Author Michael Paskevicius

Michael Paskevicius is a Learning Technologies Application Developer in the Centre for Innovation and Excellence in Learning. My role involves researching and deploying educational technologies, administering, developing and integrating elearning software and developing faculty competencies in the use of emerging technologies.

The Spoken Letters Project: Developing Digital Stories to Commemorate Residential School Survivors

Fiona Meyers Cook shares the development of the “Spoken Letters” assignment, an inquiry driven project designed to help students reflect on residential school legacies and show solidarity and support for residential school survivors. Students prepared digital stories in response to survivors’ stories presented on… Continue Reading →

A Model for Guiding Reflective Practice

This article is a distillation of an article titled, “By the light of the Tao” article by Humphrey (2009). I think she does a lovely job of articulating the challenges to meaningful reflection in relation to experiential learning. I am… Continue Reading →

Open Pedagogy…You Can’t Do That in a STEM course!

Karen Cangialosi argues for open pedagogies in the science, technology, engineering and mathematics (STEM) subjects, addressing the beliefs that these approaches may not be appropriate for the hard sciences. When I was a biology undergraduate years ago, nearly all of… Continue Reading →

Why Stop at an Assignment? Engaging Students with Collaboratively Creating an Open Online Textbook

Louis Mattar from Sport, Health & Physical Education department shares his non-disposable course design. Louis tasked his students with collaboratively creating an online and openly accessible human anatomy textbook. You can access the textbook on the BCcampus pressbooks website: https://pressbooks.bccampus.ca/advancedanatomy1sted/  

The Soul Project: Developing Research in the Open

Micki McCartney from the Centre for Experiential Learning explains how she changed her practice after participating in last year’s non-disposable assignment redesign.

Resources and Feedback from our Second Session

At the end or our previous session of The Non-Disposable Assignment: Enhancing Personalised Learning course redesign workshop, we asked participants to return with some ideas about what assignment they had identified for redesigning in their course. Before we started I… Continue Reading →

Digital Storytelling as an Approach to Non-Disposable Assignments

As promised I have collated some resources on digital storytelling which could be a method for engaging students in non-disposable assignments. Digital storytelling is a form of digital media production that allows individuals to tell a story with video. These… Continue Reading →

Resources and Feedback from our First Session

In our first session participants were asked to reflect on their own experience in school. We asked: what makes an assignment memorable, meaningful, and important? Participants recalled assignments which were interest-driven and inquiry led. Also mentioned were those activities which… Continue Reading →

Engaging Students as Editors of an Undergraduate Journal

David Livingstone from Liberal Studies describe the Compass Rose Undergraduate Journal project which is curated by a student directed editorial board.

Engaging Students in Peer Review and Collaborative Writing Assignments

Doug Corrin from Forestry explains how he uses wikis to support peer review and collaborative writing in his course.

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