Dr. Paul Leslie

Dr. Paul Leslie

Tuesday, 04 January 2011 00:21

Where is Port Mouton?

 

Where is Port Mouton?

Port Mouton is where we live when we are not living somewhere else. In other words, it is our home.

To learn more about Port Mouton, you can click here to view the Port Mouton Map.

If you use Google Earth, click here for an image overlay of our property so you can see exactly where we are.

You can also visit our blog to view several entries about Port Mouton and our cottage.

Our photo gallery has a rather large album of photos taken in and around Port Mouton.

 

Horseshoe Tournament 2013
Horseshoe Tournament 2012
Horseshoe Tournament 2011

Wednesday, 05 January 2011 22:57

Reflections in Portfolio

On May 15th, 2009, I presented a virtual watercooler session on blogging for reflection. The following is the advertisement email notifying colleagues about the session.

 


VWC_wordmark.png

 

Reflections in Portfolio

Here is your chance to blog about reflecting, and then reflect about blogging.

When?

Friday, May 15th

12:30 – 1:30 pm

Where?

We’re holding the session in Elluminate. If you’ve never used Elluminate before, that’s ok. Come a half hour early if you’d like a short orientation.

There’s no registration required! To join our session on Friday, click this link:

http://nsccreal.nscc.ca:8081/join_meeting.html?meetingId=1237982584312

You don’t need a password to join. Just type your first and last name, and log in. It takes a few minutes for Elluminate to load.

A few things to keep in mind:

· Elluminate launches from your browser but you need to have Java installed on your computer. You can see if you have Java installed by visiting http://nsccreal.nscc.ca:8081/support.help.

· Before the session begins, let the people around you know that you’ll be busy. Turn off your cell phone. Close your door. This is your time. (Your handy door knob hanger is attached. J)

· We’ll be recording sessions so that people who can’t attend can still learn from the discussion.

· You’ll need speakers or a headset and microphone to participate. Nothing fancy. You can pick one up at Staples for under $10 (http://www.staples.ca/ENG/Catalog/cat_sku.asp?CatIds=&webid=504385&affixedcode=WW).

What’s the Virtual Water Cooler?

The Virtual Water Cooler is a series of regular Elluminate sessions that offer faculty and staff an opportunity to come together to explore ideas, techniques, tools and issues related to teaching and learning with technology.

Other questions?

Give me a shout! I can be reached by phone (902.491.3501) but email works best (This email address is being protected from spambots. You need JavaScript enabled to view it.).

Carolyn Campbell

Instructional Designer
Nova Scotia Community College

115 Chain Lake Drive | Suite 37 | Halifax, NS | B3S 1B3

 

Wednesday, 05 January 2011 22:56

Curriculum Institute - Facilitator

In January, 2009, the School of Access held a five-day Curriculum Institute. The goal of the institute was to review course outcomes and map the curriculum documents to the course outcomes to ensure curriculum standards and consitency across campuses.

Approximately 140 faculty were involved.

My colleague Taralee and I conceived of, organized and facilitated the entire institute.

The following is the letter sent to all faculty explaining the purpose and goals of the institute.


Curriculum Institute

The School Plan commits the school to bringing all Access Curriculum to a satisfactory or better level when measured against the college curriculum rubric. Additionally, the School is committed to working with NSSAL and the DLWD to provide opportunities for professional development in curriculum. This Institute will be one major initiative in achieving this plan goal and working with our partners at NSSAL.

School Plan Goals and Actions:

· “All Access course curriculum will meet or exceed an exemplary standard, using the 2007 NSCC curriculum rubric, within three years”

o “Complete GeAS curriculum (beyond outcomes and objectives).”

o “Revise ALP Level IV curriculum in conjunction with the Department of Labour and Workforce Development”

· “Contextualize portfolio learning in the School of Access”

o “Integrate portfolio learning approach into teaching and learning strategies with all faculty at a curriculum institute”

Each faculty team will:

· Confirm the program outcomes.

· Confirm the course outcomes.

· Review correlations between ALP and GeAS curriculum where appropriate.

· Review assessment and evaluations by mapping them back to the course outcomes.

· Identify and generate exemplary assessment and evaluation tools for inclusion in the curriculum document.

· Collect and document teaching and learning strategies and activities for each course.

· Review texts used and determine one text to be used across all offerings.

Faculty will chose one subject area that they will attend and contribute to primarily while having the opportunity to review and provide feedback in other areas of expertise and interest. Recommendations from each day will be posted to SharePoint by the end of that day to allow all faculty an opportunity to review and provide feedback to any subject area. Elluminate may also be used to bring faculty into the Institute who may be unable to travel.

Monday

Tuesday

Wednesday

Thursday

Friday

Math/Physics

Math/Physics

Chem/Bio

Chem/Bio

Comm/Comp

Comm/Comp

Pathways/Career Skills

Pathways/Career Skills

Repetitive two day program

Program and Course Outcome Review

ALP and ACC Correlations

Assessment and Evaluation

Lunch and Learn

Lunch and Learn

Intro with Mike Hill

Assessment and Evaluation

Teaching and Learning Strategies and Activities

Tea and Learn

Tea and Learn

Dinner with the Dean

Dinner with the Dean

PD options and opportunities

 

Monday

Tuesday

Wednesday

Thursday

Friday

Lunch & Learn

12:00 – 12:45

Graphing Calculators (Advanced?)

David Pilmer

Science Labs for Biology / Chemistry

Darryl Ingram

Google Maps

Meredith Hutchings

Portfolio Learning & Blogging for reflection

Dave White & Paul Leslie

Global Studies FWG Update

Meredith Hutchings

Portfolio Learning & Blogging for reflection

Dave White & Paul Leslie

Graduate Math FWG Update

David Pilmer

Science IV FWG update

David Pilmer

Elluminate

Carolyn Campbell

Service Learning

Natasha MacDonald

Tea & Learn

4:15 – 5:00

Academic Math FWG Update

David Pilmer

Strategies for Students with Special Needs

Tammy Harrison

Service Learning

Natasha MacDonald

Strategies for Students with Special Needs

Tammy Harrison

Portfolio Learning & Blogging for reflection

Dave White & Paul Leslie

Science lab for Physics

Don Shay

Graphing Calculators (Intro?)

David Pilmer

Communications FWG update

Meredith Hutchings

ESL Issues in ALP

Kathryn Maclean

ESL Issues in ALP

Kathryn Maclean

Wednesday, 05 January 2011 22:55

Faculty Working Group Guidelines

One of my larger roles is to facilitate the Adult Learning Program course review process in conjunction with my colleagues from the Adult Education Division of the Department of Labour and Workforce Development (DLWD) through a series of groups called Faculty Working Groups (FWGs). The NSCC has a FWG Guidelines document which guides the process for four of the schools within the college system.

However, the guidelines were not suitable for use within the School of Access given our relationship to the government and because of our very different course and program structure. So, I took the lead in developing the following set of guidelines for our own use. In preparing this document, I consulted with a range of people from both the college and the DLWD. Since the development of this document, we have successfully used it to guide seven different FWGs, including two which are entering their third year (implementation phase), and five which are entering their second year (pilot phase).

This document has proven to be very useful and has stood the scrutiny of a wide range of stakeholders.


Faculty Working Group Guidelines

Adult Learning Program

This document supplements the NSCC Faculty Working Group and Curriculum Institute Guidelines.

Table of Contents:

Mandate – Faculty Working Group – Adult Learning Program.. 1
Membership
Development
2
Delivery
Structure
. 2
Accountabilities. 3
Dean – School of Access
. 3

NSCC Curriculum Consultant 3

DLWD Curriculum Consultant
3
Faculty Working Group co-Chair (DLWD Curriculum Consultant) 4
Faculty Working Group co-Chair (NSCC Curriculum Consultant) 4

Faculty Working Group Members. 4
Minute Taker 4

Academic Chair(s) 4

Development Teams (DTs) 5
Definitions. 5
Appendix A - Faculty Working Group Evaluation Form (DLWD) 6

Mandate – Faculty Working Group – Adult Learning Program

The Department of Labour and Workforce Development (LWD) owns the ALP curriculum and is responsible for its development. NSCC is responsible for the delivery of the ALP curriculum. The central purpose of a Faculty Working Group (FWG) in the ALP is to provide a faculty forum for discussion of all areas affecting course development and delivery. Recommendations of the FWG members are taken under advisement, but final curriculum decisions rest with the LWD curriculum consultant.

FWGs are determined for each course based on survey and faculty feedback which highlighted those courses in need of review. The School of Access school plan contains a list of courses scheduled for review via FWGs for the next three years.

FWG meetings take place during throughout the year following a schedule determined by the members of the group. Members may include the following:

Membership

  • Dean – School of Access
  • Manager, Curriculum Development ex officio
  • Curriculum Consultant (CC) - Department of Labour and Workforce Development
  • Curriculum Consultant - NSCC
  • Faculty (eight members)
  • Instructional Designer - Online/Alternate Delivery (when needed)
  • Others as appropriate (ex: Curriculum Support Specialist, Associate Registrar, Team Lead, Project Manager for Business Development, DLWD for ALP programming, PSP specialists, workplace or sector specialists)

Development

  • Provide curriculum recommendations to the DLWD.
  • Recommend appropriate resources and facilities (staffing, equipment, learning resources, space etc.)
  • Contribute to the development of curriculum documents according to program curriculum standards established by the DLWD.
  • Identify program professional development needs/opportunities for faculty to maintain currency.
  • Develop curriculum documents according to standards established by the DLWD and which satisfy as closely as possible those established by the College.

Delivery

  • Evaluate and recommend delivery methods.
  • Identify and create new curricular tools and learning materials.
  • Assess and develop alternate delivery modes.
  • Share best practices.
  • Collaborate with peers.
  • Ensure continuous improvement of learner assessment and evaluation.

Structure

The Faculty Working Group reports through the DLWD CC to the Director of Adult Education and through the NSCC CC to the Dean of the School of Access.

The FWG may utilize sub-groups and/or ad-hoc committees for specific curriculum development tasks.

The DLWD is responsible to cover all travel and accommodation costs for FWG members to attend the meetings. The DLWD CC can confirm these amounts and the procedure for booking rooms and reimbursement of FWG members. The NSCC is responsible for providing facilities including rooms and technical equipment to facilitate the FWGs.

Accountabilities

Dean – School of Access

  • Review and respond to the recommendations of the FWG and curriculum consultant.
  • Through the curriculum consultant, provide adequate resources to support the work of the Faculty Working Group.

NSCC Curriculum Consultant

  • Provide archiving for all curriculum on an annual basis.
  • Bring consistency to process for curriculum development across all Schools including time lines for web and print calendar production.
  • Communicate NSCC standards for program curriculum documents including, but not limited to, program philosophy, program and course outcomes, teaching and learning strategies.
  • Canvas for FWG members
  • Provide adequate resources to support the work of the Faculty Working Group.
  • Liaise with DLWD curriculum consultant, FWGs, School leadership, and internal and external stakeholders as applicable.
  • Ensure that all curriculum document changes are communicated to Academic Chairs.
  • Co-chair FWGs
  • Facilitate FWG meetings from operational standpoint.
  • Implement processes to coordinate curriculum changes with academic systems (e.g. Curriculum database, Peoplesoft Course Catalog etc.)
  • Identify suitable resources.
  • Purchase resources to be used to pilot the courses in development.

DLWD Curriculum Consultant

  • Determine course outcomes and design accompanying documents.
  • Design standards for program curriculum documents including, but not limited to, program philosophy, program and course outcomes, teaching and learning strategies, and assessment strategies.
  • Ensure that ALP outcomes require learners to exhibit the same level of proficiency, knowledge and understanding as outcomes in secondary public school curriculum.
  • Liaise with NSCC curriculum consultant, FWGs, internal and external stakeholders, sub-groups and/or ad hoc committees as applicable.
  • Coordinate the overall activities of the FWG.
  • Identify suitable resources.
  • Provide final approval of curriculum outcomes and resources. Provide final archiving for all curriculum on an annual basis.
  • Manage curriculum documentation.

Faculty Working Group co-Chair (DLWD Curriculum Consultant)

  • Set-up meeting, structure and agenda in collaboration with NSCC Curriculum Consultant.
  • Appoint someone to record meeting summary.
  • Review FWG “Terms of Reference” at first meeting annually.

Faculty Working Group co-Chair (NSCC Curriculum Consultant)

  • Facilitate meeting.
  • Distribute meeting notes/meeting summary.
  • Maintain course review site and documentation in SharePoint.
  • Represent the committee with advisory groups and on PACs.

Faculty Working Group Members

  • Provide content expertise.
  • Identify course outcomes and demonstrations
  • Identify main features of course design strategies.
  • Make recommendations for learning and teaching
    • identify strategies for integration of cross-cutting themes
  • Recommend appropriate assessment tools to meet learning outcomes.
  • Ensure that the assessment tools accurately measure the learning outcome statement.
  • Bring course documents and materials, such as the records of learning/course portfolio/ course planning notes etc. to inform the discussion regarding curriculum development.
  • Provide list of recommended resources.
  • Identify cross-course outcome connections
  • Provide feedback on drafts of curriculum document and make recommendations based on pilot experiences
  • Participate in the curriculum piloting process
  • Provide leadership in implementation workshops

Minute Taker

  • Record meeting summary and provide timely documents to the FWG Chairs and CC.

Academic Chair(s)

  • Select and / or approve FWG members.
  • Provide resources enabling FWG faculty members to leave campus to attend FWG meetings (excluding travel, food and accommodation)
  • Provide academic leadership and support toward curriculum design and delivery within the School and on each applicable campus.
  • Ensure College policy and procedures are followed (budget, policy, academic integrity, academic standards; ensure that teaching methodologies support portfolio, learning-centered College).

Development Teams (DTs)

  • These are working groups for course development on an ongoing and/or ad hoc basis.

Definitions

Course Outcomes

Clear statement of what a learner will know and be able to do outside the classroom with what they have learned. Also called learning outcomes, these are high-level statements of performance that will include an action verb, an object of the action, and a standard for the performance.

Course Outline

A document that defines a course including its name and code, description, rationale, and outcomes. The course outline is a subset of the program curriculum document and is provided to students at the beginning of each course. Course outlines which are defined by FWG’s and provided to faculty for distribution to students—are typically locked for content changes to ensure consistency across the College.

Development Team (CDT)

An assembly of constituents who work on particular aspects of a program1 (or cluster of programs) on a defined-project basis. Under the oversight of the Curriculum Unit, membership is mainly faculty, but may include academic chairs, the Dean, and others contributing specific input to the project. CDT’s may also be constituted to undertake new program development.

Faculty Working Group (FWG)

An assembly of constituents who work on courses on a continuous ongoing basis. Membership includes Curriculum Consultants, faculty, and may include the Dean, Academic Chairs and others who contribute specific input to the course.

 

Appendix A - Faculty Working Group Evaluation Form (DLWD)

Subject: ____________________________________ Meeting Number: ______

Location: ___________________________________ Date: ________________

Select your response to each statement.

1 - strongly disagree 2 - disagree 3 - neutral 4 - agree 5 - strongly agree

(a)

Up to this point, the faculty working group has been a positive experience.

NA

1

2

3

4

5

(b)

I have had the opportunity to express my views regarding the development of this curriculum.

NA

1

2

3

4

5

(c)

Up to this point, I am pleased with the direction the group is heading in the identification of relevant topics and outcomes.

NA

1

2

3

4

5

(d)

Up to this point, I am pleased with the direction the group is heading in the identification of relevant teaching resources.

NA

1

2

3

4

5

(e)

The meetings have been productive.

NA

1

2

3

4

5

I am most pleased with

I still have concerns with

Overall, I have found this faculty working group to be

Wednesday, 05 January 2011 22:52

SharePoint - Introduction

Upon arrival at Ras Al Khaimah Women's College, I was almost immediately enlisted to give SharePoint training. I put together a "How To document intended to give faculty a taste of the main features and leave them with a functioning testing site.


The Site Hierarchy Diagram

Permissions follow the site hierarchy. Sub-sites ca, folders and web parts can inherit permissions. Permissions do not inherit laterally.

Click for larger image

Wednesday, 05 January 2011 22:49

Mobile Learning

One of my projects this year has been to develop a site which can be accessed by mobile phone. Why, you ask? While my students often "forget" to bring their laptops to class, they ALWAYS have their Blackberry, I-phone or Nokia.

Upon completion of my second Master's Degree in 2008, one of my thesis reviewers suggested that my thesis be submitted for consideration to be published. I did so with the help of my thesis tutor, Elizabeth Murphy, and in October 2008, it was published.

Reference:

Leslie, P. (2008, October). Post-Secondary Students’ Purposes for Blogging. The International Review of Research in Open and Distance Learning, 9(3). Retrieved February 8, 2012, from http://www.irrodl.org/index.php/irrodl/article/view/560/1099

 

Wednesday, 05 January 2011 22:44

HD Foundations E-Portfolio

This project was originally designed as part of my M.Ed course work. It ran at DWC for three years.

Click to see the project.

Wednesday, 05 January 2011 22:41

Designs with Tata

 

While at DWC, I won a competition for a Remedial English course I designed with another colleague, Cynthia Ogilvy. I was seconded for one semester to work with Tata, a design company from India. The following Flash panels are just a few examples of the learning objects we produced.

Click here to view Part One of a discussion board topic about Halifax, Canada

Click here to view Part Two

Click here to view a series of activities on Essay Writing

 

 

Wednesday, 05 January 2011 22:36

Ideal Moderator

Ideal moderator and/or course. 
Hi:
As a preamble, I teach in a college of technology and so we are expected to model technology as well as teach it. We are expected to offer our courses on-line as much as possible in a blended fashion. So, I spend a lot of time designing materials for myself and my colleagues. In my ideal course, I would like to see: 
1)     Clear design and layout – This is an essential aspect and one that is often overlooked. There seems to be an attitude with some of my colleagues that it is good enough to “put stuff on the web” and that adding navigation aids is often “fluff”. If the content is good, then what more do we need? Well, students need to be able to find it!
 
2)     Use of multimedia – I think Peter commented that we have the technology, so lets use it. Not everybody can design complex animations and so forth, but it is not much of a stretch to learn FrontPage or Dreamweaver and then learn how to use images, and even some simple video. People might claim they have no time and this may be true, but if we are going to “put stuff on-line”, then make the time to put it on properly and use the tools available to us. We can use screen shots, digital cameras, and worked examples, especially in computer studies.
3)     Discussion board – I have had many “eureka” moments when trying to put my thoughts into words only to discover that I didn’t understand as well as I thought and the discussion board entries have forced me to go back and reread articles and re-examine things that I want to describe or discuss. There is a problem with people making entries just to make an entry so the assessment and the guiding questions have to be very well though out. Students need to be carefully instructed on how to use the discussion board. Subject header like “My comments” are not helpful when there are 30 or 40 entries to sort through. We might not have time to read them all so we need to be able to know what is in the entry.
4)     Feedback – Feedback from students can be just as valuable as feedback from instructors so this is a further argument for proper use of the discussion board. Feedback from instructors needs to be timely and helpful. Even a comment like, “You are on the right track” can be helpful when we are studying and working out in the ether. I feel this even more strongly due to my physical location halfway around the world.
5)     As a student, I need to know the deadlines and the assessments. I also need to know what prerequisite skills I might need to have or develop. This is different from traditional courses where the prerequisites are to have taken another course. In this course, we were warned at the beginning that we would need to use Inspiration or another concept mapping program. This gave us time to learn the software before our assignment was due.  
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