8:00 A.M. – 9:00 A.M.

Reception Area – Main Hallway

Reception Desk Open – Refreshment Service Available

The reception desk will open Thursday morning at 8:00 AM for any assistance, inquiries or session attendance questions attendees may have. We are happy to assist you and ensure you have the best possible experience at DPI 2018.

Refreshment service is available in the main hallway for your convenience.

9:00 A.M. – 9:10 A.M.

ACADEMIC SOUTH 202 – Welcome Address

Welcome Address

Welcome address to DPI 2018, presented by Michael Carter, Faculty of Humanities Associate Dean, Research and Graduate Studies.

9:10 A.M. – 10:15 A.M.

ACADEMIC SOUTH 202 – Plenary

“Only Connect”: Collaborative Pedagogy and the Development of Digital Resources
Claire Battershill – Simon Fraser University

This presentation will address the ways in which various kinds of collaboration — between student and professor, librarian and scholar, and technologist and humanist — shape the development of digital resources. In the creation of digital projects, an inclusive approach to team development can be a form of argument about how to use digital technologies to level the playing field between user and maker, theorist and archivist, scholar and student. To illustrate some of the ways in which collaboration allows for more ambitious projects to be realized, while creating pedagogical dialogue that is embedded in the resources themselves, brief examples will be provided from the presenter’s experience of collaborative practice working on three digital projects: the Modernist Archives Publishing Project (MAPP), Open Modernisms, and TeachDH. The presentation will also historicize and interrogate the idea of collaboration itself to address the question of why ethical collaboration matters in higher education today.

10:15 A.M. – 10:30 A.M.

Reception Area – Main Hallway

Refreshment Break

Please avail yourself of our complimentary refreshments and snacks, served during breaks between sessions. There will be an array of hot and cold beverages and pastries for your enjoyment.

10:30 A.M. – 11:45 A.M.

ACADEMIC SOUTH 216 – Presentations

Failing Upwards: Towards a Method for Learning Experience (LX) Design
Andrew Roth – Brock University
Alex Christie – Brock University

Does a successful digital pedagogy involve guiding students towards failure or success? This paper advances a multi-stage method for digital pedagogy that formulates mutual reciprocity between instructive failure and the design of university infrastructure to facilitate successful learning outcomes. The digital pedagogy combines project-based learning, data visualization of version-controlled student work, and autobiographical story mapping. Constituting a feedback loop between experiential learning and infrastructural decision-making, these techniques constitute a method we call Learning Experience(LX) Design.

Checking All the Boxes: Meeting Learning Outcomes through Student-led Course Design
Sarah Simpkin – University of Ottawa
Constance Crompton – University of Ottawa

The University of Ottawa’s new Minor in Digital Humanities has given us the opportunity to offer multidisciplinary technology courses to undergraduate Arts students. In this session, we will discuss how our team-taught second year workshop course allowed us to explore student-led course design, letting students choose their own research path rather than depending on pre-prepared fail-safe exercises. We will also explore the benefits of an Arts-library teaching team for research-oriented Digital Humanities courses.

Integrated Digital Pedagogy Collaborations: Early and Often
Lisa M Hermsen – Rochester Institute of Technology
Rebekah Walker – Rochester Institute of Technology

This panel will present two case studies citing both successes and caveats for collaborative digital pedagogy, one within a Digital Humanities and Social Sciences (DHSS) undergraduate degree program and one within the context of an NEH project grant. The presenters are an English Professor and a DHSS Librarian at the Rochester Institute of Technology (RIT) in Rochester, NY. Both cases emphasize the necessity of early collaboration to design digital pedagogy that is purposefully integrated into assignments, projects, and courses.

Makerspace – Workshop

Guides are available to this location from the Registration Desk.

Connections and Pathways to Learning through Makerspaces
Tabitha Lewis – Brock University
James Papple – Brock University

This interactive presentation introduces four novel collaborations with the Library Makerspace that promote digital literacy and experiential learning within the curriculum. The focus is on best practices that can be adopted by participants looking to develop collaborative projects that appeal to creativity and learner engagement using emerging technology.

11:45 A.M. – 1:00 P.M.

Reception Area – Hungry Badger Mezzanine

Lunch Service

Lunch service will be available in the Hungry Badger seating area for all conference attendees.

XpertVR Demonstration Station

A Brock BioLinc student company, XpertVR, is offering both locally filmed and created 360 video experiences and a VR\mixed-media based team building exercise over the lunch break for DPI 2018 attendees.

1:00 P.M. – 2:15 P.M.

ACADEMIC SOUTH 216 – Presentations

The Plagiarism Problem: Using Online Modules to Support Academic Integrity & Information Literacy
Jaclyn Chambers Page – Niagara College
Siscoe Boschman – Niagara College

Lack of student awareness about academic integrity and information literacy issues, such as plagiarism and evaluating sources, is a persistent problem in higher education. In collaboration with instructors, Niagara College Libraries has developed a growing collection of supplementary online learning modules that help meet the needs of students. This session will discuss the process of developing modules and how the modules have made an impact with students, with some live examples.

More Tools than Time: Sharing a Rubric for Predictive Evaluation of eLearning Tools
Lauren Anstey – Western University
Gavan Watson – Western University

With the growth of eLearning tools, instructors are increasingly pressed to make timely and informed selections that are best for them, their courses, and their students. To foster instructors’ own predictive evaluation of eLearning tools, a rubric was developed to aid in the appraisal of functional, technical, and pedagogical affordances important to selecting eLearning tools. In this session, the rubric and its current applications will be shared. Participants will be encouraged to consider opportunities for adopting or adapting the rubric to their own Institutional or professional contexts.

OER and Public Domain in a Gross Anatomy Flipped Classroom
Jessica Clemons – University at Buffalo
Stuart Inglis – University at Buffalo
Chris Hollister – University at Buffalo

The New York State Open Education Resources (OER) program in 2017-2018 stimulated faculty adoption of OER by providing over $4 million dollars to the SUNY system. We will discuss how the University at Buffalo Libraries approached this opportunity, how we partnered with campus groups and how “open” enhances faculty teaching flexibility, and digital pedagogy innovation. Specifically, we will discuss how public domain images were used in a gross anatomy course that was taught using a flipped classroom approach.

ACADEMIC SOUTH 217 – Workshop

Guides are available to this location from the Registration Desk.

Connect, Engage, Reflect: Using an Online Tool for Interprofessional Learning
Sanne Kaas-Mason – Ryerson University
Michelle Schwartz – Ryerson University
Brenda Massey-Beauregard – Ryerson University

The online Wolcott Creek videos and teaching manuals are a complex case scenario co-developed by Ryerson faculty, educational developers and the ISTC for use across multiple healthcare, allied health and community service programs. They help prepare students to work in community-based interprofessional practice teams. Participants will be led through the simulation, reflecting on ways in which an online simulation program could be used in their own teaching. The transferability of the pedagogical theories and IPE approaches underpinning the design and delivery of the simulation will be explored.

2:15 P.M. – 2:30 P.M.

Reception Area – Main Hallway

Refreshment Break

2:30 P.M. – 3:45 P.M.

ACADEMIC SOUTH 216 – Presentations

Reading Moby Dick with Lacuna Stories
Shawn Hill – Fordham University

Fordham University installed a copy of Lacuna Stories (Stanford University) on Fordham’s Academic Computing server in 2016. Over the last two years, Lacuna Stories has been used in Art History, English, Theology, Medieval Studies, Sociology, and History classes. As engagement with Lacuna Stories has increased at Fordham, it has become clear that this social reading and annotation tool offers faculty several pedagogical advantages over traditional class reading strategies (e.g., handouts, required course books, electronic reserves, LMS material, etc.).

Tell Your Research Process Story: Digital Storytelling and Metacognition
Carrie Bishop – Indiana University of Pennsylvania

In an online information literacy course, digital storytelling was used to encourage students to document and reflect on both the steps they were taking to find material as well as the information literacy concepts that were being utilized. Students were asked to combine screenshots, videos, narration, and text to tell the story of their research process and critically reflect on their own thinking throughout the process. This presentation will share research conducted to determine if the digital storytelling assignment promoted metacognition in the development of information literacy skills.

Websites Are Rhetorical—Especially Library Websites
Michelle Gibeault – University of Arkansas

First-year undergraduates enrolled in a public speaking course are often a captive audience—they’re in class because it’s required for their Business majors. However, these students are often unfamiliar with what rhetoric is, much less that websites are being both celebrated (and criticized) as “persuasion architectures.” Introducing an academic library’s website as a rhetorical space where embedded values are activated seems to be useful for initiating novice researchers into their academic library’s services, while also attuning students to view *all* websites from a more critically engaged vantage point.

ACADEMIC SOUTH 217 – Presentations

Digital Pedagogy for “Chemistry in Everyday Life”, the First Online Course Offered by the Department of Chemistry
Lydia Chen – Ryerson University

The rapid evolution of technology has created a wave of changes to the landscape of digital pedagogy education. This presentation emphasizes the pedagogy used to create the first online course, Chemistry in Everyday Life, offered by the Department of Chemistry in Spring 2017 to non-science majors. The development of this online course is graciously funded by the Centre for Pedagogical Innovation, through an Online Course Development Grant. In this presentation, we explore the challenges faced in developing/delivering this online course more fully and discuss possible solutions.

Social Media and Public-Facing Scholarship
Alison Innes – Brock University

Social media presents academics with diverse opportunities to share our research with a broad audience and to engage the public in conversations about what we do and why it matters. But with so many social platforms to choose from and so much content being shared, how does one create community and space for meaningful conversations?Academics from a variety of disciplines are already using social media for public-facing scholarship and this paper will discuss how social media can be used to foster conversation and collaboration, to connect academic ideas with popular culture, and to demystify academics. Examples from Twitter, Instagram, and podcasting will provide ideas for those wishing to use social media for public engagement.

Realizing a Major Digital Scholarship Project – The Rankin Family Pavilion
Nicole Nolan – Brock University

The BROCKLINC project is a major commitment at Brock University towards building a state-of-the-art knowledge mobilization resource. It will provide the Brock community with the space to experience and experiment with entrepreneurship and will add a strategic asset within Niagara’s innovation ecosystem that supports a greater number of research and development partnerships between Brock and Niagara’s businesses and social organizations.  This session will offer an overview of the project details as well as the challenges of realizing the intent, function and form of this major development project.

3:45 P.M. – 4:00 P.M.

Reception Area – Main Hallway

Refreshment Break

4:00 P.M. – 5:15 P.M.

ACADEMIC SOUTH 216 – Presentations

Professional Learning Communities in a Blended Learning Environment
Ruth McQuirter – Brock University

This session describes a blended learning Language Arts course in Teacher Education. Students use an LMS (Sakai) to prepare for class by responding to online readings and locating classroom-based resources from a variety of media sources. These include social media tools, teacher websites, Ministry of Education resources, podcasts, and videos. Participants share their findings initially through a Forum post, and later face-to-face in Professional Learning groups. Resources are saved using curation tools and further developed through blog posts that become part of the student’s digital portfolio.

Supporting Transformative Teaching and Experiential Learning with a Student Content Showcase Service
Joanna Szurmak – University of Toronto, Mississauga
Mike Serafin – University of Toronto, Mississauga

Student output from experiential learning courses at the University of Toronto Mississauga is wide-ranging. Little of it is collected or displayed and, as a result, the outcome of such knowledge production is not available for sharing. Faculty are interested in exhibiting student work to show pedagogical innovations and knowledge mobilization. In response to this challenge, our team is prototyping a platform for the collection and display of coursework. Our service includes a digital hosting infrastructure and a template-driven environment. We also outline copyright and licensing issues involved in student work.

I Might Forget That Later
Paige Scudder – Dartmouth College

Many librarians find themselves losing classroom time or squeezing themselves into someone else’s schedule for a quick consultation. The creation of online tutorials can help supplement library workshops/consultations, while also providing patrons with valuable information they may need. Whether it be how to use a citation manager, how to use Google more effectively, or classroom specific pedagogy, online tutorials provided by librarians can help combat the “just Google it” phenomenon while making the information more readily available to their patrons.

ACADEMIC SOUTH 217 – Workshop

Centre for Digital Humanties – Student, Staff and Faculty Q&A
Centre for Digital Humanities – Brock University

This panel session offers the opportunity, after a brief orientation presentation, to interact with a cross section of the Centre for Digital Humanities community, spanning faculty, staff and students from all its programs. Focus areas of the discussion will be the technical integration, practitioner inclusion, cross program collaboration and experiential approach to the CDH’s programs.

6:00 P.M. – 9:00 P.M.

POND INLET Upper floor (MACKENZIE CHOWN J Block) – Conference banquet

Guides are available to this location from the Registration Desk.

Please join conference attendees, speakers and volunteers on the upper level of the Pond Inlet facility for our celebratory conference dinner. The event will offer a buffet style dinner, cash bar and great opportunities to mingle and share experiences. Please note that banquet attendance must have been purchased during the registration process in order to attend. An additional fee applies.