ILT Newsletter Winter 2015 Experiential Education and Service Learning

VOLUME 6 ISSUE 1

WINTER 2015

Experiential Education and Service Learning How EDEN has Transformed Lives and Communities

IN THIS ISSUE Economic Development in Emerging Nations (EDEN)

1

Experiential Learning and Math Fairs

2

SL & Residential Construction

3

Fieldwork & Human Geography

4

Directed Studies, Research Assistants, Field Trips

5

Sowing Community Seeds

6

Women’s Shelter and a Political Science Class

6

Where’s the Library in Service Learning?

7

Experiential Education: Personal Comments

8

Multicultural Café 9 Case-Based Learning in Health Professions

10

Family Health & Healing

11

How SL has Enhanced My Teaching Practice

12

Experiencing the “Real World” in the Classroom

13

New for Moodle: Plagiarism Tutorial & Quiz

14

ILT Lunch & Learns

14

ILT Contacts & Links

14

By Sheilagh Seaton, Business, Penticton

With significant portions of the world’s populations living in extreme poverty, it is important for students in the developed world to understand how the choices they make can contribute to providing a better global environment.

But the issues are complex and by offering a field school to a developing country enables students to examine these issues first-hand and internalize and test the concepts.

BUAD 339–Economic Development in Emerging Nations (EDEN) has taken groups of students to experience and share the challenges facing the people living in Ethiopia. The course enables the students to gain intimate knowledge of the everyday lives of some of Ethiopia’s most vulnerable citizens. On our last trip, in 2013, we built bio-sand water filters in the mud homes of individuals. We met the families, discussed the challenges (including caring for children while battling diseases such as AIDS and dysentery) and the trials for day-to-day survival.

The course was developed using the experiential learning cycle as defined by Kolb (1984) and included the following:

Here are some of the comments I received after following-up with the students:

1. Concrete experiences encountered by the students while in Ethiopia

“That course was the highlight of my entire degree.”

“This was the single most valuable 2. Opportunities for reflection through journals and the sharing of information at experience in my life…I still think every day about the experience and those debriefing sessions people.”

3. Abstraction of the experience demonstrated in a final project submission eval- “There will never be a more important course to take at the college than this.” uating the experience using economic development and business concepts For me, as the teacher of EDEN, it has 4. Testing through ongoing education and been the most demanding task in my career choices career. I feared the uncertainty inherent Speaking with the students who in this type of experiential course includparticipated in the field school a year ing the responsibility of taking students later, it is evident that the learning gained to a developing country, exposing them to from the course has influenced their lives new experiences that I struggled to deal and careers. Some of these choices with on my own while also trying to help include enrolling in OC’s non-profit manthe students as they each found their agement class and social entrepreneurown way to cope, and managing the dyship class, volunteering in the community namics of a group in such an emotionally teaching financial literacy, organizing food challenging and physically demanding drives, working with people with disabilienvironment. ties, continuing to volunteer and support But would I do it again? Yes, in May Canadian Humanitarian (our partner 2015, I will embark with another group of during the field school), and choosing students on a life-changing learning expecareers working for social enterprises rience to Ethiopia. The reward for me is and international NGOs. Generally, the following our mission and vision at OC students describe the experience as life and creating an outstanding educational altering and the most important experience that transforms lives and experience in their education. communities.

Reference: Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.

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Winter 2015

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Experiential Learning with Math Fairs

By Donna-Leigh Goodman, AACP Chemistry, Vernon reflection, creating emotional investment,

taken by the student and that this

constantly examining values, showing mean-

information can be related to other stored

ingful relationships, and promoting learning

facts. This is in direct contrast to rote-

outside perceived comfort zones. Experiential

learning. Transfer, or the ability to apply

learning can also be defined by the qualities

the information to a new situation, is

imparted to students. Qualities such as will-

identified as an indicator of meaningful

ingness to reorder topics, reason for them-

learning (Mayer, 2002).

selves, provide warranted positions, manage One of the cornerstones of adult learning is the idea that adults learn most effectively through experience. Acquiring knowledge or knowing something is only the first step (Bannerman, 2009). Pfeiffer & Ballew (1988) describe a process and cycle model to demonstrate and explain experiential learning. The cycle begins with orientation, or helping learners understand what is to be learned in the session. The next stage involves clarifying assumptions and answering prominent questions. The learning experience then proceeds and concludes with op-

I offer that math fairs provide great

self, and bring forth personal voice are highly

experiential learning. A math fair is a non-

relevant (Moon, 2004).

competitive problem-solving event that

[Experiential] learning refers to the notion that learned knowledge is completely undertaken by the student and that this information can be related to other stored facts. This is in direct contrast to rote-learning. Transfer, or the ability to apply the information to a new situation, is identified as an indicator of meaningful learning (Mayer, 2002).

Experiential learning may be accomplished

gives teachers an opportunity to have their students solve problems with a particular goal in mind. The goals of a fair are to motivate and inspire all students through student-centered work. The project developer experiences learning as well as the participating audience. I argue that once a student comes up with an answer to a problem the student seldom forgets their particular solution. The experiences at the fair encourage all students to strive for

portunities for reflection, generalization, and

in many ways such as through lecture, small

success. Hopefully, with repeated suc-

application.

group discussion, role play, and activities

cess, students prefer to come with their

(Bannerman, 2009). Experiential activities

own solutions instead of waiting for the

foundation of interdisciplinary and construc-

Experiential learning is also built upon a

tend to be interactive and dynamic in nature

instructor’s answers. My primary goal for a

tivist learning (Wurdinger, 2005). However,

with rich opportunities possible for both in-

math fair is to develop curiosity. I would

simple participation in a prescribed set of

structor and student. Brookfield (1995) sug-

like students to value uncertainty and

learning experiences does not make some-

gests that asking experiential questions helps

puzzlement, as I do. As well, peer evalua-

thing experiential. Chapman, McPhee, and

instructors decode written material, for exam-

tion is important: students should be given

Proudman (1995) argue that true experien-

ple, demystifying academic tests. Choosing

the opportunity to reflectively evaluate the

tial learning encompasses blending content

powerful activities that increase learner in-

work of one another.

and process, excluding excessive judgment,

volvement advances more meaningful learn-

engaging in purposeful endeavours, encour-

ing. This type of learning refers to the notion

aging an expansive perspective, utilizing

that learned knowledge is completely under-

References: Bannerman, N.R. (2009). Facilitating powerful learning experiences: Experiential learning, the experiential learning cycle, and “how tos” for facilitators.

Retrieved January 20, 2015 from http://www.ryanbannerman.com Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Chapman, S., McPhee, P., & Proudman, B. (1995). What is experiential education?. In K. Warren (Ed.), The theory of experiential education (pp. 235-248).

Dubuque: Kendall/Hunt Publishing Company.

Mayer, R. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226-232.

Moon, J.A. (2004). A handbook of reflective and experiential learning: Theory and practice. New York: Routledge/Falmer.

Pfeiffer, J. & Ballew, A. (1988). Design skills in human resource development. San Diego: University Associates Inc. Wurdinger, S.D. (2005). Using experiential learning in the classroom. Lanham: Scarecrow Education.

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The Role of Service Learning and The Residential Construction Program An interview with Alf Leimert, Chair, Construction Trades Department, Kelowna, February 4, 2015 Could you explain how the Residential

ing what he does, a carpenter may not under-

Construction Program (RCP) has been able

stand fully why he has to frame a floor a cer-

to combine program instruction with

tain way. Physically seeing the other work

meaningful community service?

that’s going on gives some context to their

We like to do community projects as part of

own work.

our program. We do that because we like to

Do you see the potential for more

have our students have real world experienc-

opportunities in the future for trades

es and what better way to do that than do

students to engage in service learning?

something for the community.

Absolutely! There’s always a community group that needs help. One of our next projects is for the Lake Country Food Bank, and

We like to do community projects because we want our students to have real world experiences and what better way to do that than do something for the community.

Habitat for Humanity is always looking for a community group in need. We do a screening

Habitat for Humanity, is a group that is

What are some of the non-profit community

process and make a choice based on a set of

always looking for volunteers and you don’t

projects the RCP has been involved in?

selection criteria.

have to be student to help them with the

● The Women’s Shelter in Salmon Arm.

What could Okanagan College do to create

really good work they do.

● A daycare project here on KLO campus

opportunities for more service learning?

How can you strike a balance between the

There’s always potential to grow in new areas.

need for theoretical learning and the need

● A project in Summerland for Critter Aid

For example, this year for the first time we are

for experiential learning in your programs?

● A project in Okanagan Falls for the South

partnering with the

In construction, so much of

Okanagan Rehabilitation Centre for Owls

Nicola Valley Insti-

what we do is hands on, but we

tute of Technology

also have a theoretical compo-

Habitat for Humanity in Penticton,

and the aim there

nent. We may do math in the

Kelowna and Vernon

is to offer residen-

morning but in the afternoon

tial construction in

were going to apply that math

an area of the prov-

to actually build something

● Cabins for the Agur Lake Society

ince that hasn’t had

that’s related. So there is a

● Cabins for the Caravan Farm Theatre

access to that, in

natural connection and I feel

● The Kindale Lydia Boss Centre in

this case the aboriginal community in that

like for most of what we do in carpentry

area that have not had easy access to this

you can’t have one without the other. The

kind of training.

student that does have the theoretical

What are the main advantages of service

background understands the math behind

What are some of the strengths of students

learning?

the certain framing components, such as,

learning in a community workplace?

Students, that are involved in building projects

complex roof design or perhaps an intri-

Working side by side with the other sub-

that benefit the community in some way, can

cate staircase, and if they don’t have the

trades on a building project gives them the

go back years later, drive by the project that

math behind them then it makes their

which is a benefiting the community here.

● Several affordable housing projects for

● A housing project for the Revelstoke Community Housing Society

Armstrong ● An assisted living house for the North Okanagan Community Life Society

added advantage of seeing what it is that the they have contributed to and feel good about

practical work impossible. If you spend the

other trades do in their contribution to the

time initially understanding the theory

the work that they have done and the commu-

project, and how they have to work alongside nities they have helped.

behind your work it goes that much more

as part of a team. For example, if they were-

Realizing that as a trades person you can con-

efficiently and you’re that much more valu-

n’t working alongside a plumber and watch-

tribute back to your community in some way.

able to your employer and to the industry.

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INSTITUTE FOR LEARNING AND TEACHING

Winter 2015

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Field Work and Human Geography An interview with Stephanie Bunclark, Human Geography, Kelowna Could you explain how you have been able to combine program instruction with meaningful community service and describe some of the projects your students have been involved in?

I have been involved in a variety of community service projects with students. We did a summer field school in Vanuatu on the island of Nuna where I used to live. We worked with a group of three villages to create a conservation management program for an endangered species--- the coconut crab.

Students were looking at the habitat and determining if there were any differences in where the coconut crab lived at different life stages. We have only been able to do one year of this fieldwork so we don’t have much data yet. Hopefully we will be able to continue this joint partnership where we had the local indigenous knowledge of the habitats coupled with the students’ knowledge of GPS, mapping, and the more scientific and technological side. As well, the students had to do a presentation in the local language to help them learn how to communicate with their partners while they were out mapping transects. That one was a lot of fun!

In terms of more local projects, students worked with the Greater Northern Okanagan Community Gardens Network and created a survey for community gardens users to assess the benefits of participating in community gardens. The survey information would help improve funding applications.

Often smaller community groups simply can’t afford to do the research they would like to do so partnering with our students gives the students field experience while also helping out the local group. Because it is student coursework, the local group doesn’t have to pay for the research. We have had some projects with the community gardens network in Kelowna as well. That one did not work as well because students were not able to get their hands on the kind of data they would have liked to. We hope to redo that project - so sometimes it works and sometimes it doesn’t.

Other projects we are looking at are doing inventories of local wetland areas. The Okanagan Water Basin is looking at gathering information – they have public scientists, so any member of the public can go out and fill

out survey forms. We are hoping to get students out to do things like that and again be able to incorporate real world experience (ie. learning how to actually gather data out in the field rather than just in a controlled lab format). Students experience the diversity that happens in the actual field, and they can use that information in real world reporting. As well, a lot of community groups simply can’t afford to hire large groups of people to go out and gather data for them. In the end, all parties can benefit from course/community field work. Working with students allows OWB to get the data without the cost and our students benefit from the field experience.

Students experience the diversity that happens in the actual field, and they can use that information in real world reporting. As well, a lot of community groups simply can’t afford to hire large groups of people to go out and gather data for them. In the end, all parties can benefit from course/community field work.

What are some of the strengths of taking students off the campus setting to learn in the community?

For some projects it’s simply not possible to replicate the eco-system or environment that we’d be operating in on our campus facility.

Given the background or the discipline basics for Geography and Environmental Sciences – students need to be actually out in the field gathering data which is not lab work. Lab work comes after the data gathering. Students wouldn’t be able to experience what it’s really like to gather material from a wetland or from a desert area unless we went off campus. The other benefits are students actually learn what it’s like in the field, instead of simply reading about it. Students find that when they are actually out in the field they have to develop slightly better interpretation skills to figure out what something is or is not - in books information often looks very clear but when you’re out in the real world you realize you have much less time to make some of those decisions …the birds don’t sit still, the fish don’t sit still, you have to go out and actually make your best interpretation fairly quickly and again more practice means you get better

at it. Of course what shows up in a book isn’t always exactly what shows up in the field. It teaches them to have a bit more flexibility in terms of what they may have to expect as they progress in this discipline.

Do you see the potential for more opportunities in the future for students to engage in service learning?

Yes, I hope we are able to continue with this kind of work. I think that working with other groups teaches students how to communicate better with others and learn about other perspectives they may be face in the actual workplace. Additionally, it can help many community groups as they often don’t have a great deal of money to pay for of this kind of research. Incorporating community work into student coursework can benefit all. Unfortunately many schools are not able to provide students with hands on experience anymore so having a smaller institution where we can do this is very beneficial to students in terms of being able to acquire certain skills or at least to be able to truly understand what they have to face later on in the field. Additionally, it does strengthen relationships between the school and the community.

What could OC do to create more opportunities for service learning?

I would actually like to see a bank or at least a singular location where community groups could connect with the College and say “we are looking for students to do work on this, this, or this”. This would make it easier to pair community projects with specific classes or courses rather than individual professors having to constantly go out and look for service learning opportunities. This would be particularly helpful to new professors who may not have the knowledge of what’s going on in the local community nor who to contact to match projects with students learning. (continued on next page)

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Field Work and Human Geography (continued from previous page) What are the main advantages of service

work in a variety of real life environments in

many different types of learning outcomes

learning?

Geography or Environmental Science. This

into them--be it learning how to write tech-

I would say the major advantage is that the

work could also help determine whether stu-

nical reports or learning how to formulate

students get hands on experience in a practi- dents choose to carry on in these fields or not. questionnaires, how to develop a survey, how cal way where they actually can see the ben-

How can you strike a balance between the

efit of their work. They’re not writing a paper

need for theoretical learning and the need for

for just for themselves. There is actually a

experiential learning in your programs and

greater world benefit. I think for a lot of stu-

what would be a good ratio?

dents it provides them with an understanding That really depends on the course. We have

to actually go out and acquire data. There are

“...the major advantage is that the students get hands-on experience in a practical way where then can actually see the benefit of their work.”

that what they do is valuable. Their work is

courses that are much more theoretical and

not just for the professor, nor is it just for the

we have courses that are much more practi-

many different concepts that can be incorpo-

student. Many schools are not able to offer

cal, so in many of our lab courses, obviously

rated depending on the type of project.

students the opportunity of going out into the the lab portion is very easily suitable to being

I’m not sure there would be a set ratio or a

field, yet at OC our students are able to ex-

out in the field but many of our courses that

set balance. It would really depend on what

plore skills sets and interpersonal skills out-

don’t have labs, again, depending on how you

the project is.

side the classroom, and as well, experience

organize the project, you can incorporate

Directed Studies, Research Assistants, Field Trips & Campus Projects

Interview with Stephanie Bunclark

It’s not always through the formal struc-

course being offered at OC. In effect, a di-

goal is to have students experience the

ture of a course that students are involved in

rected study becomes a course just for that

environment they are in and see what it’s

service and/or experiential learning. At Oka-

student. Directed studies, which happen at the

like.

nagan College a number of professors are

second, third and fourth year level, allow stu-

involved in research projects where they

dents to get out in the field in many cases. The

Kalamalka Demonstration Garden and

have students work with them. Student re-

benefit of directed studies is that students can

Patchwork Community Farm on the Vernon

search assistants often help on various projects that are not related to their own

It’s not always through the

Another project that is taking off is the

Campus where a variety of community groups and students have volunteered in

coursework, such as collecting samples or

formal structure of a course that

filming an ecosystem. I’ve had students out

students are involved in service

local Farmer’s Markets, and potlucks and

on trips all the way down to California filming

and/or experiential learning.

seminars have been happening. I haven’t

a variety of ecosystems and comparing them

the garden, produce has been taken to the

been teaching on the Vernon Campus for

with the ones we’ve got in BC such as the

explore a specific area of interest where a

the past few years, but we are trying to

underwater filming of the kelp forest. We

course if not offered.

incorporate the concept of community gar-

have had students working on river restora-

As well, the OC Geography Department en-

dens into the Human Geography’s Food

tion or looking at snowpack in the Penticton

gages in a lot of field trips with our classes

and Society course. We’ve had a lot of

area. Not only do research assistants benefit

where we go into a variety of areas throughout

great feedback. The regional Community

from a real world experience when out in the

the region. At the moment a new professor in

Garden Network is an obvious connection

field, but they also get paid for their work! In

Salmon Arm is taking his classes out into the

between the community and the College

many institutions it is challenging for stu-

field, while another professor in Penticton is

and is the group we worked with to develop

dents to access field experience, but it is

doing the same. I’ve done some larger field

the Food and Society course. As well, a

something that we manage to do here at OC.

trips down to Vancouver and over to Banff or

Seed Library (see next page) is starting to

Jasper as well - weekend field trips rather than

blossom on the Vernon Campus and it

necessarily big international field trips. The

looks really quite interesting.

We also have directed studies courses where a student will suggest an interesting project that is not necessarily related to a

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A budding Seed Library on the Vernon Campus is

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Sowing Community Seeds

By Karen Friesen, Vernon Library

taking root! The original idea of a seed library was planted in the fall of 2013 when Gil Green and Stephanie Bunclark from Human Geography visited the Vernon Campus with a vision and a visitor, Rupert Adams, Regional Coordinator for the Bauta Family Initiative on Canadian Seed Security in British Columbia. The Seed Library on this campus has been germinating ever since with the aim of preserving heirloom and native seeds. Heirloom seed saving is an integral component of sustainable gardening.

As well, the goal is to create an awareness of the importance of seed saving and provide for future generations of gardeners as we support local food security and sustainable gardening in the North Okanagan.

The Seed Library is already fostering community connections and involvement with other interest groups such as the Okanagan Regional Library, the Food Action Society of the North Okanagan, and of course Vernon Campus’ Kalamalka Demonstration Garden and Patchwork Community Farm and those contributing to this initiative (generous sponsors, contracted workers, students, and community volunteers).

Our demonstration garden on the Vernon Campus is a unique feature “ripe” with educational opportunities. The Seed Library recently applied for and received a grant from the Bauta Family Initiative on Canadian Seed Security in support of seed preservation and resources that will benefit future generations. We will soon be sowing and reaping the harvest thanks to this recent generous support of the Bauta Family!

A Political Science Class and the Kelowna Women’s Shelter

By Kimberley Carter, Political Science, Kelowna On one hand this story begins in 1980 when the Kelowna Women’s Shelter

We decided on a methodology project that fit with both the course learning objectives and the

and the specific workings of the Kelowna

opened its doors, improving the security of needs of the shelter. This spring, the shelter will

Women’s shelter,

countless women in the community. On

students received

launch its 35 Years of Caring Campaign to show-

the other hand, this story begins in August, case its impact on the community since 1980.

readings and lecture

at Connections 2014, when I was inspired

My students will apply their knowledge of feminist

material on feminist methodologies within

by Dr. Kyleen Myrah’s presentation on the

methodologies to design a research strategy for

social science.

benefits of service-learning.

measuring such impact. The shelter will then use

When I sat down with the shelter’s exec- this “package” of student ideas as a platform for

Because this assignment is not due until the end of February, I cannot yet comment

utive director, Karen Mason, for our initial

a more experienced researcher (with ethics clear-

on the outcome; however, I am pleased to

brainstorming session on how, exactly, my

ance) to select the methods, collect, and present

say that the process itself has been incred-

“Women & Politics” students could partner the data.

ibly rewarding. Students are designing an

with her organization, we first outlined the

The project worked in a multi-stage process.

array of practical mixed-method approach-

challenges. The students could not work

First, I lectured students on the topic of intimate

es: research surveys, interview questions,

directly with the shelter’s residents nor set partner violence, and we reviewed the most re-

and focus group guides. They have a

foot on the premises due to confidentiality

cent data report (2013) from Statistics Canada.

greater appreciation for the difficulties in

and security reasons. In effect, such con-

We then welcomed two experienced counsellors

designing research and the challenges

straints suited me just fine as the course is from the shelter into our class as guest speakers.

specific to research on violence against

only 13 weeks long; thus, I wanted to avoid They provided a wealth of knowledge on the inner

women (for example, the quantitative data

going through a lengthy ethics review pro-

workings of the shelter as well as quantitative

is a crucial inclusion yet highly problemat-

cess. I also could not dedicate the entire

data on how many women (and children) have

ic). Most importantly, a number of stu-

term to this one component as is the case

used the shelter’s various programs in the past

dents have expressed gratitude for being

with many other service learning projects

year. Students were also given plenty of opportu-

able to help a community-based organiza-

that, essentially, become the course itself.

nities to ask questions. Once we understood both

tion. In the words of one student: “This is

So Ms. Mason and I got creative.

the social problem of violence against women

what I came here for.”

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Where’s the Librarian in Service Learning?

By Ben Harrison, Librarian, Kelowna One of my most meaningful experiences

rewarding. She writes that librarian involve-

as a librarian was supporting a nursing stu-

ment in service learning “expands and deep-

dent at College of the Rockies who was or-

ens the librarian's role with both faculty and

ganizing a workshop about the life experienc- students, in effect creating a new type of social contract between libraries and our uses of transgendered persons living in the Kootenays. Supporting diversity initiatives on campus was a priority for my library so I was

ers" (Herther, 2008, p. 387).

Librarians are involved with service learning

"to assist students to engage in evidencebased practice (EBP). An important pre-

serving on the College’s Diversity committee.

projects in both introductory level as well as

requisite of EBP is developing information

I helped the student with the application

upper-year courses. Barry (2011) worked with

literacy" (Janke et al., 2012, p. 920). The

process to secure funding for the event from

a first-year English composition course. The

librarian provided an instructional class

the Faculty Professional Development com-

students were connected with the campus

specific to the assignment and was availa-

Librarian involvement in service learning “expands and deepens the librarian's role with both faculty and students, in effect creating a new type of social contract between libraries and our users.”

ble to consult with small groups about their

mittee’s guest lecture fund. The event reached members of both the campus and local community and spurred the Diversity committee to work with the College’s administration to create a gender-neutral washroom at the Cranbrook campus. Considering the newsletter’s theme, I became curious to

specific research strategies. While the authors described the students’ learning experience as “at times intense,” at the end of the project there was the sense that “students had learned important and relevant strategies for supporting evidence-

learn about the experiences of librarians

food bank and were required to write analysis

based practice” (Janke et al., 2012, p.

supporting entire classes involved in service

and persuasive papers as well as make

923).

learning projects.

presentations to stakeholders. In addition to

These case studies suggest that there

instructing two research classes during the

are opportunities for librarians to become

Library and Information Science literature.

course, Barry consulted with students individ-

involved with service learning projects in a

Riddle (2003) suggests three models of li-

ually and participated in reflection activities

range of courses and that this involvement

brary support for service learning courses.

on the class blog. She was also able to intro-

benefits all parties. The level of librarian

Watts (2006) discusses the element of prob-

duce students to additional library resources

participation will likely be different for each

lem solving in service learning and how “the

such as the multimedia lab and the presenta-

course and project. To faculty considering

acquisition of information literacy skills is

tion practice room.

the research and information skills compo-

Service learning is a relatively new topic in

As part of an upper-year research course, a

nent of service learning, I will echo this

solve problems” (p. 43). Herther (2008), a

nursing librarian and faculty member collabo-

encouragement "to reach out to their …

social science librarian, writes about her

rated on an assignment (Janke, Pesut, & Er-

librarians in a meaningful course integrat-

involvement in several service learning

backer, 2012). The students worked in groups

ed way and I'm sure you will find a willing

courses. While she devotes more time and

to conduct literature reviews to address ques-

and eager co-instructor" (Janke et al.,

support to these courses than to traditional

tions submitted by clinical partners from a

2012, p. 922).

courses, her experiences have been very

local health authority. A goal of the course was

necessary to making informed decisions – to

References Barry, M. (2011). Librarians as partners in service-learning courses (Part I). LOEX Quarterly, 38(1). Retrieved from http://commons.emich.edu/loexquarterly/vol38/iss1/5 Herther, N. K. (2008). Service learning and engagement in the academic library: Operating out of the box. College & Research Libraries News, 69, 386-389.

Retrieved from http://crln.acrl.org/content/69/7/386.full.pdf Janke, R., Pesut, B., & Erbacker, L. (2012). Promoting information literacy through collaborative service learning in an undergraduate research course.

Nurse Education Today, 32, 920-923. doi:10.1016/j.nedt.2011.09.016 Riddle, J. S. (2003). Where's the library in service learning?: Models for engaged library instruction. Journal of Academic Librarianship, 29, 71-81.

Watts, M. (2006). Becoming educated: Service learning as mirror. In C. Gibson (Ed.), Student engagement and information literacy (pp. 33-54). Chicago, IL: Association of College and Research Libraries, American Library Association.

www.okanagan.bc.ca/ilt

INSTITUTE FOR LEARNING AND TEACHING

Winter 2015

page 8

Experiential Education: Some Personal Comments

By Fred Van Winckel, French Instructor, Continuing Studies, Penticton As a teacher of French as a second lan-

country. My life lesson did not stop there,

guage to adult learners, I have had the op-

though. I also got to see first-hand the failed

portunity over the years to use different

product of traditional non-experiential lan-

methods of instruction. Interestingly, I have

guage training.

found that all these methods acknowledge in

When I entered grade nine, I encountered

some way or other the importance of learn-

French teachers for the first time. To my great

ing through experience. What is even more

surprise these teachers did not speak French.

interesting, though, is that long before I ever

They could spell words, construct sentences,

used any of these methods, life had actually

and conjugate verbs alright, but they could not

that the public school French program

taught me the importance of learning by

speak French. They lacked the fluency and

would make students fluent in French.

doing, or more precisely, the importance of

second-nature spontaneity of the native

I think most experienced teachers, be they

experiential education in the field of language instruction. Let me explain.

I immigrated to Canada when I was ten years old. My family settled in Englishspeaking Toronto. Though I did not speak English when I arrived, within the span of a year, I became fluent in that language. This was made possible thanks to experiential

I think most experienced teachers, be they traditionalists or innovators, know that any teaching requires an experiential component if students are to learn in a deep and meaningful way.

traditionalists or innovators, know that any teaching requires an experiential component if students are to learn in a deep and meaningful way. It has taken time, however, for experiential education to become widespread. I suspect that the reason for this lies in the many implications that experiential education carries with it. For exam-

learning in the purest sense! That is to say, I speaker. They were the product of the tradi-

ple, experiential education is education for

experienced English in the real-life situations tional grammatical approach which empha-

and by the student, which relegates the

of the street where I made friends with my

sized writing over speaking and studied

role of the teacher to that of a facilitator or

Canadian peers, played sports with them,

French as if it were a dead language instead

worse to that of an assistant. This trans-

and learned to survive in and outside of

of a living one. Consequently and most unfor-

formation of teacher into facilitator has

school. Indeed, so experiential was my learn- tunately for my classmates, that was also the

required a philosophical reorientation.

ing that I don’t even remember learning Eng- way they taught French in their own classes.

Therefore, teachers as facilitators have

lish. It happened ever so naturally, my young The end result was that the study of French

only today found their place, namely in our

mind picking up from everyday situations the had little relevance for many students and

liberal societies where authority figures are

language skills I needed to survive in my new nobody, whether teacher or student, believed

no longer adulated.

Experiential Learning: A Definition “‘Experiential [learning] is a philosophy and methodology in which educators purposefully engage with students in direct experience and focused reflection in order to increase knowledge, develop skills, and clarify values.’ (Association for Experiential Education, n.d.). Experiential learning is also referred to as learning through action, learning by doing, learning through experience, and learning through discovery and exploration, all which are clearly defined by these well-known maxims: ● I hear and I forget, I see and I remember, I do and I understand. ~ Confucius, 450 BC ●Tell me and I forget, Teach me and I remember, Involve me and I will learn. Benjamin Franklin, 1750 ●There is an intimate and necessary relation between the process of actual experience and education. John Dewey, 1938” (Northern Illinois University, n.d.)

Association for Experiential Education. (n.d.). Retrieved from http://www.aee.org/ Furco, A. (1996). Service-learning: A balanced approach to experiential education. In Taylor, B. and Corporation for National Service (Eds.), Expanding Boundaries: Serving and Learning (2-6). Washington, DC: Corporation for National Service.

www.okanagan.bc.ca/ilt

INSTITUTE FOR LEARNING AND TEACHING

Winter 2015

page 9

The Multicultural Café: The Perceived Impacts of Volunteering in a Service Learning Platform from the Perspectives of Adult Learners of English as a Second or Additional Language (Thesis Summary and Abstract)

By Tracy Riley, Adult Literacy Fundamental Instructor, Salmon Arm As a social constructivist educator, I value

opportunity began.

making learning engaging and meaningful to

Serendipitously, as I was looking for a ser-

the individual learner and the community in

vice learning opportunity, Okanagan College’s

which they live. However, how to create

Salmon Arm campus was in desperate need of

meaningful language learning activities and

a food service provider after a year solely rely-

experiences for adult immigrant English as a

ing on vending food. I jumped at the chance

Second or Additional Language (ESL/EAL)

to fill this authentic need in the community

learners is a question I pondered each time I where the learners would have the opportunity planned a lesson. To this end, I would schedule guest speakers and field trips.

Then one day as I was fulfilling my administrative duties as a coordinator for the ESLSAP (English as a Second Language Settlement Assistance Program) tutoring program at the Salmon Arm campus, in which I would match ESL/EAL learners with tutors, it occurred to me that I should turn the volunteer tutor premise around. I imagined having

to be reciprocally valued. Okanagan College,

This study investigates how adult immigrant English Language Learners (ELLs) invested in a service learning experience of volunteering for a small non-profit food service business at a local community college can facilitate a connection to the community whereby increasing perceived language skills and confidence.

vices, were immeasurably supportive of this service learning venture.

During this time I was also working on my Master of Arts degree at UBC, and thus, ceased this opportunity to research the lived experiences of the learners who volunteered at the Multicultural Café. The tag line for the Multicultural Café was an extension of Okanagan College’s mission which was “Transforming lives and communities one cup at time.” This research project not only transformed many of those

learners volunteering in their community

particularly Salmon Arm’s campus staff and

involved, but it also transformed me

rather than having volunteers come to them.

fellow learners along with Deb Peterson and

through the writing of my Master’s thesis

Hence, the search for a service learning

Brad Pointek from Ancillary and Business Ser-

one word at a time.

Multicultural Café—Thesis Abstract This qualitative study explores the perceived impacts of volunteering in a service learning platform from the perspective of immigrants, who are also adult learners of English as an Additional Language (EAL), or English as a Second Language (ESL). This study recognizes that the goal of learning English for immigrants is to be able to converse, connect, and contribute as a valued community member.

The hegemonic practice of sequestering newcomers and immigrants into language training classes can further their linguistic and social isolation and marginalization by restricting their access to authentically engage with English speakers in their community. This study investigates how adult immigrant English Language Learners (ELLs) invested in a service learning experience of volunteering for a small non-profit food service business at a local community college can facilitate a connection to the community whereby increasing perceived language skills and confidence.

For this study, ten adult immigrants who speak ESL or EAL participated. The data was collected from a questionnaire, an individual interview, and a focus group. The results revealed three themes pertaining to the social, personal, and transformational realms of learning. The social realm aligned with a sociocultural perspective in which social and cultural capital, bridging and bonding capital, communities of practice, and communities of contribution are highlighted. The personal realm reveals the significance of the affective-emotional aspects of language learning alongside agency and positive identity construction.

Finally, this study reveals a connection between service learning and transformational learning. The overall conclusion of this study determines that service learning can be a meaningful endeavour for adult immigrants because it has the potential to transform marginalized voices into valued voices as they connect and contribute community. Online PDF http://circle.ubc.ca/bitstream/ handle/2429/51588/ubc_2015_february_Riley_Tracy.pdf?sequence=1

www.okanagan.bc.ca/ilt

INSTITUTE FOR LEARNING AND TEACHING

Winter 2015

page 10

Reflections on the Effectiveness of Case-based Learning in the Health Professions An Article Review

By Darrell Skinner, Instructor, Therapist Assistant Program, Kelowna Case-based

cated that students enjoy CBL, and felt it en-

learning (CBL) hanced their learning. Case-based learning

and their future work. The students appeared visibly more engaged by active

has been a

appeared to foster effective learning in small

discussion and questions. These com-

predominant

groups the most, but whether this is due to

ments and observations appeared con-

pedagogical

the method of delivery or the positive effects

sistent with the results of the study in

method of

of group work was unclear. Overall, the data

terms of increasing motivation for learning

teaching in

examined was inconclusive as to the effective-

and student engagement.

the health

ness of case-based learning compared with

care professions, and there are many claims

other learning strategies.

The results of the systematic review were inconclusive in terms of the learning

As an instructor in the Therapist Assistant

outcomes of CBL; however, many of the

gy. Some educational institutions, such as

program, I frequently incorporate case-based

measures used in these studies may be

McMaster University and others, have em-

learning. In a recent lab I

for the effectiveness of this teaching strate-

Case-based learning (CBL) has been a predominant pedagogical method of teaching in the health care professions, education. I recently began to wonder, “What help students learn and and there are many claims for the contrast the role of the evidence is there to support these beliefs?” effectiveness of this teaching strategy.

Some educational institutions, such as physical therapist and the Fortunately, an excellent peer-reviewed sysMcMaster University and others, have tematic review was published recently, aimed physical therapist assistant embraced CBL as a primary method of in private practice. At the at trying to help answer this question delivering education. braced CBL as a primary method of delivering used clinical simulations to

(Thistlethwaite et al., 2012).

end of class, I asked stu-

related only to recall and retention, rather than development of critical thinking and problem solving skills, which is where I

dents for written feedback on their learning

think case-based learning really excels.

reviewed and graded 176 publications from

experience. Some notable student comments

Another important variable in CBL is the

1965 to 2010 for their scientific rigor and

included the

student’s individual learning style, with

quality. The authors were unable to do a

istic and much more applicable to the real

some students responding better to this

meta-analysis due to varying methodologies.

world” “makes sense by putting in context,

method of learning than others. The au-

From the 104 articles that qualified, the au-

i.e., the big picture” “easier to remember”

thors of this article recognize in their sum-

thors then examined and discussed the defi-

“helped further my understanding” and

mary that rather than comparing outcomes

nition of CBL, methods of practice, learning

“makes me feel well prepared for real life

for didactic style of teaching to CBL, it may

outcomes, and the effectiveness of CBL.

situations.” The overall impression from the

be more important to better understand

Further, the authors also described best-

students is there is good face validity for case-

the underlying mechanism by which stu-

practice guidelines for incorporating CBL in

based learning in the classroom and the stu-

dents learn through case-based learning.

the classroom. The results of the study indi-

dents saw CBL as relevant to the real world

The authors of this article independently

following: “makes it more real-

Thistlethwaite, J.E., Davies, D., Ekeocha, S., Kidd, J.M., MacDougall, C., Matthews, P., Perkis, J., Clay, D. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No 23. Medical Teacher. Retrieved from http://informahealthcare.com/doi/pdf/10.3109/0142159X.2012.680939

Service Learning : A Definition "Service-learning has been used to characterize a wide array of experiential education endeavours, from volunteer and community service projects to field studies and internship programs.” (Furco, 1996).

Association for Experiential Education. (n.d.). Retrieved from http://www.aee.org/ Furco, A. (1996). Service-learning: A balanced approach to experiential education. In Taylor, B. and Corporation for National Service (Eds.), Expanding Boundaries: Serving and Learning (2-6). Washington, DC: Corporation for National Service.

Northern Illinois University, Faculty Development and Instructional Design Center. (n.d.). Experiential learning. Retrieved from http://www.niu.edu/facdev/resources/guide/strategies/experiential_learning.pdf

www.okanagan.bc.ca/ilt

INSTITUTE FOR LEARNING AND TEACHING

Winter 2015

page 11

Family “Health and Healing” and Experiential Learning

By Carolyn Hawes, BSc Nursing, Kelowna 2013); the model includes the theoretical and

including communication between family

the BSN Program,

practical knowledge to carry out effective fam-

members, power and influence of mem-

students engage in an

ily assessments and interventions. The stu-

bers, and problem-solving abilities as ex-

entrance-level family

dents learn how to ask “key” questions to

amples (Wright & Leahey, 2013). Follow-

“Health and Healing”

obtain relevant information; to develop

ing the interviews, the students then ac-

class initiative with a

“healthy” relationships; to apply course con-

tively source community resources that

focus on chronic ill-

cepts such as informed consent, confidentiali-

could be of assistance to their host family.

ness. Members of a

ty, and empathy principles (samples); to locate

Upon the completion of the family inter-

host family are inter-

community resources that may assist their

view project, the students are to offer the

viewed twice to gain a

host family; and finally, how to appropriately

family a Genogram” (Duhamel & Campa-

In the first year of

basic understanding of family functioning when a member has a chronic disease or

Students have expressed

gna, 2000) that was constructed for them (based on the structural interview infor-

disability. Theoretically-based class instruc-

that applying the learned

mation) in addition to presenting them with

tion is combined with an experiential learning

theory to a real family assists

relevant community resources.

component. The learning outcomes of this

the students to assimilate the

course include exploring theoretical conceptual frameworks in relation to health assessment; understanding family development

knowledge better and feel more comfortable in this role.

From an anecdotal standpoint, the students have expressed that applying the learned theory to a real family assists the students to assimilate the knowledge bet-

stages; experience of interviewing, develop-

ter and feel more comfortable in this role.

ing relationships and collaborating with fami- terminate a relationship with members of their

According to nursing researchers Benner,

lies; and a beginning practical knowledge of

host family. The students had previously en-

Sutphen, Leonard, and Day, (2010), stu-

accessing community resources to support a

gaged in a “relational nursing practice” class

dents will synthesize the knowledge more

host family (NSGU 121 Syllabus, 2015).

(NSGU 113, 2014) whereby “relational prac-

effectively if the classroom and clinical

tice principles” such as caring, empathizing,

teaching are more integrated. These same

the theoretical approach to family assess-

and presencing were learned as foundational

authors have found evidence to show that

ment; this model provides guidance, for an

to the family interview sessions (Doane &

when nursing educators assist students to

approach to and a process to follow, for a

Varcoe, 2015).

bring forth the theoretical knowledge with-

The Calgary Family Assessment Model is

family interview (Wright & Leahey, 2013).

The experiential learning component in-

in the practical application of their experi-

Theories that underlie the model include

volves interviewing family members to obtain

ences, the learning is better synthesized

Postmodernism, Systems, Communication,

“structural” data about the family unit, includ-

(2010).

Change, and Biology of Cognition, which pro-

ing the “subsystems” of the family

vide the evidence-informed basis for effec-

(composition, gender, rank order, boundaries,

tive family interaction (Wright & Leahey,

etc.), together with the “functional” aspects

References Benner, P. Sutphen,M., Leonard, D., & Day, L.. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass.

Doane, G. H., & Varcoe, C. (2015). How to nurse: Relational inquiry with individuals and families in changing health and health care contexts. PA.: Lippincott, Williams & Wilkins.

Duhamel,F. & Campagna, F.(2000).Family genograph. Montreal: Universite de Montreal, Faculty of Nursing. Retrieved from www.familynursingresources.com Wright, L. M., & Leahey, M. (2013). Nurses and families: A guide to family assessment and intervention. (6th ed.) PA: F.A. Davis Company.

www.okanagan.bc.ca/ilt

INSTITUTE FOR LEARNING AND TEACHING

How Service Learning Has Enhanced My Teaching Practice

By Kyleen Myrah, Business, Kelowna “Service learning is a form of experiential

The benefits of service learning are multiple

education in which students engage in activi- and include the following:

Winter 2015

page 12

Service learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development.

(Jacoby, 1996).

ties that address human and community

● Addresses real-life issues and challenges

needs together with structured opportunities

● Provides opportunities for students to grow

intentionally designed to promote student

professionally and personally

learning and development” (Jacoby, 1996,

● Engages multiple learning styles

p.5). I first incorporated service learning

● Broadens students’ perspectives of work-

through this pedagogical approach have

widely into my teaching practice in the sum-

place and community

been the highlight of my academic career.

mer of 2007 when I piloted a brand new

● Encourages students to become socially

course in the Okanagan School of Business

responsible and engage in moral actions

there are critical success factors for effec-

called Social Entrepreneurship. It was also a

● Enhances student career opportunities

tive service learning execution. Three key

teaching approach I felt addressed common

● Allows for meaningful contributions to or-

aspects include positive and developed

critiques of business and management edu-

ganizations often challenged with limited re-

community connections, significant and

But I must finish with a caveat. I believe

cation such as isolationism, functionalism, a- sources

consistent administrative support, and a

theoretical and transactionally focused, and

willingness and capability to “manage the

a preoccupation with shareholder wealth

Here is one comment from a past student :

“The opportunity to learn about Social Entrepreneurship in BUAD 309, was very inspiring and marcos, 2005; and Steiner & Watson, 2006). motivating. The course allowed me to bridge the Godfrey, Illes & Berry’s (2005) framework divide between business and the nonprofit/public arena. The need for business skills in the nonprofit for effective service learning was adopted for sector is so great; this course highlighted that for the social entrepreneurship course: me and ultimately moved me to pursue a career in the nonprofit sector. In addition to impacting my ●Reality(real issues in a community setting) career, this course also encouraged me to get ●Responsibility (student management of a more involved in the community as a volunteer. I 30-hour community project with a nonprofit, am now very involved in Junior Chamber International which is building momentum to ignite voluncharity, or social enterprise partner) teerism and giving in the next generation of young professionals.” Lindsay Phillips, Training & Men●Reflection (opportunities for continuous toring Coordinator, Women’s Enterprise Centre.

triangle” of client, student and professor

(see Godfrey, Illes & Berry, 2005; Papa-

and meaningful contemplation)

●Reciprocity(reciprocal learning relationship)

I have incorporated service learning into

inter-

Social Entrepreneurship students Kelly Stone and Arianne Summach (winter 2014) partner with Inn From the Cold to raises awareness of the experience and personal face of homelessness. To view the video please go to: http://vimeo.com/88684460

actions. I truly believe students in the social entrepreneurship course have

other courses I teach, and it is deeply embed-

learned to embrace a new “lens” which

Since 1997, over 190 projects with ap-

ded in the extensive community outreach

has brought curiosity, motivation, aware-

proximately 100 community partners have

which the Enactus students conduct and

ness, and relevance and has contributed

been completed in the Social Entrepreneur-

which so profoundly has addressed critical

to a more informed and community-

ship course (with assistance from Professors

needs in our own region. The richness of

centred student. And this would not be

Laura Thurnheer and Dr. Sheilagh Seaton).

student experience, significant outcomes, and

possible without the integration of service

deep relationships that have developed

learning.

References: Godfrey, P.C., Illes, L.M., & Berry, G.R. (2005). Creating breadth in business education through service-learning. Academy of Management Learning & Education, 4(3), 309-323.

Jacoby, B. (1996). Service-learning in today's higher education. In B. Jacoby (Ed.), Service-learning in higher education,3(25). San Francisco: Jossey-Bass.

Papamarcos, S.D.(2005). Giving traction to management theory: Today’s service-learning. Academy of Management Learning & Education, 4(3), 323-335.

Steiner, S. & Watson, M.A. (2006, December). The service learning component in business education. Academy of Management Learning & Education, 5(4), 422-434.

NB. Myrah’s article in this issue of Enhancing Learning and Teaching was adapted in part from: Myrah, K. (2009). Using a service learning approach to teach students about social entrepreneurship. Entrepreneurial Practice Review, 1(1), Autumn, 4-23.

www.okanagan.bc.ca/ilt

INSTITUTE FOR LEARNING AND TEACHING

Experiencing the “Real World” within the Classroom

Winter 2015

page 13

By Linda Elmose, Political Science , Vernon, Kelowna, Salmon Arm

“transformation of experience” (p. 38), mean-

2 - Critical Thinking: Students should be

“real world” experiences to advance student

ing the translation of new conceptual under-

encouraged to critically reflect on real-world

learning within the seemingly narrow con-

standings into “actionable” knowledge applied situations both in terms of the outcome

fines of our classrooms. Whereas experien-

to new experiences. (Kolb’s Learning Cycle)

I contend that we teachers can structure

(e.g., finding solutions) and the processes

tial education (a.k.a. trial and error, learning

of attaining an outcome (e.g., collaboration,

by doing, experienced-based learning, and

sharing ideas, building consensus, ques-

service-based learning) tends to concentrate

tioning assumptions, and understanding

on actual experience ranging from field trips

contexts). That students might come to

to internships, I believe that encouraging

realize the reality of complexity, uncertain-

discussion and critical reflection on news

ty, ambiguity (i.e., differential interpreta-

events, personages, and issues constitutes a

tions or representations of events) consti-

valuable “real-world-like” alternative.

How can teachers become experience

Central to successful experiential learning, of

tutes a core learning outcome.

course, is the teacher’s role in structuring,

providers inside the four walls? In my regu-

monitoring, and evaluating whether the

3 - Exposing Privilege and Power Relations:

lar “In the News” segments at the top of

“experience” we’re stimulating in class meets

Students can be taught that they can use

most classes, I emphasize the core compo-

our pre-established learning outcomes. My

their acquired post-secondary skills,

nents of experiential learning; namely, stu-

general learning outcomes include increasing

knowledge, and attitudes to help others

dents’ contact with the environment, partici-

knowledge, developing skills, clarifying values,

who may have less privilege than them-

pation and varied forms of interaction be-

and applying disciplinary knowledge to real-life selves, while becoming aware of the power

tween student, and teacher/other students/

problems. More specifically, I use the “In the

environment. Selecting news stories analo-

News” discussions to attain the following

relations inherent to helping others.

gous to the real-life situations students might learning outcomes.

4 - Affective Learning and Instilling a Sense

face is complementary to other experiential

of Responsibility: Discussion of news

1 - Instilling a Sense of Civic Duty and

learning techniques (e.g., role plays and sim- Democracy in Action:

events should be made personal or rele-

ulations, generating scenarios, reporting on

Critically reflecting upon others’ “real-life”

vant to the students and activate both cog-

case studies, reflections journals, and invit-

actions or problems can develop good, active

nitive-based problem solving skills and

ing guest speakers).

citizens who are aware of local, national, and

affective learning people skills. Ask ques-

The Teacher’s Role

global issues. Student dialogue helps stu-

tions like “How does this situation (e.g.,

David Kolb’s (1984) Learning Cycle model dents to develop their own voice, to build re-

police harassment, income inequality, hu-

of experiential learning, reveals the repeata-

spect for other opinions, and to practice

man rights abuse, or environmental disas-

ble steps to learning defined as the process

“democracy in the classroom” (Brookfield and

ter) make you feel?” “What would you do

of developing knowledge through the

Preskill, 2005).

in this situation?” “Are you responsible for the poverty/oppression/inequality that exists today?” Experience is inextricably linked to the notion of personal responsibility, which in turn might motivate some of our students to become involved in their communities.

References Brookfield, S.D. & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms. San Francisc, CA: Jossey-Bass.

Kolb, D.A.(1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall, Inc. Cartoon Image: “Frank and Earnest” by Bob Thaves & Tom Thaves. Oct.10, 2013. Image No. 103405.

www.okanagan.bc.ca/ilt

Winter 2015

INSTITUTE FOR LEARNING AND TEACHING

NEW FOR MOODLE!

page 14

AVOIDING PLAGIARISM TUTORIAL & OPTIONAL QUIZ

To address concerns that many students don’t adequately understand what constitutes plagiarism, the Library has developed a tutorial to help students learn about completing their work honestly. The tutorial incorporates videos, scenarios and short practice questions and takes around 35-40 minutes to work through. It is openly accessible from the library’s website. http://libguides.okanagan.bc.ca/avoidingplagiarism The Library has developed a short quiz to assess students’ knowledge after viewing the tutorial. Instructors may import the quiz into their Moodle courses.

To add the quiz to your course, please contact Lindsay Willson, Business Liaison Librarian and Ben Harrison, Librarian, Kelowna After they have enabled you to select the quiz in Moodle, complete the following steps: 1 - Open your course Moodle page 2 - In the Settings block at the left click Import 3 - Click on the OC Plagiarism Quiz as the course you would like to import from

4 - Click Continue 5 - Include only Activities and click Next 6 - Check only the quiz that you would like to import and 7- Click Perform import (may take a few minutes)

ILT LUNCH AND LEARNS - WINTER 2015 TOPIC

SPEAKER

LOCATION

DATE

The Library and Moodle

Roen Janyk

All Campuses

January 2015

Teacher as Leader in the Classroom

Roberta Sawatzky

Kelowna

Effective Workplace Communication

Kim Pflieger

Kelowna

Invest a lunch break to advance your career in Education

Royal Roads University

Kelowna

Cancer Prevention

Karen Barnstable

Kelowna

Rob St. Onge

Kelowna

Rob St. Onge

Vernon

Rob St. Onge

Salmon Arm

Rob St. Onge

Penticton

Jan O’Brien

Kelowna

January 2015 Thursday, February 12th 12 pm – 1 pm Tuesday, February 24th 12 pm – 1 pm Thursday, March 5th 12 pm – 1 pm Monday, March 9th 12 pm – 1 pm Tuesday, March 10th 12 pm – 1 pm Thursday, March 12th 12 pm – 1 pm Friday, March 13th 12 pm – 1 pm Tuesday, March 17th 12 pm – 1 pm

Sustainable Living – What’s in it for you?

Sustainable Living – What’s in it for you?

Sustainable Living – What’s in it for you?

Sustainable Living – What’s in it for you?

Results from the Student Satisfaction Survey

ONLINE Registration for ILT Events: http://www.okanagan.bc.ca/ilt/events

ILT INFO LINKS ILT Educational Programs ILT Events Page ILT Events Registration ILT Fellows ILT Mission Statement ILT Newsletter ILT Resources LibGuide ILT Website

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ILT NEWSLETTER CONTACTS As part of its mandate to support dialogue amongst peers and to enhance the practice of learning and teaching the ILT publishes three issues of its newsletter a year (Winter, Spring, and Fall). All employees of Okanagan College are encouraged to contribute.

Thank you to each of the authors for your valuable contribution to this issue of Enhancing the Practice of Learning and Teaching.

The thought, expertise, and time that has gone into creating the end product is appreciated.

ILT Newsletter Production Team Publication Date: 18/02/15 Managing Editor: Darrell Skinner dskinner@okanagan.bc.ca Copy Editor + Distribution: Michael Orwick MOrwick@okanagan.bc.ca (Articles are submitted to Michael Orwick for editing) Design/Layout Editor: Jennifer Sigalet Jsigalet@okanagan.bc.ca ILT Newsletter Committee Chair: Jennifer Sigalet Jsigalet@okanagan.bc.ca For more information about the ILT Newsletter: http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Newsletters.html

www.okanagan.bc.ca/ilt