About the MicroCourse:
Teaching is often a solitary practice; we rarely invite colleagues into our classrooms or see how our colleagues teach. This is often due to academic structures and because it can feel intimidating. However, discussions and feedback from peers can help us strengthen our teaching skills, including online teaching.
During this Facilitating Learning Online (FLO) MicroCourse, you will learn about research on “paired teaching” and “teaching triangles,” two programs that promote professional development through mutual observation and discussion. Key features of productive mutual observations include:
- Each instructor articulating their own goals for learning from the process,
- Giving space for both the teacher and the observer to learn from observations, and
- Establishing what makes productive (and non-productive) feedback.
This FLO MicroCourse will prepare participants to engage in reciprocal peer observations for professional development, if they choose to do so (optionally after the course). Participants will have the chance to identify where they might like peer feedback on their teaching and examine any potential fears around being observed. They will gain practical experience in observing teaching, giving productive feedback, and learning from these observations. We will discuss equity considerations in observations and giving and receiving feedback. At the end of the course, participants interested in continuing reciprocal observations will be paired with a fellow participant.
Learning Outcomes:
Upon completion of this course, participants will have the opportunity to:
- Feel excited about learning from reciprocal observations
- Recognize the value of teaching observations for both the observed teacher and the observer
- Reflect on areas of their own teaching where they would like feedback and/or inspiration
- Know features of positive productive feedback, including equity considerations in giving and receiving feedback
- Experience reflecting and giving feedback in a practice observing scenario online
- Reflect on potential fears or challenges of being observed
Participants should anticipate at least one hour per day of asynchronous learning. Two optional synchronous sessions are planned for the week:
- Tuesday, November 19, 12:00-1:00 p.m.
- Friday, November 22, 12:00-1:00 p.m.
While attendance is encouraged, the sessions will be recorded for those who cannot attend.
Register now!
About the Facilitator:
Your FLO facilitator for this FLO MicroCourse is Linda Strubbe.
Linda (she/her), Ph.D., is a Vancouver-based independent educational consultant for science, technology, engineering and mathematics (STEM) higher education at Strubbe Educational Consulting. She is passionate about supporting educators’ collaboration, agency, and joy in teaching. Through workshops, communities of practice, and curriculum development, she supports university faculty in North America and beyond in developing skills for effective and equitable teaching. She also supports STEM education projects as an external evaluator.
Linda, along with her collaborator Dr. Bonaventure Okere from Nigeria, recently won the 2024 International Astronomical Union (IAU) Astronomy Education Prize. This prestigious award recognizes individuals and organizations for their outstanding contributions to the field of astronomy education. The duo was recognized for their work on the Pan-African School for Emerging Astronomers (PASEA), a program for African university students that they co-founded in 2013. Linda was acknowledged for her leadership in developing an inquiry-based curriculum, leading professional development for instructors, and evaluating student learning.
Linda’s doctorate is in astrophysics from the University of California, Berkeley, and she has postdoctoral experience in physics and astronomy education research and faculty development in both Canada and the U.S. She was a Science Teaching & Learning Fellow with the Carl Wieman Science Education Initiative (CWSEI) at the University of British Columbia (2015-18). Linda is also co-director for the PASEA, and has worked with the University of Central Asia, American Physical Society, and American Association of Physics Teachers. She is excited to work with BCcampus to offer this new FLO MicroCourse!
About the MicroCourse
Explore how to design accessible eLearning experiences by applying the four principles of the POUR framework:
- Perceivability,
- Operability,
- Understandability, and
- Robustness.
These principles are the foundation of the international Web Content Accessibility Guidelines.
During this week, participants will learn and apply POUR principles through activities and will give and receive feedback. Participants will also identify how they would revise one of their eLearning materials using the POUR principles.
Learning Objectives
- Develop a basic understanding of accessibility and the POUR framework
- Apply POUR principles to eLearning materials
Participants should anticipate at least 6.75 hours of asynchronous learning during this week.
Three optional one-hour synchronous sessions are planned:
- January 20, 2025, 12:00-1:00 p.m. PT
- January 22, 2025, 12:00-1:00 p.m. PT
- January 24, 2025, 12:00-1:00 p.m. PT
These sessions will not be recorded.
Register Now!
About the Facilitators
Your facilitators for this FLO MicroCourse are Fizza Haider and Gena Hamilton.
Fizza Haider (she/her) is a post-secondary educational professional with over seven years’ experience instructing students and supporting their access to learning. Her professional philosophy centers on providing accessible, flexible, and responsive learning to students.
She believes students learn, acquire and process information differently and values designing learning experiences to meet diverse student needs and preferences. She has demonstrated success in these areas through a multi-disciplinary process of consultation and collaboration with students, faculty, staff, and external campus and community partners.
With a master’s degree in Educational Psychology, she draws on her understanding of evidence-based instructional strategies and frameworks such as Universal Design for Learning, the POUR framework for accessible design, and the Multimedia Learning Theory. to develop training workshops and resources for diverse audiences including educators, educational technology specialists, and instructional designers, guiding them in the practical application of these theoretical principles to course design. She works as a learning designer at the University of the Fraser Valley (UFV).
In this role, Fizza encourages faculty to think about accessibility and flexibility in all aspects of course development and supports the development of accessible content design skills. Fizza serves on UFV’s Accessible British Columbia Act steering committee, tasked with guiding the university in meeting the statutory requirements of the provincial legislation. She is also a member of BCcampus’ Sector Advisory Committee, providing leadership, advice, and support with the rollout of B.C.’s Digital Learning Strategy.
Gena Hamilton (she/her) is an academic advisor for the school of education at the University of the Fraser Valley and a certified career development practitioner. She has a passion for learning design and innovation in career education.