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Portfolio of Teaching Merits

Pedagogical Training

▸ 2015 – Learning strategies and Student achievement workshop
(McGraw-Hill Education)

The means to cultivate self-regulation, measurement scale for grit, boundaries of learner persistence, and learning strategies that improve acquisition and recall are some of the key areas of exploration at this workshop. A key question addressed in the workshop centered on the scope of computational models of pedagogy. For example, a computational model that induces self-regulated learning in teaching, as a true reflection of findings from the literature, contains numerous variables and relations. The workshop discussed semantic partitioning of such larger models, where the impact of smaller pedagogical interventions can still be measured and combined.

▸ 2012 – CyberSafe – securing online assets for students
(Athabasca University)

This workshop was organized by Athabasca University to introduce risks associated with technology-infused pedagogies, particularly on learner backlash, security compliance considerations, social engineering, malware, and various other data security-related concepts.

▸ 2010 – Creating online exams
(Athabasca University)

This workshop introduced online exam as a formative supplemental mechanism to contemporary final exams. Techniques for auto-marking and learner feedback were explored in the context of blended course offerings.

▸ 2009 – Writing eTexts
(Athabasca University)

An e-TextBook is a book-length publication in digital form, consisting of interactive media. This workshop offered guidance to creation of instructor-developed eTexts as a supplemental resource to traditional text books.

▸ 2008 – Moodle training
(Athabasca University)

This workshop introduced Moodle as a platform of interaction between students and instructors. Topics covered in the workshop include instructional design, navigational design, assessment of learner progress, and grading mechanisms.

▸ 2003 – Teaching and learning with technology
(Simon Fraser University)

This workshop focussed on the adaptation of instructional design mechanisms in blended classrooms. Mapping of learner activities to assessment rubrics was explored in the context of interdisciplinary courses.