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RESEARCH INTERESTS
- Self-regulated (e)Learning
- Technologies to support academic writing
- Quality in digital learning resources
- Faculty development
Publications/Selected Publications (Books, Articles, etc.)
Refereed Journal Articles & Book Chapters
Klein, P. & Leacock, T. L. (2012). Distributed cognition as a framework for understanding writing. In V. W. Berninger (Ed.) Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology (pp. 133-152). Florence, KY: Psychology Press.
Kumar, V., Chang, M. & Leacock, T. L. (2012). Mobile computing and mixed-initiative support for writing competence. In S. Graf, F. Lin, Kinshuk, & R. McGreal (Eds.) Intelligent and Adaptive Learning Systems: Technology-enhanced Support for Learners and Teachers (pp. 327-341. Hershey, PA: IGI Global.
Kumar, V., Chang, M. & Leacock, T. L. (2011). Ubiquitous writing. Ubiquitous Learning: An International Journal, 3, 173-188.
Nesbit, J. C. & Leacock, T. L. (2009). Collaborative argumentation in learning resource evaluation and design in L. Lockyer, S. Bennet, S. Agostinho, & B. Harper (Eds.) Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies (pp. 574-588). Hershey, PA: Idea Group. (Pre-print)
Leacock, T. L. (2008). Decision making processes and ICT decisions in education. In T. DiPetta (Ed.) The Emperor’s New Computer: Reflections on the Impact of Information and Communications Technology on Teachers and Teaching. Rotterdam: Sense Publishing. (Pre-print)
Leacock, T.L. & Nesbit, J.C. (2007). A framework for evaluating the quality of multimedia learning resources. Educational Technology and Society, 10(2), 44-59.
Leacock, T.L. & Nesbit, J.C. (2006). Cognitive tools for self-regulated e-learning. In M. Bullen & D.P. Janes (Eds.). Making the Transition to E-learning: Strategies and Issues (pp. 300-317). Hershey, PA: Information Science Publishing. (Pre-print) (Pre-print)
Nesbit, J.C, Li, J.Z., & Leacock, T.L. (2006). Web-based tools for collaborative evaluation of learning resources. Journal of Systemics, Cybernetics, and Informatics, 3(5), 102-112.
Leacock, T. (2005). Building a sustainable eLearning culture. The Learning Organization, 12, 355-367.
Leacock, T. (2004) Building tomorrow’s university today: How SFU Surrey implemented a successful enterprise-wide e-learning strategy. In T. Werner (Ed.) Best Practices for E-Learning: Top Entries in the Best Practices Category, Excellence in E-Learning Awards (pp. 85-96). Sunnyvale, CA: Brandon Hall.
Refereed Published Proceedings
Leacock, T. L. & Karpilovsky-Aharon, M. (2009). Value for learning as a measure of educational software effectiveness. E-Learn 2009: Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, 2823-2831.
Mocan, S.B. & Leacock, T. L. (2009). Using FastForWord(R) to support learning to read: A review of the literature. E-Learn 2009: Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, 989-997.
Leacock, T.L. (2007). Exploring student perceptions of the role of revision: an investigation into technological scaffolds for academic writing. ED-MEDIA 2007: Proceedings of the World Conference on Educational Multimedia, Hypermedia, & Telecommunications (pp. 2872-2876) Norfolk: AACE.
Leacock, T.L. & Gress, C.L.Z. (2007). Scaffolding the revision of summaries with gStudy software. Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, 100-106.
Leacock, T.L., Winne, P.H., Kumar, V., & Shakya, J. (2006). Using technology to support self-regulation in university writing. Proceedings of the IEEE 5th International Conference on Advanced Learning Technologies, 1073-1075.
Leacock, T., Richards, G., & Nesbit, J. (2004). Teachers need simple, effective tools to evaluate learning objects: Enter eLera. Proceedings of the IASTED International Conference on Computers and Advanced Technology in Education, 7, 333-338.
Nesbit, J., Leacock, T., Xin, C., Richards, G. (2004). Learning object evaluation and convergent participation: Tools for professional development in e-learning. Proceedings of the IASTED International Conference on Computers and Advanced Technology in Education, 7, 339-344.
Leacock, T., Paras, B., Bizzocchi, J. (2004). Applying Bloom to games: A preliminary methods description. E-Learn 2004: Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, 1330-1334.
Woodbury, R., Antle, A., Docherty, M., Leacock, T., Silverman, M., Leo, D., Lin, B., Mulligan, D., Qian, C., Szeto, H., & Wang, P. (2004). Design elements for a digital repository for cultural artifacts. Proceedings of the International Conference on New Media Research Networks, 49-52.
Leacock, T. & Calvert, T. (2003). The TechBC experiment. ED-MEDIA 2003: Proceedings of the World Conference on Educational Multimedia, Hypermedia, & Telecommunications (pp. 3103-3106). Norfolk: AACE.
Leacock, T. (2002). A New Baseline for faculty knowledge of educational technologies. E-Learn 2002: Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (pp.1766-1769). Norfolk: AACE.
Leacock, T., Farhangi, H. Mansell, A., & Belfer, K. (2001). Infinite possibilities, finite resources: The TechBC course development process. Proceedings of the IASTED International Conference on Computers and Advanced Technology in Education, 4, 245-251.
Refereed Conference Presentations
Leacock, T. L. (2011). Writing to learn as distributed cognition. Paper presented at Writing Research Across Borders II. Washington, DC, February 2011.
Kumar, V., Chang, M. & Leacock, T. L. (2010). Ubiquitous writing: Proactive mediation and assessment. Paper presented at Ubiquitous Learning. Vancouver, December 2010.
Amundsen, C., Kirkpatrick, A., & Leacock, T.L. (2009). Complementary initiatives to support teaching and learning development. Improving University Teaching, 34th International Conference, Vancouver, Canada, July, 2009.
Leacock, T.L. (2009). Student writers as decision makers: “Why should I choose to revise, anyway?” Paper presented in P. Klein & T.L. Leacock (Orgs) New Directions in Cognitive Research on Academic Writing Symposium. American Educational Research Association Annual Meeting, San Diego, USA, April, 2009.
Nesbit, J.C., Zhou, M., Bachmann, G., Adesope, O.O., Leacock, T.L., & Bisra, K. (2009). University students’ achievement goal orientation and self-reported study strategies as predictors of studying activity. Paper presented at the 2009 American Educational Research Association Annual Meeting, San Diego, USA, April, 2009.
Leacock, T.L. & Winne, P.H. (2008). Decision making for revision in academic writing. Paper presented at the Canadian Society for the Study of Education Annual Conference, Vancouver, Canada, May, 2008
Leacock, T. L. & Gress, C.L.Z. (2007). Scaffolding the revision of summaries with gStudy software. Paper presented at the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age. (Portugal, December, 2007). Manuscript 7 pages.
Leacock, T.L., Code, J., & Weatherby, M. (2007). Evaluating usability in self-regulated learning software. Paper presented at the 2007 American Educational Research Association Annual Meeting, Chicago, USA, April, 2007.
Leacock, T.L., Winne, P.H., & Nesbit, J.C. (2006). Metacognitive activities and writing anxiety in university students. Paper presented at the European Association for Research on Learning and Instruction SIG 16 Metacognition Conference, Cambridge, UK, July, 2006.
Leacock, T.L., Adesope, O., Nesbit, J.C., Winne, P.H. & The Learning Kit Project Team (2006). Using software tools to promote Metacognition – the Learning Kit Project. Paper presented at the European Association for Research on Learning and Instruction SIG 16 Metacognition Conference, Cambridge, UK, July, 2006.
Leacock, T.L. & Nesbit, J.C. (2006). Using trace data to assess individual differences and student writing tactics. Paper presented at the Canadian Society for the Study of Education Annual Conference, Montreal, Canada, May, 2006.
Bratt, S., Leacock, T.L., Nesbit, J.C., & Winne, P.H. (2006). Formative assessment of software tools for promoting self-regulated learning. Paper presented at the American Educational Research Association Annual Meeting, San Francisco, USA, April, 2006.
Workshops, Presentations, and Posters
Nesbit, J.C., Leacock, T.L., Ma, W., & Li, J.Z. (2009). eLera for classroom teachers. 2-day professional development workshop for practising high school teachers from China, Burnaby, Canada, March, 2009.
Nesbit, J.C., Leacock, T.L., & Gress, C.L.Z. (2007). gStudy: Innovative online support for studying and writing skills. Presentation to the Canadian Learning Commons Conference 2: Continuing the Conversation, Burnaby/Vancouver, Canada, April/May, 2007.
Adesope, O., Leacock, T. L., & Nesbit, J. C. (2006). Rethinking learning design principles for computer-based metacognitive tools. Poster presented at the European Association for Research on Learning and Instruction SIG 16 Metacognition Conference, Cambridge, UK, July, 2006.
Adesope, O., Leacock, T. L., Nesbit, J. C. & Hadwin, A.F. (2006). Using web surveys for metacognitive monitoring. Poster presented at the European Association for Research on Learning and Instruction SIG 16 Metacognition Conference, Cambridge, UK, July, 2006.
Nesbit, J., Leacock, T., & Xin, C. (2004). “Learning Object Quality.” eLera Workshop for SFU eLearning Innovation Centre.
Nesbit, J., Leacock, T., Li, J., & Richards, G. (2004) eLera: Linking communities through collaborative review of learning objects. Poster presentation at CANARIE Pan-Canadian E-Learning National Workshop.
Leacock, T. & Richards, G. (2003). “Teaching and Learning with Online Learning Resources.” Workshop on learning objects and issues in learning object evaluation for high school teachers.
eLera Team (2002). “Communities for Learning Object Evaluation.” Educational Technology Users Group Fall Workshop.
Leacock, T. (2002). “The TechBC Cluster Approach to Online Courseware Development Training.” Session for senior Indonesian educational managers on decision making in higher education, Simon Fraser University.
Other Publications
Nesbit, J.C., Belfer, K., & Leacock, T.L. (2008). LORI 2.0: Learning Object Review Instrument. Available from www.elera.net. [Previous version: Nesbit, J.C., Belfer, K., & Leacock, T.L. (2004). LORI 1.5: Learning Object Review Instrument.]
Winne, P. H., Hadwin, A. F., Nesbit, J. C., Leacock, T. L., Kumar, V., & Beaudoin, L. (2006). gStudy: A toolkit for developing computer-supported tutorials and researching learning strategies and instruction (version 2.4.1) [computer program]. Simon Fraser University, Burnaby, BC. [See The Learning Kit website.]
Theses
Leacock, T. (1997). Switching costs in two-choice visual identification tasks. Doctoral Dissertation, Princeton University.
Leacock, T. (1995). The search for behavioral evidence of dual visual pathways in normal humans. Masters Thesis, Princeton University.
Leacock, T. (1993). Shifts of attention during visual search. Honours Thesis, Simon Fraser University.
Curriculum Materials
Editor/Contributing Writer/Project Manager for curriculum materials for the Justice Institute of BC, including:
- First Responder Program
- Instructor Guide to Administrative Procedures (2000) ISBN 0-7726-4090-4
- Level I: Instructor’s Guide (1999) ISBN 0-7726-4093-9; Student Training Manual (1999) ISBN 0-7726-4091-2; Skills Checklists (1999) ISBN 0-7726-4092-0; Written & Practical Exams (1999)
- Level II: Instructor’s Guide (2000) ISBN 0-7726-4344-X; Student Training Manual (2000) ISBN 0-7726-4343-1; Skills Checklists Level II (2000) ISBN 0-7726-4345-8; Written & Practical Exams (2000)
- Level III: Instructor’s Guide (1999) ISBN 0-7726-4066-1; Student Training Manual (1999) ISBN 0-7726-4068-8; Skills Checklists (1999) ISBN 0-7726-4065-3; Written & Practical Exams (1999)
- Independent Study Manual for Instructor Trainers (1999)
- Unit Chief and Charge Dispatcher Training Program: Independent Study Module (1999)
- Occupational Safety & Health Reference Manual (1999)
- Canadian Medical Association/Emergency Medical Assistant Level I Program
- Fundamentals 110: Instructor Guide & Workbook (1998); Study Guide (1998) ISBN 0-7726-3710-5; Written Exam (1998)
- Core Skills 111: Instructor’s Guide & Resource Manual (1998); Study Guide (1998) ISBN 0-7726-3712-1; Simulations (1998); Written Exam (1998)
- Core Skills 112: Instructor’s Guide & Resource Manual (1998); Study Guide (1999) ISBN 0-7726-3714-8; Simulations (1998); Written & Practical Exams (1998)
- Bridging 114: Instructor’s Guide & Resource Manual (1998); Study Guide (1999) ISBN 0-7726-3717-2; Simulations (1998); Written & Practical Exams (1998)
- Medical 121: Instructor’s Guide & Resource Manual (1998); Study Guide (1999) ISBN 0-7726-3712-1; Simulations (1998); Written & Practical Exams (1998)
- Medical 122: Instructor’s Guide & Resource Manual (1998); Study Guide (1999) ISBN 0-7726-3740-7; Simulations (1998); Written & Practical Exams (1998)
- Medical 131: Instructor’s Guide & Resource Manual (1998); Study Guide (1999) ISBN 0-7726-3741-5; Simulations (1998); Written & Practical Exams (1998)
- Trauma 123: Instructor’s Guide & Resource Manual (1998); Study Guide (1999) ISBN 0-7726-3742-3; Simulations (1998); Written & Practical Exams (1998)
- Trauma 132: Instructor’s Guide & Resource Manual (1998); Study Guide (1999) ISBN 0-7726-3743-1; Simulations (1998); Written & Practical Exams (1998)
- Comprehensive 180: Written & Practical Exams (1999)
- Clinician Manual (1998) ISBN 0-7726-3712-1
- Preceptor Manual (1999)
- Training Videos:
- Simulations: A Safe Place to Make Mistakes (Video, 1998)
- AMPDS: A New Standard of Excellence (Video, 1998)
- First Line Trauma Management for Physicians (1998)
Research and Development Projects
Learning Utility as a Measure of Effectiveness in Educational Software (2008-2011; SSHRC Research Development Initiative; Leacock: Principal Investigator; $40,000). The purpose of this project is to develop a new method for assessing the effectiveness of educational software that focuses on learners’ perceptions of the benefits-to-learning gained from use of the software. This work draws on diverse literatures and advanced technologies in the use of computer-supported learning to investigate ways to help learners make better decisions about when and how to use educational software.
Self-Regulation of Revision in Writing (2007-2011; SSHRC Standard Grant Leacock: Principal Investigator; Winne: Co-Applicant; $116,935). Writing has long been recognized as an area in which students need to do well but don’t. Lack of ability to recognize problems with text and to make appropriate revisions are two reasons for this gap. We hypothesize that detecting, diagnosing, and repairing “revision targets” can be improved in post-secondary students by improving their self-regulated and co-regulated learning skills in the area of revision. The goal of this research is to build a solid foundation of knowledge and technological tools that can be used in ongoing work to investigate writing in technology-mediated environments.
Tactics, Metacognition, and Self-Regulated Learning When Learners Restudy (2007-2010; SSHRC Standard Grant Winne: Principal Investigator; Leacock: Co-Applicant; $142,064). My focus within this work will be on investigating how educational technologies can support student learning through writing. I intend to use a combination of self-report, behavioural observations (e.g., eye tracking), and trace data (i.e., computer-generated log files) to look at what novices and experts do when given discourse synthesis tasks that require them to refer to multiple sources of information ranging from textbooks, to research articles, to class conference postings.
Fixing the Problem of Students’ Unsatisfactory Writing (2007; Winne: Principal Investigator; Fisher, Heift, Leacock, Nesbit, Popowich: Co-Applicants; $5,000). Seed funding to aid in preparation of a full CTEF research proposal. We plan to build on our combined expertise in self-regulated learning, academic literacy, intelligent tutoring systems, information visualization, and automatic processing of human language to develop (1) tools that will help students across the disciplines improve their academic writing skills and (2) research methodologies and data collection mechanisms that will enable us to generate and analyze large amounts of data drawn from actual student writing activities.
The Learning Kit (2005-2008). I previously worked with Phil Winne’s CFI/SSHRC INE/CRC-funded Learning Kit Project to study how technology can support self-regulated learning. The 1st phase of this project focused on developing a suite of educational software tools (gStudy) to scaffold learning, based on results reported in the literature to date. it then shifted in focus from development to data collection to provide empirical validation / guidelines for improvement of these tools. My particular interests within this project were on developing tools to support academic writing and on investigating the tension between software usability and educational scaffolding. Three refereed conference proceedings, nine conference presentations, and two posters resulted from my involvement with this work.
Cognitive Factors in eLearning Tool Selection (2003-2005; Leacock: Principal investigator, SFU Internal Research Grant, $10,000). The goal of this research was to investigate cultural and technological factors that influence faculty decisions surrounding the use of educational technologies in their courses. This funding resulted in a journal article and a refereed conference presentation.
A Preliminary Taxonomy of Electronic Games (2003-2005; Leacock: Principal investigator, SFU/SSHRC Institutional Grant, $7,500). This research was a collaboration with J. Bizzocchi (SFU) to examine the feasibility of applying Bloom’s taxonomy to educational games to develop a better understanding of what makes educational games (in)effective for learning in different contexts. One refereed conference presentation was supported by this grant.
eLearning Evaluation and Research Assessment Network (eLera.net) (2002-ongoing). This research is a collaboration with John Nesbit to research issues surrounding the quality of digital learning resources and the development of social practices among learning object evaluators. The eLera project developed the Learning Object Review Instrument (LORI) as a tool assessing learning object quality. Training has been provided to researchers and K-12 teachers through workshops and presentations. In addition to collecting data on the reliability and validity of the assessment tool, the team is conducting research on the use of LORI within a convergent participation model. Two journal articles, one book chapter, two publications in refereed conference proceedings, and four workshops have resulted from my involvement with this work.
A Model for Online Courseware Development (2001-2003). This work included the development and implementation of a cost-effective process for developing online courseware and efforts to create a culture that fostered excellence in blended learning through mentorship of new faculty. In addition to the creation of 170 credit hours of course materials produced by faculty development clusters under my supervision, this work resulted in three conference presentations, one journal article, and a chapter in Brandon Hall’s Best Practices for E-Learning.
Leadership, Faculty Service, Community Service
Service to the Academic Community
Reviewer
Journals: American Educational Research Journal: Teaching Learning and Human Development; British Journal of Educational Technology; Contemporary Education Psychology; Journal of Educational Computing Research; Journal of the Learning Sciences; The Learning Organization
Conferences: American Educational Research Association Annual Meeting;
Computers and Advanced Technology in Education; Web-based Education;
Brandon Hall Excellence in E-learning Awards Judge
Economic and Social Research Council (UK)
John Wiley & Sons, Canada
Academic Committees
SFU Faculty of Education Bidget Advisory Committee
SFU Cognitive Science Steering Committee (including SFU Restructuring Task Force response preparation team)
SFU Cognitive Science Curriculum Committee
SFU Faculty of Education Classroom Upgrades Task Force
SFU Faculty of Education Research Opportunities Committee
SFU Small SSHRC and Publication Grant Committees (Observer)
International Association of Science and Technology for Development: Technical Committee on Education
Past Academic Service Activities
SFU Bookstore Advisory Committee
SFU School of Interactive Arts and Technology -Technology for Art and Design Curriculum Committee
SFU School of Interactive Arts and Technology TechOne Instructors Group
SFU-Surrey Undergraduate Curriculum Committee
SFU-Surrey Interim Governance Working Group
SFU Faculty of Education Masters in Educational Technology Surrey-Burnaby Program Development Group
TechBC Gate 5 (Operations & Curriculum Implementation Committee) Chair
Other TechBC committees and task groups including: Curriculum and Assessment Planning, University Planning; Resource Planning; Materials, Equipment and Textbooks; Academic Management Team
Council of the Princeton University Community
Princeton University Priorities Committee: developed university’s annual operating budget ($500 million)
Service to the Non-Academic Community
Princeton Alumni Association of Canada, BC Chapter President
Princeton University Alumni School Committee, Chair Region 601V (British Columbia)
BC Ambulance Service, Primary Care Paramedic
Scouts Canada/MAST, Rover Advisor (leader)/first aider (1997-2005)
Society for Technical Communication Westcoast Chapter Coast Lines Assistant Editor (2000-02)
Research Grants
Learning Utility as a Measure of Effectiveness in Educational Software (2008-2011; SSHRC Research Development Initiative; Leacock: Principal Investigator; $40,000).
Self-Regulation of Revision in Writing (2007-2011; SSHRC Standard Grant Leacock: Principal Investigator; Winne: Co-Applicant; $116,935).
Tactics, Metacognition, and Self-Regulated Learning When Learners Restudy (2007-2010; SSHRC Standard Grant Winne: Principal Investigator; Leacock: Co-Applicant; $142,064).
Fixing the Problem of Students’ Unsatisfactory Writing (2007; Winne: Principal Investigator; Fisher, Heift, Leacock, Nesbit, Popowich: Co-Applicants; $5,000).
Cognitive Factors in eLearning Tool Selection (2003-2005; Leacock: Principal investigator, SFU Internal Research Grant, $10,000).
A Preliminary Taxonomy of Electronic Games (2003-2005; Leacock: Principal investigator, SFU/SSHRC Institutional Grant, $7,500).
Teaching & Professional Positions
At Academic Institutions
Simon Fraser University
- Associate Member, Cognitive Science Program (2008-current)
- Research Grants Facilitator, Faculty of Education, (2007-current)
- Adjunct Professor, Faculty of Education/School of Interactive Arts and Technology (2002-current)
- LT Assistant Professor, Faculty of Education, (2007-2010)
- Course Supervisor, Centre for Online and Distanced Education (term-to-term; 2006-2010)
- University Research Associate, The Learning Kit Project, Faculty of Education(2005-2007)
- Sessional Lecturer II, Faculty of Education(term-to-term; 2005-2007)
- Assistant Professor (Limited Term), Educational Technology, School of Interactive Arts and Technology, (2002-05); served on numerous transition committees as the former TechBC programs were re-worked to avoid overlap with existing SFU programs
The Technical University of BC (public university later amalgamated with SFU)
- Assistant Professor (Management & Technology) & Academic Projects Manager (2000-02); partially seconded from research & teaching duties to focus on:
- supervising and mentoring faculty during initial development & implementation of undergraduate & graduate courses, including overseeing quality review processes
- chairing university operations and curriculum implementation committee
- developing policies and processes for university academic operations
- coordinating integration between Educational Technology & Learning unit and Academic unit
- coordinating with Web Services unit in development of online repository for course specifications, and
- overseeing operational tasks such as scheduling, contract management for external course development and special projects, and faculty workload assignments
The Justice Institute of BC
- Project Manager/Course Materials Editor, Program Design and Development, Paramedic Academy (1998-2000), responsibilities included selecting and overseeing contractors (subject matter experts, graphic designers, and writers), managing in-house team, liaising with external agencies, editing course materials, and transitioning courseware to an eLearning environment; ISO 9001 Internal Audit Team Leader
Princeton University
- Course Coordinator / Assistant in Instruction, Psychology, Princeton University (1994-97); responsible for coordination of 3 professors, 8 teaching assistants, and 200 undergraduate students / semester; ensured consistency in the delivery of instruction; monitored the progress of individual students; developed standardized laboratory exercises, exam marking processes, and student tracking processes
Other Employment
- Technical Writer, British Columbia Biotechnology Alliance (1993) / British Columbia Ministry of Municipal Affairs, Recreation & Housing (1992); wrote speeches, annual reports, promotional brochures, survey reports
- Speaker Communications Coordinator, Federal Environmental Assessment Review Office – Global Opportunities for Business and the Environment Sustainable Development Conference (1990)
- Research Assistant, British Columbia Ministry of Education (1989)
- Shad Valley Student, British Columbia Ministry of Economic Development (1987); wrote user manual for The Business Disc interactive video training program for small business owners
Professional Affiliations
Professional Development Activities
- Foundations of Administrative Justice: A course for Decision-Makers in Post-Secondary Educational Institutions, BC Council of Administrative Tribunals/C2T2
- Basic Supervisory Certificate Program, JIBC
- Design-based Research Professional Development Workshop, ED-MEDIA
- REAP Project Assessment Design for Learner Responsibility 2007 Online Conference
- SFU Interdisciplinary Charette Day
- Writing Intensive Learning Workshop, SFU
- Portfolio Thinking: Students, Faculty Members and institutions as Learners, UBC Teaching and Academic Growth Session
- Symposium on Innovative Teaching, SFU Learning and Instructional Development Centre
- Evaluating and Grading Writing, SFU Centre for Writing Intensive Learning (CWIL)
- Linking Teaching and Research: International Perspectives; Presentation & Workshop
- LIDC Faculty Learning Community on Teaching & Learning with Technology member
- SFU Summer Institute on E-Learning
- UBC Flexible Learning Environments Conference
- New Media BC E-Learning Conference
- Mastering Educational Technology and Learning (TechBC METL 100)
- Developing, Designing, and Delivering Technology-based Distributed Learning (UBC EDST 565)
- Online course development, WebCT training workshop
- Educational Project Management Workshop, Centre for Education Information Standards & Services (CEISS)
- C2T2 & JIBC Spring Workshop on Educational Technologies
- UBC Planning and Developing Sustainable e-Learning Programs
- National Learning Infrastructure Initiative Focus Session: Learning Environment Design
- Princeton University Volunteer Leadership Assembly
- Project Management Workshop, The Berrant Group
- Basic Supervisory Certificate Program, JIBC
- Colloquium in Community College Teaching (Princeton University HIS 520)
- L’universite canadienne en France (campus of Laurentian University) French immersion programme
- College Saint-Charles Garnier French immersion programme
Teaching
Graduate Teaching at SFU
- Faculty of Education
- Foundations of Educational Psychology (EDUC 860)
- School of Interactive Arts and Technology
- Cognition, Collaboration, and Learning (ETEC 695 / IAT 812)
- Design and Analysis for Learning and Performance (ETEC 697)
Undergraduate Teaching at SFU
- Faculty of Education
- Foundations of Academic Literacy (FAL 099 – section cancelled after week 2 due to low enrolment at Harbour Centre campus)
- Introduction to Educational Psychology (EDUC 220; on campus & via CODE)
- Research Methods in Educational Psychology (EDUC 222 – designated “Quantitative” course)
- Instructional Psychology (EDUC 320)
- School of Interactive Arts and Technology
- Foundations of Teamwork and Communication II (TECH 101)
- Process Elements II (TECH 107, 108, 108)
- History and Theory of Technology and Culture (TECH 110, 111, 112)
- Probability (TECH 157)
- Cognition for Design Science (IAT 200)
- Project Management (INTD 210, 211, 212)
- Integration Project (INTD 401, 402, 403, 404, 405, 406)
Teaching at other Institutions
- Project Management (INTD 210) The Technical University of British Columbia
- Introduction to Psychology (PSY 101) Course Coordinator/AI, Princeton University
- Memory and Cognition (PSY 306) AI, Princeton University
New Course Preparation and Course Enhancement
2006
- EDUC 220 (CODE Version) – updated the study guide and assessment structure to enable students to use gStudy tools to scaffold their studying activities
2004
- ETEC 695 -> IAT 812 – redeveloped into a 3-credit core SIAT course
- IAT 200 – preparation of new core SIAT course on topics in cognitive science as they relate to SIAT programs
- Tech 101 – Foundations of Teamwork & Communication: part of redevelopment team
2003
- ETEC 697 – co-developed new graduate course on design & analysis for learning & performance
- ETEC 695 – developed and implemented new 2-credit graduate level course on Cognition, Collaboration, and Learning for SIAT graduate students in IA, IT, and ETEC
- INTD 210, 211, and 212 – revised 2nd year project management courses
2002
- Managed multiple clusters of faculty and technical specialists in the development of 30 credit hours (Spring 2002) of online & hybrid courseware at the graduate & undergraduate levels in Information Technology, Interactive Arts, Management & Technology, and Interdisciplinary areas. This included providing project management, instructional design support, educational technology guidance, and feedback on content presentation
- Revised undergraduate hybrid courses in Project Management
- Contributed to revisions to courses on History & Theory of Culture & Technology (with other members of delivery team)
2001
- Managed multiple clusters of faculty and technical specialists in the development of 90 credit hours (Spring 2001) of online & hybrid courseware at the graduate & undergraduate levels and 50 credit hours (Fall 2001) in Information Technology, Interactive Arts, Management & Technology, and Interdisciplinary areas. This included providing project management, instructional design support, educational technology guidance, and feedback on content presentation.
Graduate Student Supervision
PhD
Interim committee member: 1 (SFU-SIAT)
External reader for comprehensive exams: 3 (Faculty of Education)
MSc
Interim supervisor: 3 (SFU-SIAT)
2nd Supervisor: 1 (SFU-Computing Science; degree 2003)
External examiner: 2 (SFU-SIAT; degrees completed 2006)
Research Assistants/Workstudy Students: 6
Teaching Assistants/Tutor-Markers: 6 masters level; 6 PhD level students
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