Teaching Dossier Rebecca J Hogue

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1 Teaching Dossier Rebecca J Hogue This is a printout of Rebecca Hogue s Web-based teaching dossier. To view a fullfeatured version of the dossier, see This printout contains the following documents: Teaching Dossier Essential Teaching Skills one page description Sample PED 3103 Road Map Sample TCOM240 Syllabus Sample TCOM240 Course Schedule TCOM Learner Feedback Faculty Workshop on Building Online Community Workshop Design Professional course design and teaching recommendations

2 Teaching Dossier Rebecca Hogue phone:

3 Rebecca Hogue Teaching Dossier Teaching Dossier - Rebecca J Hogue I am currently pursuing a PhD in Education at the University of Ottawa. My professional background is in instructional design and software quality assurance. I hold a Master of Arts Degree in Distributed Learning (Distance Education), and a Bachelor of Science Degree in Computer Science. My passion is for teaching learning professionals how to integrate technology into their teaching practice. My research involves creating faculty development resources for integrating mobile technology into university teaching. Teaching philosophy I teach adults, who often are either working professionals or full time students that have completed at least one post-secondary degree. When teaching, I see myself as a facilitator of learning rather than a lecturer. I believe that in order for adults to learn, they must be able to associate the material being presented with their life experiences. Also, I believe that learning is increased when learners have an opportunity to share their experiences, and that adult classrooms (face-to-face and virtual) provide a rich opportunity for the sharing of experiences in a manner that benefits everyone. I believe learners best demonstrate their learning through reflective and portfolio based assignments. For example, in "Microsoft Word for Technical Writers: Advanced", a five-week online skills-based course in the Certificate in Technical Communication program at Simon Fraser University, the major assignment requires that learners demonstrate their knowledge of advanced features of Microsoft Word by producing a document that uses the features that are covered in the online course material. In addition, learners are also required to write one or two paragraphs reflecting on their learning experience. I believe that this reflective exercise both helps me as the teacher appreciate where they are in learning the material, but also serves as confirmation to the learner for what they have learned. When I design a course, I see myself as a curator of knowledge, searching for a variety of resources to support the learning goals. For example, when designing "Microsoft Word for Technical Writers: Advanced", I sought out websites and videos that demonstrated the variety of techniques presented throughout the course. When I was not able to find quality content, I created it. When technology or social media can enhance the learner experience, I integrate it into the course. For example, in Microsoft Word for Technical Writers: Advanced, I included a Twitter chat where learners can interact with professional technical writers who use Microsoft Word in their practice. In a graduate synthesis seminar, I integrated an open-source reference management tool that includes a reference sharing component. I believe that integrating technology into learning is important; however, it must be integrated only when it improves the learner experience or is in some way useful for the learner. I prefer to teach either online or using a hybrid model. I believe that online discussions allow learners an opportunity to participate in more reflective dialog than can occur within the time constrained face-to-face classroom. When teaching online, I believe that it is important that learners perceive that I am present in the online classroom and that I am available to answer any questions they have in a timely fashion. To that end, I adjust my work schedule to ensure that I respond to requests quickly, usually twice per day when a class is in session, and I make myself available to students using the technologies they normally use to communicate, such as Skype. University teaching experience Courses designed Date Course Design experience December 2011 EDU 5199 Synthesis Seminar University of Ottawa December 2011 EDU 5261 Curriculum Design for Health Professions Education University of Ottawa Redesigned course interfaces to make content more user friendly, including mobile device friendly content, and a modern look-and-feel. Included social media module (using social media tools for sharing APA references to course readings). Redesigned course interfaces to make content more user friendly, including mobile device friendly content, and a modern look-and-feel. May - September 2011 Essential Teaching Skills for Preceptors in Family Medicine Faculty development, Department Lead instructional design on team that designed and implemented workshop on teaching skills for family practice preceptors, involving a half day face-to-face workshop and four half-hour 1 of :57 AM

4 Rebecca Hogue Teaching Dossier of Family Medicine, University of Ottawa July - August 2011 PED 3103 Curriculum Design and Evaluation in Education University of Ottawa November - December 2010 TCOM 240 Microsoft Word for Technical Writers: Advanced Simon Fraser University online modules (one page course description). Restructured the course from online to hybrid. Redesigned course interfaces to make content more user friendly, including mobile device friendly content, and a modern look-and-feel. Sample PED 3103 Road Map Complete course re-design to integrate newer versions of Microsoft Word, videos, and new web references. Courses taught Date Course University January - February 2012 TCOM 240 Microsoft Word for Technical Writers: Advanced Sample Syllabus Sample Course Schedule January - February 2011 TCOM 240 Microsoft Word for Technical Writers: Advanced November - December 2010 TCOM 120 Technical Writing and Editing Simon Fraser University Simon Fraser University Learner feedback Simon Fraser University June 2005 January - April 1995 January - April 1994 Faculty Workshop on Building Online Community Workshop Design CSC 100 Lab Introduction to Computer Science - Lab CSC 115 Lab Fundamentals of Computer Programming II - Lab Algonquin College University of Victoria University of Victoria Courses assisted Date Course University January - April 2012 EDU 5199 Synthesis Seminar January - April 2012 EDU 5261 Curriculum Design for Health Professions Education September - December 2011 PED 3103 Curriculum Design and Evaluation in Education June - July 2010 TCOM 320 Documentation Project Management University of Ottawa University of Ottawa University of Ottawa Simon Fraser University Professional course design and teaching Date Company/Role Teaching Experience In-Touch Survey Systems Project Manager RJ Hogue Consulting Learning Consultant (recommendation) Developed and facilitated electronic data collection product training Authored client specific user documentation Analyzed, defined, and documented processes to ensure efficiency and sustainability 2 of :57 AM

5 Rebecca Hogue Teaching Dossier Created high level and detailed customer training and documentation strategies Designed and implemented program evaluations Authored technical documentation and training material for complex software products Cloakware Training Specialist (recommendation) Ottawa Sailing School Basic Cruise Instructor Cadmian Instructional Designer (recommendation) Nortel Product Manager (recommendation) Nortel Technology Trial Manager Bell Northern Research Verification Team Leader (recommendation) Analyzed customer and sales engineer training requirements, developed training strategies, and implemented training interventions Developed a training lab environment that was adopted by QA and customer support Modified product designs to create a more user-friendly experience Designed and implemented a web-based delivery infrastructure Taught the CYA Basic Cruising course, with experiential on-water and classroom components Analyzed training requirements, designed and developed singlesource, e-learning, and instructor-led training courses for clients such as Microsoft, Adobe, and Symantec Developed program evaluation frameworks Designed training documentation templates Defined and documented commercial specifications for telecommunication product releases Presented at user forums Designed and delivered sales engineering training Developed a hands-on course for deploying the CVX VoIP solution Project managed technology trials (beta and post-release sales trials) Developed and delivered on-site hands-on product training to customers Led a verification team through multiple product releases Project managed customer acceptance testing activities Delivered product demonstrations to customers Developed product test strategies, product test plans, and customer acceptance test plans Teaching education and professional development Date / Type Course Institution 2011 University Course 2011 University Course 2011 University Course 2005 University Course 2004 University Course ESG 5300 Theory and Practice of Undergraduate Teaching EDU 5201 Teaching Strategies for Health Professions Education MDDE 615 Human Factors in Educational Technology DL 516 Online Facilitation and Community Building DL 514 Conducting Needs Analysis and Program Evaluation University of Ottawa University of Ottawa Athabasca University Royal Roads University Royal Roads University 3 of :57 AM

6 Rebecca Hogue Teaching Dossier University Course 2003 University Course 2003 University Course DL 502 Instructional Design DL 501 Learning Theory DL 505 Introduction to Distributed Learning Royal Roads University Royal Roads University Royal Roads University 2012 Rebecca Hogue, phone: of :57 AM

7 Essential Teaching Skills one page description

8 Essential Teaching Skills For Preceptors 7-Jul-11 This is a hybrid course (CME-certified MainPro-C) involving a four-hour face-to-face workshop and four 30-minute independent study online modules. The goals of the course are to: Respond to preceptors expressed desire and need to become better teachers. Deliver an accessible, convenient, and relevant hybrid resource presenting an overview of basic clinical teaching knowledge and skills. Support preceptors in becoming more prepared, resourceful, effective teachers. Improve training for Residents resulting in better patient care. Session Structure Learning Objectives Essential Preceptor Skills Being an Effective Preceptor Face-to-Face Half-Day Workshop 8:30-12:30 (Coffee and muffins; and light lunch provided) Online Module 1 Anytime and place you have Internet access To be completed within 30- days of the workshop Learning Plans Online Module 2 Anytime and place you have Internet access To be completed within 30- days of the workshop After completing this workshop, learners will be able to: Describe the revised DFM Triple C Competency Based Curriculum Conduct an effective direct observation of a resident Provide constructive feedback to a resident Use a variety of assessment tools to evaluate a resident After completing this module, learners will be able to: Prepare for the resident Describe adult learning principles Ask effective questions After completing this module, learners will be able to: Describe what a learning plan is and its benefits Write effective learning objectives Create an track progress along a learning plan Learners in Difficulty Reflection on Practice Online Module 3 Anytime and place you have Internet access To be completed within 30- days of the workshop Online Module 4 Anytime and place you have Internet access Beginning three months after the completion of module 3, to be completed within 10-days After completing this module, learners will be able to: Recognize the signs of a resident in difficulty Describe the necessary steps to take when a resident is in difficulty Describe the resources available to access when a resident is in difficulty After completing this module, learners will have reflected upon: What they personally learned in the course How the course affected their clinical teaching How the course changed their clinical practice

9 Sample PED 3103 Road Map

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11 Sample TCOM240 Syllabus

12 TCOM 240 Microsoft Word for Technical Writers: Advanced file:///volumes/macintosh HD/Users/rhogue/Dropbox/SFU-T... Microsoft Word for Technical Writers: Advanced Course Syllabus TCOM240 is a four week online course that is part of the certificate in Technical Writing program at Simon Fraser University. All learners will have completed at least one online course in the Technical Writing certificate program prior to taking this course. Learners in this course are assumed to have basic proficiency in Microsoft Word. The goal of this course are to provide learners with the skills they need to professionally configure complex page-layout documentation using Microsoft Word. Course design philosophy The design of this course draws on adult learning theory and social constructivist learning theory. The professor for the course acts in the role of facilitator, rather than teacher, providing guidance when necessary. The readings and course schedule provide direction to learners. It is expected that all learners take responsibility for their own learning, and remain on-schedule. This is a skills-based course, where learners will be expected to demonstrate skills proficiency by submitting weekly assignments. Course structure The activities for each week of the course are divided into three areas: Reading.. This is the learning material for the course - it replaces a textbook. You should be progressing through the material according to the course schedule. In many cases the course modules provide links to external articles and videos. These are NOT optional. You will need the information provided in these external resources in order to successfully complete the assignments. Assignments.. Assignments are graded activities, that provide you with an opportunity to demonstrate your proficiency with using Microsoft Word. There is an assignment following each module. Be mindful of the deadlines. I draw special attention to the assignment for module 3: dynamic content, as learners in the past have found it particularly time consuming. Discussions/Activities.. There is a discussion forum setup for each discussion listed in the course schedule. For each discussion, you are expected to write a substantive post on the discussion topic and reply to at least two of your fellow students. You will find that there is a lot you can learn from your fellow students. This is one of the benefits of online learning. Discussions are most effective if you can submit your initial post at the beginning of the week, with follow up posts later in the week. Please watch for other student's comments and questions regarding your post. What this course does not cover To keep this course short, we focus only on the features of Word that you need for professional, long documents. It would take thousands of pages to cover all aspects of Word. Therefore, this course omits discussion of other Word features, including: Creating documents in Word Features that are not essential in formatting technical documents. For example, most professional documents do not need Mail Merge, Envelopes and Labels, Forms, Track Changes, Comments, and Save as Web Page. Layout techniques that are hard to revise. For example, Columns, Text Boxes, and Frames are hard to revise. Automatic formatting that reduces design consistency or revisability. For example, AutoSummarize, AutoFormat, Table AutoFormat, and AutoMark Indexes reduce your control over formatting. Buggy features that reduce document reliability. For example Bullets and Numbering, Image Text Wrapping, and Master Documents do not work reliably. Instead, you'll learn reliable alternatives. About Word versions Screen captures and procedures for this course were written using Word 2010 for the PC. Where applicable, we have noted differences with Word In some places we have noted changes from Word 2003 however, we have not 1 of :56 PM

13 TCOM 240 Microsoft Word for Technical Writers: Advanced file:///volumes/macintosh HD/Users/rhogue/Dropbox/SFU-T... done this in all instances. The menu structure changed significantly between Word 2003 and In many cases, the dialog boxes are the same; however, the way in which you launch them has changed. If you are using Word 2003, you will need to use the Microsoft software documentation to find the features discussed in this course. We made specific mention of buggy features in Word 2003 and Word At the time of writing, Word 2010 was too new to know if the features where still problematic. Assignments This course contains four learning modules, each with an associated assignment: Assignment 1: Formatting (20 points) Assignment 2: Page layout (25 points) Assignment 3: Dynamic content (30 points) Assignment 4: Shared authoring (20 points) Included with each assignment description are the marking guidelines for the specific assignment and the submission guidelines. Please review them before submitting your assignment. Typically, one point is removed for each type of error found in the assignment. The marks for your assignments total to 95%. The remaining 5% is assigned to participation in the discussions and the activities. About this virtual classroom Get comfortable with the tools in the left navigation area: Course Content. Links to the About This Course, Course Syllabus, and Course Schedule. Course Schedule. Displays a schedule of all course activities. This is your quickest way to launch all course content. Announcements.. Displays notices from the instructor. Learning Modules. Contains each of the weekly readings. Discussions. Contains message forums where you can ask questions and see responses from other students and the instructor. Use this for most of your questions and comments -- anything that isn't private. Assignments. Displays each of the assignments. Use this to download the files and instructions for each assignment and then submit your completed work. If your assignment contains more than one file, place all files into one folder and compress (zip) the folder. Ensure the file name contains your name. Calendar.. Displays a calendar showing when modules Mail.. Contains an tool where you can send private messages to the instructor or other students. Chat.. Contains a live messaging system like MSN Messenger where you can "meet" with other students in the course. Assessments.. Contains a course evaluation that you complete at the end of the course. Learner feedback is important - please take the time after your final assignment to complete the form. All responses are anonymous. If you have problems or questions, try the Help button at the top. If you re still having problems, go into Discussions and post a question in the Technical problems not related to this course topic. If you have a course related question, please consider whether your question would be of interest to other learners in the class. If it is of general interest, post the question to the Questions for Rebecca forum. Classroom guidelines Learning online is a little different than learning in a classroom, so the rules of behaviour are a little different too. Please review and follow these common-sense guidelines: Honour your commitments. Complete and submit your assignments on or before their due date. 2 of :56 PM

14 TCOM 240 Microsoft Word for Technical Writers: Advanced file:///volumes/macintosh HD/Users/rhogue/Dropbox/SFU-T... Consider your communications. Online messages are not the same as face-to-face communications. Try to make sure that your s and discussion group postings aren t offensive or hurtful. When your tone of voice can t be heard or your body language seen, some messages may sound blunt, even when they aren t intended to be. Assume good intentions. It is too easy to miscommunicate when only using writing as a medium. Always assume the author of any post had good intentions. Don't shout. Typing in all upper case is considered shouting. Respect the privacy of other students. You have access to information about all members of this class. Please don t give this information to anyone outside of the class, or use it for any other purpose. For example, don t add the addresses of class members to a mailing list not related to the course. Don t broadcast your s to everyone. Send your s only to the people they apply to, not the entire class. If you want to communicate with the entire class, use a discussion forum. Don t harass anyone. The normal rules of appropriate adult behaviour apply online. Don t pester or annoy others. Keep your s and postings focused on the course, and respect the feelings of those you interact with. It s OK to reveal personal details about yourself, but don t go overboard. Sexually suggestive, obscene, or profane communications are forbidden. If you violate this rule, you may be expelled from the course. Created by Rebecca Hogue, Lasted edited: December of :56 PM

15 Sample TCOM240 Course Schedule

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17 TCOM Learner Feedback

18 Learner Feedback Learner Feedback home This page contains excerpts of learner feedback where it is available. TCOM 240 January Simon Fraser University Excerpts from the end of course evaluation survey: "knowledgeable and very responsive instructor" "instructor feedback concise and really valuable" "Module material is good, with many useful reference links. Particular strength of this course is the instructor Rebecca Hogue; she was very available to students, returned assignments quickly, and took extra time to assist in times of confusion." "Excellent facilitator - knowledgeable, responsive, clear, supportive, fastest feedback and assignment marking of the 6 courses I've taken so far in this program." "The most efficient facilitator so far, very timely and helpful." "Rebecca was great. I really appreciated that she answer questions quickly." 2011 Rebecca Hogue 1 of :58 PM

19 Faculty Workshop on Building Online Community Workshop Design

20 Faculty Workshop on Building Online Community 1 Running head: INSTRUCTIONAL DESIGN DOCUMENT Designing an Online Faculty Workshop on Building Community in Online Courses Instructional Design Document Rebecca Hogue Royal Roads University Master of Arts in Distributed Learning

21 Faculty Workshop on Building Online Community 2 WORKSHOP DESCRIPTION This experiential 4-week interactive workshop is about building community within the online classroom. Participants will learn about the advantages to community in the online classroom while experiencing community building first hand. In addition, participants will share their experiences and discuss current best practices associated with building learning communities. WORKSHOP GOALS The goals of the workshop are as follows: To provide faculty an opportunity to experience online learning community from a student perspective To provide faculty tools to help them implement community in their online classrooms To provide faculty with knowledge of best practices associated with community building in online classrooms WORKSHOP AUDIENCE This workshop is appropriate for faculty currently teaching online and faculty considering teaching online. WORKSHOP OUTLINE Week 1 Community openings and defining online learning communities Week 2 Course design characters and how they effect community Week 3 Community building scaffolds and course facilitation Week 4 Determining success and community closing

22 Faculty Workshop on Building Online Community 3 WORKSHOP DETAILED DESIGN Learning Objective Content and Activity Notes Instructor Notes Week 1 Community openings and defining online learning communities List the name of each participant and describe how each participant brings something unique to the community. Create your own definition of a learning community. Introduction needs to include: Teaching experience, both f2f and online Workshop expectations Their views on the difference between the f2f classroom and the online classroom There are many definitions of learning communities. Content: Compile a bunch of different definitions of learning communities. Also include some communities of practice and other terms that mean about the same thing. Activity: Using the various definions of learning Try to allow the participants to start this discussion. However, if they don t post, you can do an intro post. Follow up on each introductory posting welcoming learner to the class. Also, try to add a unique way that each learner can contribute to the community. Do a closing weave that shows how each participant brings something unique to the community. This will be the first test to determine how well the community is forming. Try to allow other learners to post prior to replying to any posts. Compile the benefits of learning communities in the online classroom. Try to introduce these benefits as participants discuss them.

23 Faculty Workshop on Building Online Community 4 community and your experience with teaching online, answer the following questions: 1 - How would define a learning community? And why did you chose your definition? 2 - How does your definition fit with your current online courses? 3 What changes could your make to your online classes to incorporate aspects of the learning community you have defined? 4 What benefits do you see to incorporating a learning community into your classrooms? In addition to answers these questions, please make a substantive post to at least 2 other participant s posts.

24 Professional course design and teaching recommendations

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