Elizabeth Wallace

This is the time of year when faculty members are turning their attention to preparing new WebCT courses for the spring semester. One of the nicest things about teaching and learning in the lower mainland of BC is that we have no winter term! So as we think about January 06, what questions can we share about how to design, develop and deliver online courses? 

Some of my questions are about the use of multi-media in WebCT.  What works? What constitutes "too much" multi-media? How do we know when we've enhanced the learning experience? What have we learned about what NOT to do?

Does anyone agree with me that video can sometimes cause more problems than it's worth?

Two SFU professors, David Hannah and Derek Yee, have just been selected as winners of the annual TD Canada Trust distinguished teaching award in the Faculty of Business Administration.  Congratulations to David and Derek! Here is the link to the Nov. 3 Press Release.

The recognition of these professors reminds us that we have all had teachers who have inspired us. As we begin this new forum for the discussion of teaching and learning, lets exchange some thoughts on those special people in our lives.

I can begin by talking about my music teacher, Mr. Davies. In a Welsh school, music was very important. Mr. Davies inspired us with his love of music, his gentle manner and his wicked sense of humour.  Does a teacher need more?

Thank you, Vivian, for picking up on the term that Sarah introduced into our discussion: "designing generative exchanges".  I did a little research around that term and found very little. I'm wondering if Sarah can provide her definition for us.

In the meantime, I've been thinking about what it means to me.  For a significant part of my career in education, I've believed in constructivist approaches to teaching and learning, so the idea that the postings to a discussion might generate new knowledge is one that is very significant to me.  In the same vein, I like to think that the discussion forum's "animateur" should play a leadership role in promoting generative exchanges. I think Sylvia's prompts about posting are examples of how to promote rich postings, although of course there's a lot more to it than just reading, writing and questioning.

Yes, it would be a good idea to gather up key points at the end of the scheduled discussion and invite participants to reflect. Another good example of the generative process!

Well, Alan, when you become independently wealthy, remember your friends!

But in the meantime, spare a thought to the many IDs who have no control over the choice of music, and can't afford to pull the plug. Yes, being subversive is one approach we've all used. However, I'm always wondering why we so often have to resort to begging, pleading, deception and  manipulation, in order to achieve best practices. Why are IDs routinely viewed as service people, not informed, experienced educators who have much to contribute?

I really like the construction metaphor described by Corrie Bergeron introduced a little earlier in the discussion, but I want to extend the metaphor of the dance. My question is: Wouldn't it be wonderful if IDs had real influence on the form, location, duration, dance hall and, above all, music? 

Let's focus on the music, and I'll argue that IDs often find themselves assigned to dances where the  music cannot be changed. Someone else has decided the melody, the harmony, the beat, the rhythm and the volume. The ID can do no more than teach the SMEs to perform steps that match the music.  The length of the music has been pre-set and the players are being paid union rates to follow the score.

In my many years of involvement in educational endeavours, I have had to perform many dances without being able to influence the choice of music. I would suggest all IDs have.  I'd be interested in discussing strategies for empowering  IDs so that they can effect all aspects of the dance.