Educational Conundrum of the week – Impact many students by catering to a few with UDL

Impact many students by catering to few with UDL

Students’ learning needs and preferences are being recognized as being more diverse, which is why the demand for UDL (Universal Design for Learning) is becoming a greater focus in curriculum design. We’ve seen many exciting UDL activities in Blackboard course shells. Blackboard offers a wide variety of UDL tools that can address the variety of learning needs and preferences. However, even though everyone wants to make their courses UDL friendly, many find that applying it to their courses is beyond reach.

Shelley Moore’s Transforming Inclusive Education is great video that puts UDL in perspective and demonstrates that minor adjustments can have major benefits. For example, closed captioning a 3-hour class for one student was also very popular with many other students in the class. By catering to one student we offered the same benefit to all of them, which many took advantage of.

How have you added UDL content into your courses?

BC Campus – Symposium 2018 Call for Proposals

Symposium 2018 Call for Proposals

Symposium 2018 call for proposals is now open! We welcome proposals from a variety of post-secondary institutions across B.C.

Approximately 20 proposals will be accepted for Strand A & B, and 10-15 proposals for Strand C. All proposals will be assessed by the BCTLC program committee, according to a scoring rubric. To assist you, here are some exemplary proposals from previous years.

We invite proposals from all who are doing research into teaching and learning in all academic disciplines and topics of interest to the higher education community, e.g.,  open pedagogy, open educational practices, educational technology, indigenization, internationalization, etc.

Important dates to note:

  • Call for Proposals open: May 15 – Aug 17, 2018
  • Proposals reviewed by planning committee: Aug 20 – Sept 4, 2018
  • Symposium 2018: Oct 24, 2018

For more information follow this link

Open Online Course (MOOC) about Open Education Resources

Open Online Course about Open Educational Resources

Dates: June 1-15, 2018

From June 1-15, 2018, a cross-Canada mini-MOOC (massive open online course) called Making Sense of Open Education will take place through the OpenLearn UK Moodle platform.

The course will consist of short daily lessons and activities at an introductory level. The purpose of the course is to increase awareness and use of open educational resources (OER) as part of post-secondary teaching and learning in Canada. Topics will include OER, open educational practices (OEP), copyright and the Creative Commons licenses, and open tools for adaptation. A variety of experienced open educators, and friends from global regions will participate and support learning and sharing opportunities. Daily lessons will take approximately 30 minutes to complete with a targeted (and hopefully fun) daily practice opportunity to apply what you are learning. The course team and others that have already signed up look forward to your participation.

There is no cost to participate in the course. The full set of course modules will be made available on the course front page June 1 for you to download, save, and adapt as you desire if you prefer to take the course in a self-directed way.

Questions? Please contact Jenni via email:

Registration is Open at the Following Link:


Educational Conundrum of the Week – How would you respond to criticism?

As a participant in a recent FDO workshop provided by BC Campus, I was asked to respond to a comment in an actual post. This comment was from an online student who was not happy with the synchronous Collaborate Ultra sessions in his course.

The blog comment was, “Whenever I find myself being asked to ‘collaborate’ in a group, I zone out. Have you noticed how quickly the table-talk goes off-subject? What a waste of my time, as a learner.” (BCCampus, 2018)

With your course designer hat on, what is one way you can help avoid this criticism in synchronous online sessions? Or, with your instructor hat on, how would you respond to this student?

Educational Conundrum of the Week – Making the Grades

Making the Grades – It’s that time again

End of semester grading is upon us, and many instructors come to Educational Technology Services (ETS) asking for a more efficient way of completing them and transferring them to Banner. We demonstrate the ease and efficiency of Blackboard’s Full Grade Center and we are really happy to see that more instructors are using it. Better yet, their responses are that it has saved them time and makes calculating, especially weighted total, much easier. How do you improve efficiency when grading and submitting grades to Banner?

Educational Conundrum of the Week – Access to Accessibility

Access to accessibility

Educational Technology Services (ETS) was asked to provide a solution for a student who recently injured her hand and was unable to take notes, but desperately wanted to. Other students in the same class try to keep up with the note taking. What solutions would you provide this temporarily disabled student? Would this solution benefit all the students in the class?  ETS provided a solution, is it the same as yours?


Scholarship of Teaching and Learning with an Equity Mindset: National Institute Conference

Scholarship of Teaching and Learning with an Equity Mindset: National Institute

August 6-10, 2018
Rainbow Lodge
North Bend, WA

Space is limited. Apply Now!


This institute is designed for educators from two- and four- year institutions, including faculty from graduate programs, technical programs, basic skills, general education, liberal arts, allied health, and STEM fields.  The aim is to develop our capacity to understand and improve student learning opportunities within all teaching contexts by:

  • Using critically conscious, self-aware, and collaborative practices of inquiry;
  • Challenging inequities while recognizing the community cultural wealth of all students; and
  • Engaging in systematic scholarly investigation and analysis of learning (SoTL).

Creating a more equitable learning environment is no small task, but it can be achieved in small steps that have large and lasting consequences. The scholarship of teaching and learning can be a vehicle towards accomplishing this goal. This Institute brings together the idea of inquiry as stance, with concepts of how we build more equitable teaching environments and how we develop better understanding of the learning landscape.

The institute is designed to help you:

  • Learn how to use an equity framework;
  • Build the capacity to conduct classroom inquiry;
  • Prepare to engage in the scholarship of teaching and learning;
  • Come to a better understanding of your students and their cultural assets;
  • Work collaboratively to build a community of practice;
  • Develop and refine an inquiry project to pursue in your classroom practice; and
  • Engage with resource faculty who will support your journey.

This residential institute provides participants with a carefully coordinated mix of plenaries, workshops, and focused work time for developing an inquiry that examines, improves, and supports what happens in the classroom. Experienced educators will facilitate small and large group sessions and work directly with participants to develop inquiry projects.

Read More!

“I cannot underestimate my power. A small shift I can make [in my teaching] will not change systemic barriers by itself, but my contribution enriches the collective effort and student experience and myself. … Embrace and use my sphere of influence. It is significant.”

(2017 participant feedback)

Educational Conundrum of the Week – Capture that Lecture


Capture that lecture

Lecture capture has been getting more popular and inquiries about it at Educational Technology Services (ETS) have been steadily growing. We can all see the benefits capturing a lecture for students to review. Also, note taking may be reduced allowing students to better connect with the content at hand.  But, when a lecture capture has been suggested some instructors say, “But students may stop coming to class and just watch online.” Would you include a lecture capture? If so, how would you include one? If not, why not?