UVicSpace : Browsing by Supervisor "Irvine, Valerie"

Browsing by Supervisor "Irvine, Valerie"

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Applying Universal Design for Learning and the BC Digital Literacy Framework to Science Inquiry Projects
(2021-05-01) Dyck, Heidi; Irvine, Valerie; Paskevicius, Michael
Using science inquiry projects as the vehicle, teachers can provide a personalized learning experience that is inclusive to all learners. Technology, which is integral to teaching and learning in today’s classrooms, can contribute to personalized learning and presents an opportunity to help develop digital literacies skills. In British Columbia (B.C.), teachers are asked to integrate technology with little training or supporting curriculum, which means that digital literacy skills are not consistent among educators or students. With the help of existing frameworks, educators can design lessons that meet the needs of all learners while also teaching important digital literacy skills. The goal of this project is to provide a sample lesson plan for high school science inquiry projects that identifies relevant digital literacy skills, makes suggestions on how to facilitate the development of those skills, and promotes effective uses of student technology for personalized learning by implementing Universal Design for Learning (UDL). Research literature on student technology use inside and outside of the class will be reviewed, as will recent research on the integration of technology to enhance or assist collaboration, inquiry, and personalized learning. The literature review will conclude with a review of research regarding two frameworks that will be implemented to integrate technology in B.C. high school science inquiry projects: the BC Digital Literacy Framework and UDL. By reflecting on and implementing these frameworks, educators may be better prepared to utilize technology in science inquiry projects to achieve more personalized learning. For this project, I will be using the BC Digital Literacy Framework and UDL in order to show how technology can be intentionally and effectively integrated into B.C. senior science classes to teach digital literacy skills and enhance personalization during inquiry projects.
The Benefits of Place-Based Learning Initiatives in K-12 Schools
(2015-12-07) Preddy, Scott; Irvine, Valerie; Pelton, Tim
This project focuses on the benefits of place-based education. It draws upon recent research supporting the importance of learning outdoors, on the school grounds and within the community. The project features a website, specifically designed for educators to use as a resource for teaching outdoors. It shows clearly why teachers should take their students onto the playground, into the soil and dirt, into the natural environment, to local parks, and other outdoor settings. The site includes research to support the ideas presented, outlines barriers, complications, and safety concerns that may arise during outdoor activities, and discusses possible solutions. This online tool has been produced to assist other educators in their outdoor teaching endeavours, and encourage them to see for themselves the benefits of learning outdoors.
Bringing a Reggio Emilia Inspired Approach into Higher Grades- Links to 21st Century Learning Skills and the Maker Movement
(2015-12-18) Galloway, Alison; Pelton, Timothy; Irvine, Valerie
The purpose of this project is to examine two educational philosophies: the Reggio Emilia approach to early childhood education and the maker movement, both of which explicitly reference the 21st century learning competencies espoused by the British Columbia government within a constructivist, student-centered learning environment. This project examines the philosophies and beliefs of each approach and concludes that together, they could provide teachers with the necessary tools and environment to teach the key competencies for the 21st century. A website is created as a resource guide for educators interested in creating a Reggio Emilia inspired makerspace. Key areas of the website include a blog documenting the implementation of a genius hour model, Reggio Emilia resources for teachers, makerspace resources for teachers and a collection of online resources to assist teachers in learning more about both approaches. Creating a makerspace based on Reggio-inspired principles would address the collaboration, creation, and innovation needs of our 21st century learners.
Capturing, assessing, and communicating student thinking in a digital world.
(2015-12-17) Rees, Rowena Jane; Irvine, Valerie; Pelton, Tim
The purpose of this project is to examine shifts in our education system and in classroom practice, particularly around creating meaningful learning experiences through a more personalized curriculum and focusing on communicating student learning in innovative ways. Research was conducted in the areas of formative assessment, digital portfolios, visible thinking, and pedagogical documentation. The capstone project was the design and creation of the website, Stories of Change: storiesofchange.ca. This site is a resource for educators to share and find information on the topics of digital portfolio assessment and making thinking visible. The site also hosts a blog where stories of classroom innovations are published. The narratives on the blog are not only created by the site owners, but also by guest authors. This aspect of the website presents an opportunity for educators to learn from and support one another by sharing stories of innovation and change happening in their classrooms.
Classroom Engagement with Knowledge Holders-Through Video Conferencing
(2021-05-01) Hood, Trevor; Irvine, Valerie; Paskevicius, Michael
Working in a global pandemic environment has been a catalyst in how educators can use technology to support learners. From this context, it created opportunities for bringing in stakeholders who wanted to share their knowledge into the classroom remotely. As such, the question which guided this project is how to improve in-class student engagement with video conferencing by bringing knowledge holders into the classroom remotely. The project setting focuses on grade ten high school students learning the Career and Life Education 10 course from the British Columbia Ministry of Education. Throughout the project Indigenous ways of learning are also explored to improve social engagement and social presence.
Creating an Online Virtual Staffroom for Teachers that Encourages Collaboration and Community
(2015-12-17) Burnham, Lorrie; Irvine, Valerie; Pelton, Tim
More often than not professional development still occurs during one-day top-down instructed workshops on specific dates and times. It is often considered to be ineffective due to a knowledge driven approach rather than a situated learning experience. With access to Web 2.0 tools, like Google+ communities and Twitter, that easily allow for co-collaboration and co-creation, an online community of practice is a feasible option that can provide asynchronous and synchronous professional development. In this project, Google+ Communities were created to provide teachers within a school district a place to be actively involved in collaboration, sharing of ideas, information, resources and practices. With careful design and consideration this virtual space will satisfy a teacher’s need for extended professional development and provide a rich repository of shared resources. This in turn will result in a teacher’s improved practice and increased student achievement.
Designing an Online Mathematics Resource
(2021-05-01) Tradewell, Cheryl; Paskevicius, Michael; Irvine, Valerie; Thom, Jennifer
Students are much more mobile than mathematics curricula allow. A motivated student, when changing schools or even while attending a British Columbia (BC) school, could use a well-planned online mathematics resource to prepare themselves for a course placement evaluation that suits their university plans. An effective online resource for BC would include references to not only the specific curriculum skills, but also the BC curriculum big ideas, the core competencies, and the curricular competencies (BC’s Course Curriculum, n.d.). It would incorporate Indigenous ways of knowing and be focused on inquiry-based learning and authentic real-life applications of knowledge. A constructivist approach including some persuasive pedagogy would be suitable for a static resource. Videos, quizzing apps and tasks, and real data and/or articles using math are readily available. Although there are many online resources accessible, high school students need guidance on what concepts and skills they need to learn while ensuring their privacy is not compromised as it could be by many of the online resources hosted in areas of the world which do not have the strict laws BC has. An asynchronous self-directed resource requires automated feedback, motivational elements such as gamification, and the opportunity for self-regulation and exploration of self-chosen topics of interest. Self-assessment and the development of a portfolio of work to show evidence of learning will be used instead of assigning a numerical percentage or level to the work completed.
Designing Effective Online Orientation Programs for First-Year University Students
(2021-05-01) Crozier, Nicole; Paskevicius, Michael; Irvine, Valerie
While asynchronous, self-paced online orientation programs are not brand new in the field of orientation, transition and retention, COVID-19 forced many institutions to rapidly create a program for the first time to help welcome fall 2020 students. Using the community of inquiry model as a framework, this project explores the research related to orientation and online learning in an effort to identify the principles, practices and processes that can help a student affairs professional design an effective and engaging asynchronous online orientation program, or enhance an existing program. This research is presented through a series of blog posts on the website www.onlineOTR.ca.
Determinants of Change and Technology Adoption in K-12 Schools
(2021-05-09) Miller, Emily; Irvine, Valerie; Paskevicius, Michael
This project focuses, from the perspective of a school administrator, on determinants of change and technology adoption in K-12 schools. The focus of this study is identifying factors that cause teachers to change and adopt technology into their practice. Research and literature into theory of change, technology adoption theories, and some psychological constructs are explored. Chapter Three includes a technology plan template which has components and questions to consider based on the researched theories. In order to create effective change within a school, one must be intentional in planning and include components at both a systemic and individual level.
Digital Literacy for Kindergarten
(2021-05-01) Westwood, Tracey; Irvine, Valerie; Paskevicius, Michael
Digital technology is interwoven into many aspects of our lives. In British Columbia (B.C.), there is no escaping the necessity for teaching children how to use Information and Communications Technologies (ICT) safely and responsibly. For many early childhood educators, the question of whether digital literacy education truly needs to begin in kindergarten persists. The purpose of this paper is to examine this question through a review of the relevant literature. The review seeks to find the why and the how of incorporating ICT into early learning. Some of the research reveals a resistance to using ICT with children, citing the expense of purchasing and maintaining technology, and the negative effects of screens on children’s health and social growth. Other research acknowledges that problems exist but can be offset by the manner in which educators use ICT. Technology used to enhance learning in a thoughtful and appropriate way can have many cognitive, social, and physical benefits for children. The research also addresses the question of why digital literacy education should begin early as there are already vast differences between children’s digital skills, beliefs, and habits even before they enter school. Some of the studies in this review find that educators are in need of professional development opportunities that allow them to learn how to teach the digital skills learners need to make ICT use a positive addition to the curriculum. As a result of this review, this project was created to include an educator’s guide for introducing digital literacy to kindergarten students. It is grounded in B.C.’s curriculum and B.C.’s Digital Literacy Framework (B.C. Ministry of Education, n.d.). It is a simple, scripted guide that any educator should be able to apply regardless of their own skill level as they work toward incorporating ICT into their own practice.
Encouraging collaboration and reforming professional development through an online community
(2015-12-17) Thorne, Tracey Lauren; Irvine, Valerie; Pelton, Tim
As technology use continues to increase exponentially, which will affect the future workplace of students, there is a need for teachers to become well-versed in digital education. However, professional development has remained stagnant for many years, and while the content may be beneficial at times, educators are often limited to time and place specific learning. There is insufficient time to learn from others in the same field of teaching. Teachers often feel isolated in their own classrooms because of the demands of the job, and the limited time to correspond with colleagues. Communities of practice, particularly online communities of practice, would allow for educators to connect and collaborate at any time, and anyplace. Through the “Langley Virtual Staffroom” homepage, educators can access a series of grade and subject specific hubs where they can share resources, make connections, and learn from others who have similar grade levels or subject compositions.
Exploring educators experiences implementing open educational practices
(2018-12-17) Paskevicius, Michael; Irvine, Valerie
This research focuses on how educators are using openly accessible sources of knowledge and open-source tools in ways that impact their pedagogical designs. Using a phenomenological approach with self-identifying open education practitioners, I explore how open educational practices (OEP) are being actualized in formal higher education and impacting learning design. Specifically, I examine how educators are bringing elements of openness into their everyday teaching and learning practice using educational technologies. I draw upon Giddens (1986) structuration theory, further developed for use in technology adoption research most notably by DeSanctis and Poole (1994) and Orlikowski (2000). This approach positions technologies as being continually socially constructed, interpreted, and put into practice. In an organizational context, the use of technology is intrinsically linked with institutional properties, rules and norms, as well as individual perceptions and knowledge. The findings suggest that OEP represents an emerging form of learning design, which draws from existing models of constructivist and networked pedagogy. Open technologies are being used to support and enable active learning experiences, presenting and sharing learners work in real-time, allowing for formative feedback, peer review, and ultimately, promoting community-engaged coursework. By designing learning in this way, faculty offer learners an opportunity to consider and practice developing themselves as public citizens and develop the knowledge and literacies for working with copyright and controlling access to their online contributions, while presenting options for extending some of those rights to others. Inviting learners to share their work widely, demonstrates to them that their work has inherent value beyond the course and can be an opportunity to engage with their community. Dataset available: https://doi.org/10.5683/SP2/CA77BB
Exploring the learning outcomes of a flipped learning methodology for post-secondary information literacy students: a mixed methods approach
(2016-08-17) McCue, Richard; Irvine, Valerie
The concept of flipped learning has received significant attention in recent years. In a flipped learning methodology, students view instructional videos and complete related assignments before class, so that face-to-face time with the instructor can be spent applying the knowledge and skills they were introduced to in the pre-class assignments. This study aims to determine the effectiveness of a flipped learning method for teaching information literacy (IL) skills to undergraduate students compared to a traditional teaching method where the majority of face-to-face time is spent instructing. To evaluate this, a mixed methods research design was used, where results from qualitative interviews helped explain findings from test data, assignment completion data, and major paper rubric data. The IL tests resulted in a small but insignificant test score improvement for flipped participants. Interviewed flipped participants reported mainly positive feelings toward flipped learning, whereas all flipped ESL interviewees related strong positive feedback towards flipped learning.
Facilitating Online Learning with the 5R's: Embedding Indigenous Pedagogy into the Online Space
(2021-05-01) Lake, Joanna; Atkins, Hayley; Irvine, Valerie; Paskevicius, Michael
This project is a collection of resources for educators and instructors within the K-12 and post-secondary systems to support the adoption of Indigenous-created frameworks in online learning environments. The discovery phase in chapter one outlines our exploration of merging two seemingly disconnected perspectives and how our own life experiences and educational background gave rise to this project. The literature review in chapter two uncovers the concepts of Indigenous Knowledge and educational technology and creates connections between the two fields, while identifying gaps in the research and the work that needs to be done. The 5R’s of Indigenous pedagogy are relationship, respect, relevance, responsibility, and reciprocity. These 5R’s serve as important reminders for course designers in K-12 and post-secondary educators and benefit all learners. Our resources and reflections address how the 5R’s can be used as best practice to enrich online teaching platforms and remote learning. The positive effect of reciprocal communication, relationship building, and embracing Indigenous-created frameworks in online learning environments extends out into the community and beyond.
Facilitating Online Learning with the 5R’s: Embedding Indigenous Pedagogy into the Online Space
(2021-05-01) Atkins, Hayley; Lake, Joanna; Paskevicius, Michael; Irvine, Valerie
This project is a collection of resources for educators and instructors within the K-12 and post-secondary systems to support the adoption of Indigenous-created frameworks in online learning environments. The discovery phase in chapter one outlines our exploration of merging two seemingly disconnected perspectives and how our own life experiences and educational background gave rise to this project. The literature review in chapter two uncovers the concepts of Indigenous Knowledge and educational technology and creates connections between the two fields, while identifying gaps in the research and the work that needs to be done. The 5R’s of Indigenous pedagogy are relationship, respect, relevance, responsibility, and reciprocity. These 5R’s serve as important reminders for course designers in K-12 and post-secondary educators and benefit all learners. Our resources and reflections address how the 5R’s can be used as best practice to enrich online teaching platforms and remote learning. The positive effect of reciprocal communication, relationship building, and embracing Indigenous-created frameworks in online learning environments extends out into the community and beyond.
Fractals: A Natural Model Technology Supported Learning Outside
(2021-05-01) Weston, Lawrence Edward; Paskevicius, Michael; Irvine, Valerie
Fractals are repeating, recursive, diminishing patterns often found in nature. Imagine a tree, starting with the trunk, held strong by its roots that expand into the soil in support of the branches, stems and twigs that extend up and out. As the tree grows in every direction, the branches and roots are increasingly finer, more delicate, fluid and growing versions of the original trunk. New schools, inquiry projects, and this paper share this model of growth. All start with a big idea, extend out in divergent directions and uncover new questions as the inquiry lives and grows. This paper is part of a larger inquiry project looking at developing a land-based middle school at the new school I am fortunate to help co-create. That school is Mill Bay Nature School, on Vancouver Island, in British Columbia, Canada. To support this inquiry, these chapters attempt to summarize a small part of the current literature on pedagogical best-practice and the use of technology in education. The large central trunk themes arising from the literature on current pedagogy include experiential learning, land based learning, place-based learning, place-conscious learning, Indigenous pedagogy and its connection to 21st Century Learning. Other branches of literature reviewed include a view of the accelerated use of technology in education, student and teacher engagement, the dynamic needs of modern learners, and the current focus on twenty-first century skills. The sources are primarily published in the past five years. As much as possible focus on the local context, issues and opportunities specific to the Province of British Columbia, Vancouver Island and ultimately my own school. This collection represents the serendipitous wonders that became the branches, stems and twigs of my inquiry my goal of bringing educational technology and learning outside together.
A Framework for Implementing Inquiry-Based Learning in the Elementary Classroom
(2015-12-17) Lister, Christopher Andrew Paul; Irvine, Valerie; Pelton, Tim
This project focuses on using inquiry-based learning (IBL), supported by the development of specific self-regulated learning (SRL) skills, as a student-centred approach to teaching and learning in grades 4-6. With many jurisdictions around the world changing their school programs from teacher-centered learning environments to student-centered learning environments, teachers are looking for ways to immerse their learners in more personalized learning environments. This resource was co-created with my colleague Suzanne Bartel and provides a resource for teachers introducing IBL to students that is supported by the development of SRL skills in the learner. The IBL cycle details six critical steps including generating an inquiry question, researching, analyzing and evaluating the research, creating, sharing, and reflecting. Support for the development of SRL skills in the unit is based on Winne and Hadwin’s (1998) four phases of SRL. The project concludes with a reflection on the development of the resource and some further recommendations for educators.
Game-Based and Gamified learning within the Elementary classroom
(2021-05-01) Faune, Nicholas; Paskevicius, Michael; Irvine, Valerie
Within elementary classrooms educators still struggle to determine the best way to differentiate instruction and provide student-centered approaches to learning. Gamification and game-based learning are ways in which students can be engaged with various types of subjects and content. Education is moving towards having students learn a variety of skills such as collaboration, inquiry, and self-regulation. However, many educators continue to teach with whole group instruction where every student is given the same task. Gamification and game-based learning allow students to be given a low stress, individualized game to practice their skill. Educators are able to adapt their instruction to whole group games, small group games, or partner games. Through the use of these strategies the educator can target lagging skills such as self-regulation in regards to winning or losing or even how to work with a partner. They are also target content skills such as mental math strategies, spelling, and science concepts without rote memorization and regurgitation of information.
Implementing Indigenous Education with Technology Education in British Columbia
(2021-04-29) O'Shea, Jeremy; Irvine, Valerie; Paskevicius, Michael
This project begins by outlining why Indigenous education and technology education need to be more closely connected. It begins by exploring a framework which explains the connections between the First People’s Principles of Learning and social constructivism theory. Indigenous education is explored touching on important topics, such as residential school history, reconciliation, racism, and decolonization. This topic leads into exploring Indigenous education, discussing why it is important and the challenges faced by educators when implementing it. The following section explores technology education by defining technology and technological interaction. These topics all come together to explore the intersections between Indigenous education with technology education. It then looks at how technology education can be viewed through a holistic lens by incorporating the self, family, community, land, spirits, and ancestors. Further, it explores generational roles and responsibilities and sacred knowledge and its connections to the classroom/shop. The projects main focus is the creation of a website where technology education teachers in BC (and elsewhere) can go to find resources and classroom approaches with an Indigenous education focus which can be readily implemented for a technology education shop/classroom. Further, the website offers a template to follow so that educators can also submit their own lessons or projects to be shared with others. The focus is to help technology teachers address the large void often present in the technology education curriculum regarding Indigenous ways of knowing, being, and doing.
Incorporating Reflective Practice as a Means of Improving Student Self-Regulated Learning in a Digital Learning Environment
(2021-05-01) Storie, Benjamin; Irvine, Valerie; Paskevicius, Michael
Available research has shown that digital learning environments, in which students take active responsibility for controlling aspects of technology-infused learning, are often underutilized as many students lack the appropriate cognitive and metacognitive strategies - or self-regulated learning (SRL) skills. Providing SRL support in digital learning positively affects student learning (Johnson & Davies, 2014), with metacognition appearing to play the central role in SRL development (Winne, 2014). In addition, there seems to be agreement that reflection is a process by which one acts metacognitively (OECD, 2019), with use of reflective prompts being a common support to provoke metacognition in the literature. While the general research into reflection is mixed (Lew & Schmidt, 2011), more recent research on the use of reflective prompts as a support points to a positive influence on academic performance in digital learning (van Alten et al, 2020). This project details the research of reflection as a specific strategy to develop student SRL skill, culminating in a practical, research-backed book of the theory, strategies, and guidelines to help educators incorporate reflective training into digital learning environments to develop SRL skill in students.

Browsing by Supervisor "Irvine, Valerie"

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