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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
Nesbit, J.C. & Leacock, T.L. (2009). Collaborative argumentation in learning resources
evalutation 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. & 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. & 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. & 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)
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. (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., 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.
Accepted Items
Nesbit, J. C. & Leacock, T. L. (In Press). 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. Hershey, PA: Idea Group.
Leacock, T. L. & Gress, C.L.Z. (Accepted). Scaffolding the revision of summaries with gStudy software. IADIS International Conference on Cognition and Exploratory Learning in the Digital Age. (Portugal, December, 2007). Manuscript 7 pages.
Works in Preparation
Zhou, M., Leacock, T. L., Winne, P. H. (Literature review: in preparation). Content- versus process-based objectives: A Review.
Nesbit, J. C., Leacock, T. L., Niu, H., & Richards, R. (Empirical paper: in preparation). Convergent participation as a model for increasing inter-rater reliability in evaluations of digital learning resource quality.
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)
Other Publications
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.
Research and Development Projects
Self-Regulation of Revision in Writing (2007-2010; 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.
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.
The Learning Kit (2005-ongoing). I am currently working 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 has focused on developing a suite of educational software tools (gStudy) to scaffold learning, based on results reported in the literature to date. We are now shifting the focus from development to data collection to provide empirical validation / guidelines for improvement of these tools. My particular interests within this project are on developing tools to support academic writing and on investigating the tension between software usability and educational scaffolding. One refereed conference proceeding, five conference presentations, and two posters have resulted from my involvement with this work so far.
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, 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.
Public Presentations/Conferences
Refereed Conference Presentations
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.
Submitted Items
Leacock, T.L. & Nesbit, J.C. (Submitted). gStudy in action: What students and instructors are saying. American Educational Research Association Annual Meeting (New York, USA, March, 2008). Component in Structured Poster Session.
Leacock, T. L. & Winne, P.H. (Submitted). A new learning environment to foster self-regulation in academic writing. American Educational Research Association Annual Meeting (New York, USA, March, 2008). Manuscript 6 pages.
Workshops, Presentations, and Posters
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.
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 Cognitive Science Steering Committee (including SFU Restructuring Task Force response preparation team)
SFU Faculty of Education Classroom Upgrades Task Force
International Association of Science and Technology for Development: Technical Committee on Education
Other Recent Academic Service Activities
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 University Alumni School Committee, Chair Region 601V (British Columbia) (interview BC high school students applying to Princeton University and coordinate team of 40 other interviewers around BC)
Princeton Alumni Association of Canada, BC Chapter President
BC Ambulance Service, Primary Care Paramedic
Scouts Canada/MAST, Rover Advisor (leader); first-aid provider (1997-2005)
Society for Technical Communication Westcoast Chapter Coast Lines Assistant Editor (2000-02)
Research Grants
Self-Regulation of Revision in Writing (2007-2010; 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).
Submitted
Learning Utility as a Measure of Educational Software Effectiveness (Submitted; Leacock: Principal Investigator; SSHRC Research Development Initiative)
Teaching & Professional Positions
At Academic Institutions
- LT Assistant Professor, Faculty of Education, SFU (2007-current)
- Grants Facilitator, Faculty of Education, SFU, (2007-current)
- Adjunct Professor, Faculty of Education, SFU (2005-current)
- University Research Associate, The Learning Kit Project, Faculty of Education, SFU (2005-2007)
- Sessional Lecturer II, Faculty of Education, SFU (term-to-term; 2005-2007)
- Course Supervisor, Centre for Online and Distanced Education (term-to-term; 2006-current)
- Assistant Professor (Limited Term), Educational Technology, School of Interactive Arts and Technology, SFU (2002-05); served on numerous transition committees as the former TechBC programs were re-worked to avoid overlap with existing SFU programs
- Assistant Professor (Management & Technology) & Academic Projects Manager, The Technical University of British Columbia (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
- Project Manager/Course Materials Editor, Program Design and Development, Paramedic Academy of The Justice Institute of British Columbia (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
- 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
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)
- Educational Psychology (EDUC 220; on campus & via CODE)
- 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: 4
Teaching Assistants/Tutor-Markers: 6 masters level; 6 PhD level students
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