VOLUME 6 ISSUE 3
FALL 2015
Applied Research: Collaboration & Community
IN THIS ISSUE
The Time
is Right
for
Applied
Research
at OC
Research
Ethics
Board
- FAQs
Unsettled
Balance
Between
Security &
Ethics
1
2
2
Practical
3
Assessment
in Vocational
Programs
Social
Enterprise
Case Study
4
Getting
Started on
Applied
Research
Using the
Library
4
Applied
Research in
Science &
Technology
5
What does
your
knowledge
of travel
mean?
6
Excitement
on the
Streets of
London
7
Teaching
Tidbits
7
“Socratic
Circles “
8
ILT Links
8
The Time is Right for Applied Research at Okanagan College
by Dr. Beverlie Dietze, Director of Learning and Teaching and Dr. Andrew Hay, Vice President, Education
Introduction
This is an exciting time for Okanagan
College to be pursuing applied research
projects with other colleges, universities,
community, business and industry partners. Some may question why Colleges
across British Columbia are pursuing
applied research agendas. For Okanagan
College, applied research is another way
to transform lives and communities. As
noted in the Long Term Education Plan,
the process of investigation, the acquisition of new knowledge, and the translation of that knowledge into applied research practice is a practical objective
and part of the comprehensive mandate
of the College. The results of applied
research projects have significant influence on the social and business viability
of our community. College employees
who participate in applied research can
engage students in real-life experiences,
connecting the theory from the classroom to real-world practice. Such learning experiences open new options, opportunities, and innovation that students
may not have explored previously. When
course learning outcomes are augmented with applied research, students learn
to think in broader terms, with greater
possibilities, and with more creativity and
innovation. Applied research projects in
college environments is another strategy
used to support student engagement,
expanding employability skills and product development, and encouraging greater innovation capacity.
Whether applied research projects are
short or long-term, students engage in
learning about the fundamentals of
“innovation literacy”. Innovation literacy
refers to collaborating with partners and
in thinking creatively, evaluating, and
applying critical-thinking and problemsolving skills to diverse and intangible
issues within multidisciplinary contexts
(Erdogan et al., 2013; Luke, 2009).
Ultimately, these real-life skills provide
our graduates with diverse talents that
help them in launching their career and
in contributing to Canada’s prosperity.
Applied Research at Okanagan College
All employees of Okanagan College can
initiate or assist with applied research.
Colleges are community resources and,
as a result, our approach to applied research includes social innovation. Applied research can and should take place
across the institution and involve our students, our employees and our communities where appropriate.
To date, the applied research projects
at Okanagan College have been with
small-to-medium sized enterprises
(SMEs). Our applied research projects are
diverse in nature. Over the past six
months our researchers and students
have been involved in answering questions ranging from gaming private networks to growth opportunities in the BC
Wine industry to landscape designs for
natural play spaces. In the near future, in
collaboration with Lethbridge College, we
will seek answers to ways to advance
commercial food production through integrated fish and plant systems. A team will
explore if salad greens may be grown
under low light and low temperature conditions. Okanagan College will join UBC
Okanagan in examining how sustainable
building technologies can influence our
carbon footprint in a positive way.
Educators and
researchers
come together
to examine and
critique the
Allsorts loose
parts that were
developed as
part of a
NSERC funded
applied research project
with Okanagan
College and
Outland Design
Okanagan College’s applied research
agenda is driven by employees across
the institution. A new applied research
website has been created to support
employees wishing to explore an applied
research idea or to determine where
funding may be accessed to pursue an
applied research project. The applied
research website may be accessed by
going to: http://www.okanagan.bc.ca/about/
Research_at_Okanagan_College.html The
website provides an opportunity for organizations interested in research to
connect with us, as well as the opportunity for our researchers to access support
and funding.
Conclusion
Applied research provides our employees and students with unique experiential learning that supports the communities we serve. These opportunities stimulate employees, students and partners to
advance their innovation, creative thinking and problem solving skills, which
contribute to transforming lives and
communities. The opportunities to
engage in applied research within a
college context have never been better;
it is the right time to get involved.
References
Erdogan, N, Sencer Corlu, M., & Capraro, M. (2013). Defining innovation literacy: Do robotics programs help students develop innovation
literacy skills? International OnLine Journal of Educational Sciences 5(1), 1-9.
Luke, R. (2009). Measuring innovation skills acquired by students through applied research. Technology Innovation Management Review.
October 2013: 36-43.
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Fall 2015
page 2
The Research Ethics Board (REB) - Frequently Asked Questions
By Dr. Kathy Bockhold, Biology and Chair, Research Ethics Board
What is the purpose of the REB?
ple, many of our Honours Business students
the REB, Kathy Bockhold or to Carla Whitten.
conduct research projects in the Okanagan
All applications go to Carla and should be
committee that reviews research projects at
Valley and they all must submit an application
submitted by mail and email to
Okanagan College to determine if the re-
to the REB.
[email protected].
search follows ethical standards as laid out
How can I submit my proposal?
Further information…
The Research Ethics Board (REB) is a
by the Tri-Council Policy Statement. This
All of the necessary information regarding
Canadian Institute of Health Research,
policy follows three main guidelines: respect
the REB can be found at http://
Natural
for persons, concerns for welfare, and the
www.okanagan.bc.ca/about/reb.html. This
Sciences
expectation that people are treated fairly and web site contains all of the required forms, a
and Engi-
equitably (Canadian Institute of Health Re-
step-by-step guide to completing them, a list
neering
search, Natural Sciences and Engineering
of submission and meeting dates, and more.
Research
Research Council of Canada, and Social Sci-
The committee meets monthly from Septem-
Council of
ences and Humanities Research Council of
ber to June. Applications must be submitted
Canada,
Canada, 2014).
two weeks prior to the meeting so they can be
and Social
Who needs to apply for the REB approval?
reviewed. Once reviewed feedback is provid-
Sciences
ed, the application can be a) accepted without
and Hu-
projects involving OC faculty, staff, students,
change, b) accepted with clarifications, or c)
manities Research Council of Canada, Tri-
administration and the public. If the re-
not approved unless rewritten. Project ap-
Council Policy Statement: Ethical Conduct
search involves human subjects and is con-
proval typically is valid for one year, after
For Research Involving Humans, December
ducted by individuals associated with OC, or
which an update may be required.
2014. http://www.pre.ethics.gc.ca/pdf/
REB review and approval is required for
other institutions want to study the OC popu- Who do I contact if I have questions?
lation, REB approval is required. For exam-
eng/tcps2-2014/TCPS_2_FINAL_Web.pdf
All questions can be directed to the Chair of
The Unsettled Balance Between Security and Ethics
By Dr. Rosalind Warner, Political Science, Kelowna
Since 9/11, the
dian foreign policy and international relations
teaching are considered as separate activ-
wars on terror,
since the 1990s. How far should governments
ities, but when the two intersect, fantastic
economic crises,
be able to go in protecting citizens from securi-
learning can take place. Since this book
climate change,
ty threats? How far is too far when it comes to
was written with students in mind, their
and humanitarian
protecting freedoms and rights?
perspective was invaluable in the process
emergencies have
As many editors can attest, assembling a
of writing. In addition, the students were
forced decision
collected work means a lot of wrangling and
acknowledged in the book’s preface, a
makers to institute
prodding of contributors, as well as some diffi-
definite plus for them!
new measures to
cult rounds of critical review, to bring the work
It remains an open question whether
maintain security. Many of those measures, into publishable form. Two students were
hired as research assistants and their work
like Bill C-51, the Anti-Terrorism Act of
politics and ethics can be good compan-
2015, have troubling implications for Cana- was invaluable in bringing the work to fruition.
Students assisted with maintaining and updatdians’ civil liberties and freedoms. Warn-
ward clarifying the issues. All involved can
ions, but this book will go some way tofeel satisfied that they have contributed to
er’s most recent edited volume, Unsettled
ing an electronic database, proofreading chap-
a work of essential reading for anyone
Balance: Ethics, Security and Canada’s
ters, and helping with supplementary research.
who wants to understand why Canada
International Relations, shows that argu-
As a learning activity, Warner believes that
responds to global challenges the way it
ments about rights, obligations, norms, and students’ participation in the project was an
values have played a profound role in Cana- invaluable experience. So often, research and
does.
(continued bottom of next page)
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Practical Assessment in Vocational Programs
Instruction in a learner-centred institution
can provide challenges and pressures. In a
Fall 2015
page 3
By Corey Bransfield, Trades, and Chair Education Council
Challenges and pressures to this project
developed as the project functioned. It be-
vocational setting it provides opportunities to came apparent that the proficiency of the user
practice learner-centred instruction often
to operate the applications on the iPad could
without the learner or instructor being aware. affect the ability of the instructor to correctly
It is the nature of the environment in voca-
administer the practical assessment. To be
tional training; instruction, followed by prac-
focused on correctly using the app and not
tice, followed by assessment and evaluation. focused on the learner completing the assessNow with changing technology, the tools to
ment affected consistency. Quite simply, it
An example of this in an applied setting: The
assess the practice have improved.
requires the instructor to invest in the usage
assessment of a simple cranking circuit in
of the app to become proficient in its use.
an automobile.
Practical assessment in the past has
The objective of the assessment is to con-
always struggled to be relevant, consistent,
The capital investment of the department may
and non-subjective. Some programs and
also feel pressure as the iPads were a depart- duct a voltage drop test on the cranking
instructors have fared well, others struggle.
ment expense and must factor into its depart- circuit in a starting station. This provides a
Challenges include capital resources, sched- ment plan and budget.
consistent repeatable assessment for multi-
uling, and logistics for programs across the
ple learners, quickly. It requires the learners
Okanagan College region. One tool developed through the Motor Vehicle Trades
department and the Innovation Fund was
using iPads and mobile devices to assess
learners during their “practice.”
One tool developed through
the Motor Vehicle Trades
department and the Innovation
Fund was using iPads and
mobile devices to assess
learners during their “practice.”
to be successful. The processes include:
stand and identify the circuit in their minds
(knowledge). It requires the learners to
organize their thoughts and prepare for using the test equipment (application). It requires the learners to conduct the voltage
The applied research conducted for this
project identified several processes required
to use the lower levels of Bloom to under-
Some best practices and benefits of this
project are beginning to present themselves
1) create a rubric that can be utilized for a since the end of the innovation fund. Contin-
drop test and analyze and compare the results (analysis). It requires the learner to
judge and evaluate the results to explain the
practical assessment
ued evolution of the assessment method has
test results (evaluation). This assessment
2) identify the practical assessment from
identified the ability to offer assessment of
requires five minutes to complete from the
the program outline that is consistent and higher levels of Bloom’s Taxonomy. To move
start to the end. Feedback from the learn-
repeatable
beyond the lower levels and to tap into the
ers and the instructors has been positive.
3) create the practical assessment to be
analysis, synthesis, and evaluation, these
The department is continuing to evaluate
repeatable and consistent
levels of practical assessment are significantly the assessment tool and working on expand-
4) conduct the assessment
improving learners’ understanding of learning
5) evaluate the assessment tool
outcomes in the programs they are taking.
ing and incorporating it into other programs.
The Unsettled Balance Between Security and Ethics...and other research by Ros Warner (continued from page 2)
“Posing Global Environmental Problems from Conservation to Sustainable Development.” In The International Political
Economy of the Environment: Critical Perspectives. 2000.
Ethics and Security in Canadian Foreign Policy. 2001. (Editor and contributor).
“Competitiveness versus Sustainability: Canada, Free Trade and the Global Environment.” Studies in Political Economy. 2002.
“Canadian Environmental Diplomacy and the Organizing Principles of Globalization.” Canadian Foreign Policy. 2004.
“The Place of History in International Relations and Ecology: Discourses of Environmentalism in the Colonial Era.” In International
Ecopolitical Theory: Critical Approaches. 2006.
“A Comparison of Ideas in the Development and Governance of National Parks and Protected Areas in the US and Canada.” International
Journal of Canadian Studies. 2008.
“Ecological Modernisation Theory: Towards a Radical Ecopolitics of Change.” Environmental Politics Journal. 2010.
“Resilience or Relief : Canada's Response to Global Disasters.” Canadian Foreign Policy. 2013.
Unsettled Balance: Ethics, Security and Canada’s International Relations (Editor and Contributor) UBC Press ,2015.
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Social Enterprise Case Study
Fall 2015
page 4
By Dr. Kyleen K Myrah, Business, Kelowna
Established in 2008, the Trico Charitable Foundation seeks to provoke innovation and build capacity in social entrepreneurship, using a variety of models and organizational structures to generate new
ideas to solve important social problems.
The Social EnterPrize awards were established by the Trico Charitable Foundation to celebrate leadership and excellence in social entrepreneurship across Canada. As part of these process, award recipients were asked to share their story, discuss the challenges and successes they had achieved and the
lessons learned along the way so others could benefit, and be inspired from their journey.
The result is a series of social entrepreneurship case studies that, in terms of the breadth of the
organizations studied and the depth of the analysis, is the first of its kind in Canada.
Dr. Myrah, in collaboration with Elvia Picco, completed a case study of the YWCA social enterprise
hotel, showcasing the innovative accommodation model it had developed and the incredible impact it had achieved, both for the clients of
the hotel and to support its many other social programs. To read the case study, and get insight into the three other stories which were highlighted, you can access these published cases at: http://tricofoundation.ca/capacity-building/
Getting Started on Applied Research Using the Library
by Sajni Lacey, Business Liaison Librarian
Starting a research project can be overwhelming and intimidating, if you are thinking about working on
your first applied research project or even if you already have a few projects under your belt and are just looking for new ways to facilitate your research, the Library has many services that can support you:
● Reference and Research Assistance
● Borrowing library materials from your own or other OC campus libraries
● OCtopus Search Engine to let you simultaneously search for different materials in different subject areas
● Online Research Databases and Journal where we have several titles and resources on applied research for different disciplines
● Collection Development for both your teaching and research
● Interlibrary Loans for materials not available at OC requested from across Canada
● Liaison Librarians who are assigned to each department at OC
For more information on how the Library can support your research please contact your liaison librarian.
A few suggestions for some resources available in the library to help you get started:
Research is a cyclical process…
and as you go through it helping
you to find, organize, and evaluate
the scholarly information that you
are accessing is a natural
connection between the library
and your research.
Bakken, J. P., & Simpson, C. G. (2011). A survival guide for new faculty members :
Outlining the keys to success for promotion and tenure. Springfield, Ill: Charles C
Thomas. Chapter 5: Research and Scholarly Activity
Booth, W.C., Colomb, G.G., Williams, J.M. (2003). The craft of research. Chicago:
University of Chicago Press.
Dyce, J.A., & Williams, U. (2014). Research methodologies: An introduction to quantitative (videorecording]. Alexandria, VA: Alexander Street Press.
Kumar, R. (2005). Research methodology: A step-by-step for beginners. London:
SAGE.
Williams, K.M. (2015). Doing research to improve teaching and learning: A guide for
college and university faculty. New York: Routledge.
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Fall 2015
page 5
Applied Research in Science and Technology: An Interview with Dr. Michael Mitsch, Biology, Salmon Arm
Interview conducted by Wendy Wheeler, ILT Fellow for Science and Technology
out the year and we will be supporting them
Michael Mitsch: Take advantage of
through remote sensing, monitoring of
situations that arise and contribute when
growth conditions and greenhouse environ-
you can. You never know what will happen
ment and statistical analysis on crop yields
or come of it.
to determine any correlations and hopefully
Be prepared for some administrative
improve production.
Question: Who are
your collaborators
and community/
Applied research is of interest to many
staff and faculty within Science and
Technology. Below is a brief interview with
one of my colleagues, who was willing to
share some details about a very interesting
project in Revelstoke.
Question: Please share a bit about yourself.
industry partners?
Michael Mitsch:
OC (Continuing Studies in Revelstoke and
the Science division of Salmon Arm) has
partnered with an organic farm based in
Revelstoke.
We are fortunate that Revelstoke and Salm-
Michael Mitsch: I have a PhD from McMaster on Arm are smaller centers. It is easy to
University and have worked in research labs
seek out advice and help from a wide variety
at universities and Agriculture Canada. Mary of experts: Dr. Andrew Perkins from our new
Kline is the Continuing Studies administrator Earth and Environmental Science GIS and
in Revelstoke.
Question: What is the practical problem you
are trying to solve and/or the innovative
technology you are working to develop?
Michael Mitsch: We are trying to determine if
year round vegetable production is commercially feasible in non-traditional areas, specif-
remote sensing program who has already
provided invaluable advice for equipment
selection and Dr. Brian May who will be helping with statistics and data analysis.
interaction such as additions to grants and
legal documentation. There also seems to
be some confusion as to jurisdiction over
grant administration which leads to delays in
funding access and initiation of the project.
Hopefully this will be streamlined as it effects OC's reputation in the community and
with our partners when it comes to getting
things done. Hopefully in time and with
experience these things will be overcome.
We are just starting the project so I don't
have much more to offer, I am sure things
will come up as we progress.
Mary Kline will be administering the project
and working closely with the farm in
Question: Impact on the practice of teach-
Revelstoke to coordinate activities.
ing and learning at OC.
Michael Mitsch: There may be an
ically Revelstoke. Our commercial partners
Question: Do you have any suggestions for
are building greenhouses with innovative
others interested in initiating applied Re-
technology to sustain plant growth through-
search projects at OC?
opportunity in the future to involve students
with some portions of the project.
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INSTITUTE FOR LEARNING AND TEACHING
What does your knowledge of travel mean?
Fall 2015
By Dr. Michael Conyette, Business, Vernon and Kelowna
that is reflected when respondents refer to
involve-
planning a winter vacation and considering
knowledge of travel products and destina-
ment are
various destinations, things to do there,
tions.
other con-
At this time of year some people will be
where to stay, and how to get there, etc. At
page 6
Consumer knowledge is a key construct in
times we consult with a travel agent or make understanding how consumers behave (Park,
cepts frequently
decisions based on our knowledge of travel.
Mothersbaugh, & Feick, 1994). Travel
But how knowledgeable are we about travel
knowledge was deemed an important variable in further
or what is “travel product knowledge”?
in explaining online leisure travel booking
Prior product knowledge has been defined behaviour (Conyette, 2011). Moreover, the
discussed
research
papers (Clarkson, Janiszewski, & Cinelli,
either in terms of what people perceive they
travel sector, which has unique characteristics 2013). Despite these investigations, very
know about a product or in terms of what
of its own, warrants continued examination by
few studies examine online travel planning
knowledge the individual has stored in
researchers since the sector forms a signifi-
in the leisure sector and none can be found
memory. Product knowledge is intricately
cant part of the economy. According to the
with regards to consumers’ travel product
linked to involvement. A consumer’s level of
World Travel and Tourism Council (WTTC),
knowledge in particular. This author used
involvement and knowledge clearly influence travel and tourism represents US$7.0 trillion
factor analysis of the construct travel
many purchasing decisions. The author ar-
(2013 figures) in economic value, provides
knowledge to establish that respondents
gues there is a knowledge deficit regarding
266 million jobs and accounts for US$754
equate knowledge about travel products
these factors and his paper attempts to fill
billion in investment. Furthermore, travel and
with knowledge about destinations. Since
that void. A valid question to ask, for in-
tourism’s contribution equates to 9.5% GDP of respondents during qualitative research
stance, is what constitutes travel product
the world’s total economy, 1 in 11 of the
used the terms “travel products” and “travel
knowledge?
world’s total jobs, and 4.4% of total invest-
destinations” interchangeably when refer-
ment (WTTC, 2013).
ring to their knowledge of travel, it was
Qualitative research discovered that respondents used the terms “travel products”
Typical studies on product knowledge re-
thought to check this through confirmatory
and “travel destinations” interchangeably
volve around comparisons of expert versus
when referring to their knowledge of travel.
novice consumers, how they vary in their infor- to gather data required for assessing the
To examine travel knowledge more closely, a mation search behaviour, and their differing
survey was designed including six questions
priorities and attitudes to advertisements
about travel knowledge with some questions (Chuang, Tsai, Cheng, & Sun, 2009; Hadar,
factor analysis. An online survey was used
construct of travel knowledge. Factor analysis suggests that respondents are referring
to the same thing when they describe their
referring to “products” and others to
Sood, & Fox, 2013; Myungwoo, Jing, & Lee,
familiarity with travel; it is the same as
“destinations.” Confirmatory factor analysis
2012). The role of memory in knowledge ac-
knowledge about travel products and desti-
of the construct travel product knowledge
quisition, a means-end chain in forming per-
nations. This appears to be a unique
was used to assess the underlying variable
sonal relevance, and the interconnections of
contribution to the field of travel research.
References
Chuang, S., Tsai, C., Cheng, Y., & Sun, Y. (2009). The effect of terminologies on attitudes toward advertisements and brands: Consumer
product knowledge as a moderator. Journal of Business & Psychology, 24(4), 485-491. doi:10.1007/s10869-009-9122-4.
Clarkson, J., Janiszewski, C., & Cinelli, M.D. (2013). The desire for consumption knowledge. Journal of Consumer Research, 39(6), 13131329. doi:10.1086/668535.
Conyette, M. (2011). Modeling factors that influence online travel booking. Poster presentation at International Conference on e-Business,
ICE-B, Seville, Spain, July 2011.
Hadar, L., Sood, S., & Fox, C. (2013). Subjective knowledge in consumer financial decisions. Journal of Marketing Research (JMR), 50(3),
303-316. doi:10.1509/jmr.10.0518.
Myungwoo, N., Jing, W., & Lee, A. Y. (2012). The difference between differences: How expertise affects diagnosticity of attribute
alignability. Journal of Consumer Research, 39(4), 736-750.
Park, C., Whan, D., Mothersbaugh, L., & Feick, L. (1994). Consumer knowledge assessment. Journal of Consumer Research, 21 (June),
71–82.
World Travel and Tourism Council (n.d.). Retrieved from http://www.wttc.org/research/economic-impact-research/
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
Fall 2015
page 7
Excitement on the Streets of London: Terry Scarborough’s Exploration of the Urban Gothic
An interview with Terry Scarborough conducted by Ros Warner, Political Science, ILT Fellow for the Arts & the Dean’s Office
Whether it’s the streets of Arthur Conan
he makes a point of engaging in urban ex-
Doyle’s London or the sea swept Northeast
ploration, going out at night and “enjoying
coast of England, Terry Scarborough loves to
the feel of the process and getting into the
imagine walking with his subjects and experi-
author’s mind.” To enjoy being there makes
encing their stories’ locations first-hand. He
it real for Terry, a feeling that he passes on
was drawn to 19th-century English literature
to his students. Terry says that students are
through an interest in child psychology and
really interested in the idea of the urban
Bram Stoker’s Dracula. He was inspired by
gothic, but it is really appealing “because it’s
the notions of ‘crags, lightning, and castles’
simply cool.” Terry loves to involve his stu-
being brought into the unstable geographies
dents in the writing process, having written
of the urban setting in the late 19th centu-
an abstract for a recent conference paper
ry. The rise of urban journalism at the time
together with his class. He says “the stu-
made it possible to document the unpredict-
dents took it extremely seriously; they were
ability and uncertainty of life in rapidly-
worried it wouldn’t be accepted, so we sat
changing cities. Works like the Sherlock
approach to research, he says: “I find that if I
and wrote and I edited it and brought it back
Holmes stories accompanied journalistic
apply the same model I become used to it and
with their ideas.”
reports of crime and mystery. On his
it’s more efficient.” Upon travelling to a site,
“’I Shall Be My Own Police’: Literary Reflections of Victorian Crime and Social Surveillance in Dickens and Doyle.” Interdisciplinary Themes
Journal. 2009.
“’If You Don’t Come to Me, I’ll Come to You’: Primal Injury and Revenge in the Ghost Stories of M.R. James.” In Best Served Cold: Studies
in Revenge. 2010.
“'Open the window, then!': Filmic Interpretation of Gothic Conventions in Brian Mills’ The Hound of the Baskervilles.” In Sherlock Holmes
and Conan Doyle: Multi-media Afterlives. 2013.
NEW!
TEACHING
TIDBITS
Teaching Tidbits
Teaching Tidbits is a new column featuring short articles or tips on teaching methods that faculty or
instructors have found useful in their classroom, or new and exciting ideas to enhance learning and teaching.
_ __________________________
All Okanagan College faculty and staff are encouraged to submit their ideas.
Teaching Tidbits in this issue:
TIPS from Ros Warner, Political Science:
● Check out Photos for Class: properly attributed downloadable and appropriate photos for class use.
https://www.photosforclass.com/
● Looking for a Metaphor? Try a metaphor generator: http://www.metaphor.gy/
● Super simple infographics: http://labs.good.is/
Please see the Teaching Tidbits article on “Socratic Circles” on the next page.
www.okanagan.bc.ca/ilt
INSTITUTE FOR LEARNING AND TEACHING
TEACHING
TIDBITS
Fall 2015
Socratic Circles
page 8
By Chantelle Hutchinson, AACP, English
of chairs is also placed facing the inner circle for
the remaining students. One of the readings or
___________________________
Socratic Circles
questions is posed to the group in the inner
circle and they engage in discussion. The students watching from the outer ring are not permitted to comment although they may take
This strategy harkens back to Socrates notes. Even if the students in dialogue stall or
who, in his wisdom, saw the need for stu-
falter, it is not the instructor’s responsibility to
dents to both engage in dialogue and
jump in; rather, when provided with enough
questioning while also having opportuni-
time, and perhaps silence, students invariably
ties to listen and reflect on the thoughts of rise to the occasion by posing a question to the
others. Students lead this activity as in-
group or making a salient point. Once the natu-
structors are peripheral, only there to facili- ral conclusion of the discussion has arrived, the
tate the process, not to provide commen-
students swap positions and a new reading or
tary or guide the discussion. To begin,
question is poised. The value in this exercise
students are given questions or readings
comes from students needing to be prepared,
ahead of time to allow them to prepare.
articulate their position, and listen to each oth-
On the predetermined day, half of the stu-
er’s points of view, thereby establishing the
dents are seated on chairs placed in a
tenants of effective argument and critical
circle facing one another. An outer circle
thought.
For further information, please visit the
following links.
How Socrates can stimulate your brain
activity: Matthew Stoltzfus at TEDxOhioStateUniversity https://
www.youtube.com/watch?
v=o8a1dsv5IXo
http://
learnng.blogs.nytimes.com/2014/03/1
4/skills-practice-socratic-seminars-usinginformational-text/?_r=0
Please see other Teaching Tidbits on previous page.
ILT INFO LINKS
ILT Educational Programs
ILT Events Page
ILT Events Registration
ILT Fellows
ILT Mission Statement
ILT Newsletter
ILT Resources LibGuide
http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Educational_Programs.html
http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Events.html
http://www.okanagan.bc.ca/ilt/events
http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Meet_the_Fellows.html
http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Mission_Statement.html
http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/Newsletters.html
http://libguides.okanagan.bc.ca/ILT
ILT NEWSLETTER CONTACTS
As part of its mandate to support dialogue amongst peers and to enhance the practice of learning and teaching the ILT publishes three
issues of its newsletter a year (Winter, Spring, and Fall). All employees of Okanagan College are encouraged to contribute.
Thank you to each of the authors for your valuable contribution to this issue of Enhancing the Practice of Learning and Teaching.
The thought, expertise, and time that has gone into creating the end product is appreciated.
ILT Newsletter Committee
ILT Newsletter Committee Chair:
Managing Editor:
Copy Editor + Distribution:
Design/Layout Editor:
Jennifer Sigalet
Darrell Skinner
Michael Orwick
Jennifer Sigalet
[email protected]
[email protected]
[email protected] (Please submit articles to Copy Editor)
[email protected]
For more information about the ILT Newsletter: http://www.okanagan.bc.ca/about/Institute_for_Learning_and_Teaching/
Newsletters.html
Publication Date: 15/11/15
www.okanagan.bc.ca/ilt