using
common, simple digital platforms.
Cost: Free. Registration link: https://forms.gle/GyL9vS6rWFKnyRVM6
October 29, 8-9 am MDTEdmonton/16:00 – 17:00 Central European Time – Brussels
Part 8: Techniques to foster engagement in discussion forums
Active listening in asynchronous environments and peer to peer/student to student support
services.
Series Title: The importance of online facilitation

facilitator? How should we facilitate online discussion forums(whether synchronous or
asynchronous)
Cost: Free. Registration link: https://forms.gle/AdopuTNqJRsyBedA7
Online
Facilitation
Strategies
Salmon (2005) proposed a 5-Stage model of Teaching and Learning Online
that can be a useful mechanism to use when designing and facilitating
effective online activities.
1. Online facilitator needs to ensure all students can access and are supported
in using the online interactive learning environment. Activities should be
designed to welcome and encourage students.
2. Online facilitator needs to provide activities that help students to establish
their online identities and provide opportunities to interact with others.
3. Online facilitator develops activities that provide students with
opportunities to share module relevant information and a form of co-
operation occurs, i.e. support for each person’s goals.
4. Group discussions occur and the interaction between students becomes
more collaborative. The Online Facilitator acts as a guide. The
communication depends on the establishment of common understandings.
5. Participants look for more benefits from the online system to help them
achieve personal goals, explore how to integrate learning into own context
and work place and reflect on the learning processes.

Salmon (2005) The
Five Stage Model

Techniques to
foster engagement
in discussion
forums
 Post the first question to break the ice.
 Ask questions that are more straightforward to start with. Sometimes this
can help students become comfortable with responding in an online setting.
 Use warm and friendly language tone to create a ‘low-risk’ environment.
 Introduce team work to foster sense of community.
 Encourage participants to evaluate not just their own but their peers
contributions to promote a learner-centred approach.
 Create focus by offering short term goals and provide constructive
feedback.
 Craft online discussion questions, not essay topics. Examples include
probing into case studies, discussing controversial statements and applying
principles/theories in new scenarios.
 Build the discussion by asking participants to expand on their responses
based on their particular situations, needs, interests, and abilities.
 Respond to students’ posts within a consistent and reasonable time frame
so that students are aware of your presence and active participation.
 Summarise ideas and conversations in order to refocus discussions, remind
students of their learning journey, and imprint new information and
knowledge.
 Moderate when there are negative influences, such as bad netiquette, non-
contributions and monopolies.
 Consider assigning a grade for participation, or making use of the Activity
Completion setting to restrict access to future learning resources on the
condition of completion.
 Archive outdated discussion, for example by setting expiration date in
order to provide a focus to the live discussion boards.
https://sleguidance.atlassian.net/wiki/spaces/BL/pages/36962474/Online+facilitation+techniques

TECHNOLOGY AND COMMUNICATIONS
Data Science 101
Title: Introduction to Data Science with Python and Jupyter
Part 1, May 7, 2-3 pm and Part 2, May 14, 2-3 pm. 60 minute sessions (about 45 minutes plus 15
for Q&A).
Description: Now more than ever, organizations of all sizes — from start-ups to large-scale
corporations — are looking at how they can benefit by using data science. However, you as a
student or learner, your business, or organization dives into these areas you will likely have
questions like; "where do I start?", "how do I measure success?" or, "what skills does my team or
I need?" In this session the data science team at Cybera will provide you with an introductory
overview into data science, share some success stories from Alberta organizations currently
using data science, and inform you about data science tools and resources that you can leverage
(including Jupyter and Python.)
Key learning objective: In this session we will introduce the concepts of data science, including
analysis of online data using Python code in a Jupyter notebook.
Instructor Bio: David Hay, B.Sc, B.Ed., M.Ed., Callysto Ambassador
David Hay is an educator from the Edmonton area, currently working for Cybera on the Callysto
project. He has been an innovation consultant for Elk Island Public schools, and has taught high
school physics and technology courses as well as Grade 6. He can be found online under the
name MisterHay.
Cybera Inc.: Alberta's not-for-profit organization responsible for driving economic growth
through the use of digital technology.
Note: No coding experience is needed to participate in this training.
Learning about Copyright made (mostly) easy
Time: Monday, June 8, 2-2:30 pm
Description: Understanding copyright is an important 21st century skill; however, learning about
copyright tends not to be enjoyable or easy. The Opening Up Copyright instructional module
series aims to address this problem through a series of interactive, openly licensed video modules
on copyright. This presentation will provide an overview of the module series touching on the
range of modules and potential audiences, design decisions to promote engagement
(interactivity, diverse characters, puppets), and discuss how the project aims to foster an

awareness of open content and licensing through both modules on the subject and modelling best
practices.
Instructors: Julia Guy and Michael B. McNally
Julia Guy is a graduate student at the University of Alberta pursuing a combined Masters in
Digital Humanities and Library and Information Studies. She is currently involved in the
development of educational resources for both the Opening Up Copyright and DigitalNWT
projects.
Michael McNally is an associate professor in the Faculty of Education at the University of
Alberta. He has been involved in a series of digital and informational literacy projects including
Opening Up Copyright and DigitalNWT. He has also been actively involved in broadband
policy forums along with authoring several journal articles on rural broadband and open
education.
Audiobook Production - Who DOES that?
Time: Wednesday, May 20, 2:2:30 pm.
Description: Have you ever listened to an audiobook and wondered whose voice you were
listening to? And then, wondered if that was something you could do, too? If you like
podcasting, then you might really like narrating and producing audiobooks. We hope you can
join us for a MCC Microlearning session to find out:
 Who are audiobook narrators?
 What skills does an audiobook producer need?
 What equipment do I need to sound professional?
 How can I start narrating audiobooks & where do I find gigs?
 I’m an author - can I narrate my own audiobook?
 And the money question: can I get rich narrating audiobooks?
Instructor: Jenny Hoops teaches professional speakers and authors how to narrate their own
books. Jenny Hoops narrates audiobooks from her home studio near Bragg Creek, Alberta, for 6
years, recording 26 full-length titles and thousands of hours of periodical articles for
audible.com. Follow her on Instagram (@audiobooknarratortraining) or visit her website
www.snowdogaudio.com
Death by PowerPoint Prevention
Time: Tuesday, May 26, 1 - 1:30 pm MT, Edmonton, Alberta
You have an impeccable reputation, extensive experience, and a solid body of knowledge. But
are you aware that a poor delivery creates a poor impact? Too many Instructors from students to
academics to entrepreneurs are known for their Death by PowerPoint delivery. Don’t be one of
them! Join this session to discover:

1. Why and when to create a slide deck.
2. Why and when to use text.
3. Why too much text is mind numbing.
4. How to effectively use images.
5. The magic of edited slides.
6. How to add humor without being humorous.
7. Two different ways a slide deck can be used with a platform such as zoom.
Patricia Morgan: With a Master’s degree in Psychology, Patricia Morgan’s primary audiences
work with her to strengthen their workplace and personal resilience. She is the author of
hundreds of articles and eight books, one of which was made into a CBC documentary. At 27
years of age Patricia began leading workshops, and she has not stopped. Patricia is a past
Toastmaster and United Way of Calgary impact speaker and speaker trainer. She is a TEDxYYC
speaker coach and the Past President of the Calgary Chapter of the Canadian Association of
Professional Speakers. After developing a speaker school, she has mentored over 200 emerging
professional speakers and is a recipient of The Spirit of CAPS for her contribution to the
speaking industry.
Blogging with Jupyter Notebooks
Time: June 11, 2-3 pm
If you are familiar with using Jupyter notebooks, or would like to become familiar with them,
we'll take a look at how you can create blog posts and websites using Jupyter notebooks. This
will include free tools such as Fastpages and free hosting on GitHub.com (or your own
site). Participants should create a free account at github.com before attending.
Computational Thinking with Python
Time: May 21, 2-3 pm
The ability to process information in an analytical way is becoming increasingly important in
many different fields. We will take a look at how to apply the principles of computational
thinking to solving problems, using Python code. Python is a general purpose programming
language that is approachable for beginners but powerful enough that it is one of the most
popular languages among professionals. The code will run in Jupyter notebooks, which are
online documents that are capable of engaging data visualizations, big data processing, and rich
text formatting.

Introduction to GitHub
GitHub is a website for hosting and collaborating on open source software. We'll talk about how
to share your work, collaborate, and contribute to other projects, including topics like organizing
repositories, version control, and issue tracking. Participants should create a free account
at github.com before attending.
Blogging with Jupyter Notebooks
If you are familiar with using Jupyter notebooks, or would like to become familiar with them,
we'll take a look at how you can create blog posts and websites using Jupyter notebooks. This
will include free tools such as Fastpages and free hosting on GitHub.com (or your own
site). Participants should create a free account at github.com before attending.
Digital Arts Part 1-- 2D Art
Time: Friday July 17, 1:45-2:15 pm
Join Mary McDonald, Digital Steward for Pinnguaq for this introductory hands-on digital art
workshop. We will create Pixel art using the free, open source program Graphics Gale and the
free online Pixel Art program, Piskel. Graphics Gale is not compatible for those with Mac
computers. However, the online Piskel program offers the same 2D art opportunities with just
slightly different tools and can be accessed by either PC or Mac. In this hands-on digital art
workshop, Mary will demonstrate how to create with both programs so that you can create using
the program that works best for you. Pixel art can be used to create 2D digital art, animated art
and Sprites to bring into coding games, stories and art such as Scratch or other game programs.
Mary will lead you through creating your own animated Sprite and finish with the steps to export
that Sprite and import it into Scratch to create an interactive game or digital story.
https://graphicsgale.com/us/
https://www.piskelapp.com/
Registration link: https://forms.gle/Kq3LmjkVpyYVDaxK8

Digital Arts Part 2 -- 3D Digital Art
Time: Friday, July 24, 1:45-2:15 pm
Join Mary McDonald, Digital Steward for Pinnguaq for this hands-on workshop to learn how to
create 3D art using the free open source 3D modelling program, Magica Voxel. Magica Voxel is
a very accessible program to learn how to model in 3D and create 3D art. Create 3D Voxel art
using a sculpture or a carving approach. No experience necessary.
https://ephtracy.github.io/
Registration link: https://forms.gle/Kq3LmjkVpyYVDaxK8
Coding with Scratch Part 1
Time: Friday, Aug 7, 1:45-2:15 pm
Join Mary McDonald, Digital Steward for Pinnguaq, for this introductory hands-on session to
creating games and digital stories using block coding in Scratch, a free online or offline coding
program. Scratch is a wonderful free online or offline program you can use to learn how to code
interactive games and stories. Using the Scratch Mix and Match cards that Mary has developed,
learn how to animate and code your Sprites. Scratch can be used to create and share multilingual
interactive games and stories. As you can also record sound in Scratch, this program offers the
powerful opportunity to create and share games and stories to support and develop heritage
language literacy.
Scratch online: https://scratch.mit.edu/
Scratch offline editor: https://scratch.mit.edu/download
Registration link: https://forms.gle/mPpjuJWufsH2DJvn9
Coding with Scratch Part 2
Time: Friday, Aug 14, 1:45-2:15 pm
create multilingual interactive stories, games and art using the block coding of Scratch. Move on

to more advanced coding supported by the Scratch Mix and Match Mary has developed. Mary
will demonstrate how to bring your own digital art and sound into Scratch to expand the
possibilities offered by this simple to use but powerful creative program. Scratch can be used to
create and share multilingual interactive games and stories to develop and support heritage
language literacy.
Registration link: https://forms.gle/mPpjuJWufsH2DJvn9
Creating Video with OBS
July 15, 10:45 -11:45 am
Join Mary McDonald, Digital Steward for Pinnguaq for this hands-on workshop to dive into the
free and open source program OBS to create videos. We will go step by step into the set up of
OBS to create the video track of your instructional video materials. You can download OBS for
free here at https://obsproject.com/
Agenda:
10:45 - 10:55 Introductions
10:55 - 11:20 Setting up and Navigating OBS Video and Audio
11:20 - 11:30 Troubleshooting
11:30 - 11:45 Questions
Registration link: https://forms.gle/uKB76vGaWpxJ1FgL9 (you can share this form!)
OBS Part 2 - Video within Video
July 21, 12:45-2:15 pm
OBS is a free, open source, cross-platform program which can be used as a tool for creating
instructional videos. In this second session of OBS, we will look at bringing in videos that have
already been created as well as adding layers of videos, such as webcam footage, screen
recording footage or other video footage. We will look at how to bring these various kinds of
media into your instructional videos in an integrated way.
Join Mary McDonald, Digital Steward for Pinnguaq for this hands-on workshop to dive into the
free and open source program OBS to create videos. We will go step by step into the set up of
OBS to create the video track of your instructional video materials. You can download OBS for
free here at https://obsproject.com/
Registration link: https://forms.gle/uKB76vGaWpxJ1FgL9 (you can share this form!)

Graphic Design with Canva
Tuesday, August 4, 12:45 – 2:15pm
create with Canva. Canva is a free to access graphic design program which you can use to help
you create professional looking promotional media. Canva can be accessed both from
desktop/laptop computer and mobile device.
https://www.canva.com
Registration link: https://forms.gle/LdVfTFQKPBH4YNce7
Podcasting with Anchor
Thursday, August 6, 12:45 – 2:15pm
Join Mary McDonald and Marie-Lee, Digital Stewards for Pinnguaq for this hands-on workshop
exploring how to use Anchor to create podcasts. Anchor is a free program, available on both
desktop and mobile devices which allows you to create and distribute your own podcast.
https://anchor.fm
Registration link: https://forms.gle/XJruvWTx8rDfpmpJ7
How to make instructional videos
Tuesday, August 11, 12:45 – 2:15pm
Join Mary McDonald, Sr. Program Delivery Lead for Pinnguaq, to discuss and learn the key
concepts for creating instructional videos. Mary will share learning theories and best practices
for creating instructional videos. Mary will demonstrate the free tools and software that are
available and share some of the tools you will need. She will walk through the workflow and
process involved in creating instructional videos from beginning to finished product.
You can download these tools for free:
OBS Studio for both Mac and PC at https://obsproject.com/
Videoleap at https://apps.apple.com/us/app/enlight-videoleap-video-editor/id1255135442
Vivacut for Android at
https://play.google.com/store/apps/details?id=com.videoeditorpro.android&hl=en_CA

Microlearning Programs Calendar 2020

Microlearning Programs Calendar 2020

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Microlearning Programs Calendar 2020