Reflections on co-facilitating workshops with research assistants

April 4, 2017

For the past several months I have been leading a research project called “Investigating academic integrity in the Werklund School of Education: Process, policy and perceptions”. The main topic we have been addressing is plagiarism. This has resulted in invitations to give workshops in the School of Education, across campus and online. I co-facilitated three of these workshops with research assistants (RAs) Here is what I have learned:

RAs benefit from knowing the workshop details during the planning process. I outlined who the audience for each workshop was, where it would be held and how much time we would have. This helped them have a broad overview of all the workshops, not just the one they were working with me on.

RAs bring energy and insights into the planning process. We had two planning sessions, during which the RAs helped me to find resources, activities and build slide decks. As a result, the activities were more dynamic and engaging than if I had done all the planning alone.

Assigning RAs activities to lead creates a more meaningful experience for them. When I co-facilitate with colleagues, we decide who will lead which activities. I figured since the RAs working on this project are all aspiring or practising teachers, learning to co-facilitate a workshop by leading activities would be more meaningful than simply circulating handouts or taking notes. During every workshop, each RA had the opportunity to facilitate at least one activity. The result was a more dynamic workshop for the participants and a more meaningful opportunity for RAs.

When you treat RAs like professionals, they act like professionals. From the planning stages of the workshop, through to the follow up, I made a conscious effort to treat the RAs as fellow professionals, not “just students”. In return, their deportment, dress and presentation of themselves during the workshops was nothing less than exemplary. In one case, a person introducing us wasn’t sure if my co-presenter was a student or another faculty member! (I beamed with pride when that happened.)

It is OK to relinquish some control. This seems obvious, but at first I have to admit that I was a little unsure about handing over the reins to students. My fears were completely misplaced. The RAs facilitated just as well as I did (if not better!)

RAs need help documenting their workshop facilitation experience. After every workshop, I sent the RAs a citation to add to their slowly-developing c.v.’s They needed guidance learning how to document their experience and understand it as part of their developing professional experience.

Overall, I found that working with RAs required more time and energy than if I had done all the work myself, but it was time well spent. The end product was a better workshop that was more fun to plan and deliver and more dynamic for the participants themselves. I feel pretty lucky to work with such a stellar group of emerging professionals.

Here are some other posts related to this research project:

____________________________________________________

Share this post: Reflections on co-facilitating workshops with research assistants http://wp.me/pNAh3-1Qf

This blog has had over 1.6 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Advertisements

Understanding the difference between Open Access (OA) and Open Educational Resource (OER)

April 3, 2017

As I was conducting some research for a project I am working on, I became puzzled by the differences between Open Access (OA) materials and Open Educational Resources (OER). I did some digging and here is what I discovered:

Open Educational Resources (OER) and Open Access (OA) are closely related. The basic difference between them is the purpose for which they were created.

The Creative Commons Wiki offers a variety of definitions of OER from credible sources such as the OECD, UNESCO, and the OER commons, among others (https://wiki.creativecommons.org/wiki/What_is_OER%3F)

One of the more popular definitions says OER “are teaching and learning resources that reside in the public domain or have been released under an intellectual property license that permits their free use…” (The William and Flora Hewlett Foundation website). The purpose of OERs is mainly for teaching and learning. They can include pedagogical materials, activities, lesson plans, and so on. The OER Commons (https://www.oercommons.org/) offers a multitude of resources for educators through a freely available open digital library.

Suber (2012) offers this definition of OA: “Open access (OA) literature is digital, online, free of charge, and free of most copyright and licensing restrictions” (p. 4). OA can often refer to research materials or other literature.

The lines between what counts as OER or OA can be blurred. Some textbooks are considered OA, even though their primary purpose is for teaching and learning. It seems that some OER can be considered OA, but not all OA fall under the umbrella of OER. Open Access (OA) seems to be a broader, more inclusive term, but OER has gained popularity in recent years, due in a large part to the support of President Obama for Open Education initiatives and resources.

The key is not to get hung up on whether material is better categorized as OER or OA, but to focus on the important underlying intention of the work as being openly and freely available. For both OER and OA, the key common denominator is “open”.

Sarah Elaine Eaton, University of Calgary

References:

Creative Commons Wiki, k. (n.d.). What is OER.   Retrieved from https://wiki.creativecommons.org/wiki/What_is_OER%3F

Obama White House Archives. (n.d.). ConnectED Initiative.   Retrieved from https://obamawhitehouse.archives.gov/issues/education/k-12/connected

Obama White House Archives. (2014). The open government partnership.   Retrieved from https://obamawhitehouse.archives.gov/sites/default/files/microsites/ostp/new_nap_commitments_report_092314.pdf

Red Deer College Library. (n.d.). Open Educational Resources (OER). Retrieved from http://rdc.libguides.com/c.php?g=481874&p=3295253

Suber, P. (2012). Open Access. Cambridge, MA: MIT Press. Retrieved from https://mitpress.mit.edu/sites/default/files/titles/content/9780262517638_Open_Access_PDF_Version.pdf

Suber, P. (n.d.). Open Access Overview. Retrieved from http://legacy.earlham.edu/~peters/fos/overview.htm

The William and Flora Hewlett Foundation. (n.d.). Open Educational Resources. Retrieved from http://www.hewlett.org/strategy/open-educational-resources/

____________________________________________________

Share this post: Understanding the difference between OA and OER http://wp.me/pNAh3-1PJ

This blog has had over 1.6 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


25 Strategies to Prevent Plagiarism

March 17, 2017

As part of the workshops the research team and I have been offering on plagiarism, we give participants a copy of this handout, with 25 strategies on how to prevent plagiarism in their classes.

25 Strategies to Prevent Plagiarism

We talk about some of these strategies during the workshops. Participants report that they do not know how to prevent plagiarism. Sometimes, participants tell us that it has never occurred to them that they could incorporate prevention strategies into their teaching practice, but instead, they have only thought about — and struggled with — how to address plagiarism after it has occurred. In the workshops, we talk about how instructors can implement plagiarism prevention strategies in their own courses. The discussion becomes more productive and more positive when we focus on what we can do to help students cultivate their understanding of academic and research integrity, as part of developing their reputation as emerging professionals.

Workshop participants report back that they have appreciated having these strategies on a single-page handout. So, I am sharing the handout here with you, so you can use it, too. The audience for our workshops is instructors in higher education institutions, but many of the strategies can be adapted for K-12 and other contexts, too.

Funding for this study was provided by  the University of Calgary Werklund School of Education Scholarship of Teaching and Learning Grant.

Here are some other posts related to this research project:

____________________________________________________

Share this post: 25 Strategies to Prevent Plagiarism http://wp.me/pNAh3-1Oi

This blog has had over 1.6 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Workshop for Educators: Academic Integrity – Opening Up the Conversation Around Plagiarism

March 15, 2017

Today my research assistants, Jenny and Ian, collaborated with me to facilitate a workshop to faculty members and grad students in the Werklund School of Education, University of Calgary, on plagiarism. This workshop is part of the knowledge sharing and mobilization for a research project on plagiarism in our school of education.

Here’s a photo of the group discussing their experiences with plagiarism in their professional practice in higher education contexts.

2017-03-15 - Worshop photo 1

We brainstormed ideas about why students plagiarize:

2017-03-15 - Workshop photo 2

Then, we talked about the reasons why students plagiarize, as informed by the research literature, and compared participants’ responses to what is evident in the literature. There were numerous parallels between participants’ experiences and what we found in the literature.

2017-03-15 - Workshop photo 3

Finally, we shared strategies about how to prevent plagiarism and also how to address it if you encounter it in a student’s work.

You can find a copy of our slides from the workshop here:

You can download a copy of the supplementary materials guide that we gave out to participants here: http://hdl.handle.net/1880/51859

Funding for this study was provided by  the University of Calgary Werklund School of Education Scholarship of Teaching and Learning Grant.

Here are some other posts related to this research project:

____________________________________________________

Share this post: Plagiarism workshop for faculty http://wp.me/pNAh3-1NS

This blog has had over 1.6 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Plagiarism Workshop for Hokkaido University of Education Exchange Students

March 13, 2017

Today I co-presented a workshop on plagiarism for exchange students from Hokkaido University of Education who are at the University of Calgary for a one-month stay to improve their English language skills.

My co-presenter was Benedict “Kojo” Otoo, a graduate research assistant working with me on the academic integrity research project.

You can find a copy of our slides online here: https://youtu.be/zBnqdGM36P0

Related posts:

Here are some other posts related to this research project:

____________________________________________________

Share this post: Plagiarism Workshop for Hokkaido University of Education Exchange Students http://wp.me/pNAh3-1Nn

This blog has had over 1.6 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


How to develop your Knowledge Mobilization Plan (KMP)

March 8, 2017

This week in one of my courses, I’m working with doctoral students to help them understand and figure out how to develop a Knowledge Mobilization Plan (KMP) for their research projects. The KMP is a required element of their project this term.

Here are some resources I shared to help them understand what KMPs are and how to build one:

https://research.usask.ca/documents/Knowledge_Mobilization.pdf

http://www.oise.utoronto.ca/research/UserFiles/File/Amanda%20Cooper%20Building%20KM%20Plans%20UT%20Final%20Post%20Version.pdf

https://www.edu.uwo.ca/research/documents/Thinking_About_Knowledge_Mobilization_Plans.pdf

http://www.sshrc-crsh.gc.ca/funding-financement/policies-politiques/knowledge_mobilisation-mobilisation_des_connaissances-eng.aspx

http://www.slideshare.net/sreibling/how-to-write-a-knowledge-mobilization-plan

https://www.mta.ca/uploadedFiles/Community/Research_and_creative/Research_Office/Mount_Allison_Connects/Institute_events/Building%20a%20Knowledge%20Mobilization%20Strategy.pdf

I also shared my approach to knowledge mobilization for my own research. I use a multi-dimensional approach that includes four different audiences:

  1. Academic – Academic (peer-reviewed) articles, academic conferences
  2. Professional – Professional journal articles (edited); Professional reports; professional conferences (e.g. teachers’ conventions); professional development workshops
  3. Social media – My blog Twitter (@DrSarahEaton); LinkedIn; Research Gate & Academia.edu. (Note: Those last two are are like LinkedIn, but directed towards those working in research).
  4.  Community – This can include public presentations or workshops. The key is to tailor these to a broad general audience.

I am to get my work out to as many different audiences as possible and to create a digital footprint for the work, so that if someone comes across it years down the road and they are interested long after I have moved on to new projects, they can still find out about the project.

I also look for ways to link the “products” or “outputs” of my projects. For example, I just led a project on signature pedagogies for e-learning in Higher education. I had the report archived on the University’s digital repository, so the citation looks like this:

Eaton, S. E., Brown, B., Schroeder, M., Lock, J. & Jacobsen, M. (2017). Signature pedagogies for e-learning in higher education and beyond. Calgary: University of Calgary. Retrieved from http://hdl.handle.net/1880/51848

I then blogged about the report on this blog: Signature pedagogies for e-learning in higher education and beyond http://wp.me/pNAh3-1MP

I then Tweeted about the report, which then got Re-tweeted by two of the co-authors:

RT

Brown RT.jpg

I also posted or submitted a copy of the report at:

  • Research Gate:
  • Academia.edu
  • LinkedIn.
  • ERIC (When there is a full report available).

Basically, I try to get the word out in any many ways as possible.

All this, by the way, took less than two hours to do. I have had these accounts set up for some years now and this has been a fairly consistent process for me when I want to mobilize knowledge about a project.

Here is an infographic I created to help you visualize how you might develop your own KMP. Not all the elements I talked about in this post fit onto the infographic, so don’t think of the visual as exhaustive:KMP.jpg

____________________________________________________

Share this post: How to develop your Knowledge Mobilization Plan (KMP)

This blog has had over 1.6 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Signature pedagogies for e-learning in higher education and beyond

March 6, 2017

http://hdl.handle.net/1880/51848

This report explores the notion of signature pedagogies within the field of e-learning for higher education. We build on previous work that examined signature pedagogies in education, linking the concepts of signature pedagogies, the profession of education and e-learning as a means to help educators develop their practice and understanding of the profession.

Background

In November 2016, approximately thirty scholars, practitioners, industry leaders and government officials assembled at The White House for the “Technology in English” event, which was a collaborative effort between The White House Office of Global Engagement and the U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of English Language Programs. The event was part of the inter-agency English for All initiative, announced by President Obama earlier in 2016 (United States Department of State, 2016). The purpose of the event was to gather together individuals with combined expertise in educational technology and English language learning and teaching. Sarah Elaine Eaton, one of the authors of this report, was among those invited to take part in The White House event.

One outcome of the meeting was a commitment to develop a prototype or resource that would serve as an Open Educational Resource (OER), not only for participants of programs sponsored by the U.S Department of State, and educators generally. The project is to be presented at the TESOL 2017 International Convention and English Language Expo in Seattle, Washington State.

In addition, experts were invited to develop and contribute additional resources that would benefit educators in their professional development. This report was prepared as an additional Open Educational Resource for use by those interested in developing their knowledge of signature pedagogies for e-learning in education.

Here is a citation for the report, which you can download for free online:

Eaton, S. E., Brown, B., Schroeder, M., Lock, J. & Jacobsen, M. (2017). Signature pedagogies for e-learning in higher education and beyond. Calgary: University of Calgary. Retrieved from http://hdl.handle.net/1880/51848

____________________________________________________

Share this post: Signature pedagogies for e-learning in higher education and beyond http://wp.me/pNAh3-1MP

This blog has had over 1.6 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

 

 


%d bloggers like this: