Browsing by Author "da Rosa dos Santos, Luciano"

Now showing 1 - 5 of 5
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    From Student to Coach: Experiences of the D2L Coaches in the School of Education
    (University of Calgary, 2014-05) Cooper, Tennille; da Rosa dos Santos, Luciano; Lock, Jennifer; Werklund School of Education
    Triggered by the implementation of a new learning management system, a graduate student coaching team, led by the Associate Dean of Teaching and Learning, was created to provide instructional and technical support to academic staff and sessional instructors in the Werklund School of Education. Drawing on their background as teachers, as well as, on their knowledge developed as educational technology students, these coaches share insights into their experiences as members of a coaching team within a larger technology support network. Further, recommendations are identified in how student coaches can play a key role during new technology implementation.
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    It's Not Just a Book Club: A Novel Approach to Prepare Researchers for Practice
    (University of Calgary, 2015-06) da Rosa dos Santos, Luciano; Altowairiki, Noha; Johnson, Carol; Liu, Yang (Flora); Hill, Laurie; Lock, Jennifer; Werklund School of Education
    A diverse group of researchers faced the challenge of developing practical proficiency in using Universal Design for Learning (UDL). In order to address the problem, the group initiated a book club strategy to develop a common understanding of principles of UDL. Their book club supported collaborative and reflective discussions, which informed their practice. In this paper, we share our lived experiences with book club as a professional learning strategy. Out of this experience, three recommendations are offered: intentional selection of the book, shared facilitation in support of a community of practice, and fostering collaborative professional learning.
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    It’s More Than Just Making: Insights into Facilitating Learning Through Making
    (Alberta Teachers’ Association, 2018-04) Lock, Jennifer; da Rosa dos Santos, Luciano; Hollohan, Paula; Becker, Sandra
    Makerspaces are a rapidly growing trend in education. Schools are incorporating makerspaces to provide students with experiential learning opportunities to be designers, innovators and makers. Attention must be given not only to the creation of such spaces but also, and more important, how to incorporate such activities in an environment that fosters deep learning. In this article, a team of researchers share their lived experience of implementing makerspace activities with students in a school of education. From reflecting on our experience designing and facilitating learning through making, we have identified three lessons learned: designing challenging learning tasks is not easy; facilitating learning through making is a delicate dance; and changing our dispositions through making changes our practice. Learning in makerspace environments is as challenging for teachers as it is for their students because it connects the development of iterative design provocations and a mindset that embraces failure.
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    Moving Toward a Universal Design for Learning Mindset: A Case Study Transforming a Pre-Service Teacher Field
    (2015-05-13) Altowairiki, Noha; Johnson, Carol; Liu, Yang (Flora); da Rosa dos Santos, Luciano; Hill, Laurie; Lock, Jennifer
    Contemporary learning in higher education embraces an array of instructional strategies and approaches, including online and blended learning. Blended learning involves between 30-79 percent of the class occurring in an online environment (Allen & Seaman, 2013). As we design and develop online and blended learning environments, consideration needs to be given to the three principles of Universal Design for Learning (UDL): 1) “provide multiple means of engagement”; 2) “multiple means of representation”; and 3) “provide multiple means of action and expression” (p. 89). The integration of UDL principles in learning helps to facilitate motivation, persistence, self-regulation, personalization of learning, and learning community participation (Meyer et al., 2014). In this interactive session, we will share a UDL approach that conceptualized a framework for planning, implementing, and assessing a University of Calgary blended learning approach used for a pre-service teacher education field experience course. The participants of the session will engage in a discussion focused on the following questions: 1) What factors influence the shift of using UDL principles in designing online and blended learning; and 2) What key strategies support the implementation of UDL principles in online and blended learning environments (i.e., design, develop, and evaluate)? The aim of this session is to examine of how principles of UDL enhance learning for all students in online and blended environments.
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    The Relationship between Instructors, Academic Leaders, and Educational Developers in the Development of Online Teaching Capacity
    (2017-12-18) da Rosa dos Santos, Luciano; Lock, Jennifer; Groen, Janet E.; Jacobsen, Michele DM; Estefan, Andrew; Simmons, Nicola
    Online learning is expanding rapidly among higher education institutions; this requires faculty members to be prepared to teach in online environments. While some may have experience with online teaching and learning, others may feel the need to enroll in educational development programs to help them develop their competence and confidence in teaching online. Using an instrumental single case study approach, this research sought to understand the ways in which instructors from a professional faculty of a western Canadian university developed their capacity to teach online. The following question guided the inquiry: how does the relationship between instructors, academic leaders, and educational developers influence the process of online teaching capacity building in a professional faculty at a western Canadian university? Participants of this study included instructors and academic leaders of a professional faculty, and educational developers working at the university’s centre for educational development. Data were collected using interviews, surveys, and document analysis. Three key findings emerged from the analysis of the data: 1) how technological and pedagogical considerations affected online teaching and its capacity-building processes; 2) initiatives used by instructors to build their online teaching capacity, and 3) factors that influenced the processes for online teaching capacity building. These findings point to the need for synergetic relationships between online instructors, academic leaders, and educational developers for the development of online teaching capacity-building processes and practices that create the conditions for meaningful student learning.