Speakers
Abstracts & Bios

 

EdCod2022 Tony Bates

Tony Bates

 

Online, in-person or both? Some guidelines for deciding.

The session/presentation will focus on the benefits and drawbacks of synchronous and asynchronous teaching, and will set out some criteria for deciding on the appropriate mix of in-person and online teaching. It will also include suggestions on good design principles when teaching online or in a blended mode..
 

Tony Bates Tony Bates is President and CEO of Tony Bates Associates Ltd, a private company specializing in consultancy and training in the planning and management of e-learning and distance education. He is also Distinguished Visiting Professor in the G. Raymond Chang School of Continuing Education, Ryerson University, Toronto and a Research Associate at Contact North, Ontario.

He is the author of twelve books, including:

 

EdCog2022 Bridgette Hard

Bridgette Hard

 

The Undercover Scientist: Teach and Discover with Stealthy Pedagogical Research

In this presentation, I will share how my teaching became more data-driven and evolved into a stealthy pedagogical research program that is both theoretical and practical, integrated with instruction, and useful to students, teachers, and scholars. Along the way, I will describe various tools in my pedagogical research “toolkit” as well as several findings that have emerged from my classroom “laboratory” that have helped me improve my teaching as well as strengthen our collective knowledge about effective pedagogy. I will offer practical advice for helping instructors build pedagogical research into their own courses.

 

Dr. Bridgette Hard Hard is an Associate Professor of the Practice in the Department of Psychology and Neuroscience at Duke University as well as the Director of Undergraduate Studies for Psychology. Dr. Hard’s explores the intersection of psychology and pedagogy: She uses data from the classroom to extend psychological theories and uses insights from psychology to inform new classroom practices. Her research is conducted in collaboration with psychologists from diverse institutions around the U.S.

 

 

 

EdCog2022 Kristy Robinson

Kristy Robinson

 

Motivated Students and Motivating Classrooms: Socioemotional Processes as Opportunities for Student Success

We often think of motivation as a stable trait that students have or don’t have, and as something they’re responsible for maintaining. In reality, classrooms provide many opportunities for students to become motivated, to stay motivated, or to lose motivation. As a result, students’ motivational beliefs can change quite a bit, even in the short term, and have important implications for their learning and academic choices. In this presentation, I’ll highlight takeaways from my research on changes in university students’ motivational beliefs in large, introductory STEM courses. I’ll focus in particular on how instructors enact motivationally supportive teaching practices in online and in-person lecture courses, with implications for how we might consider and reconsider motivational interventions in education.

 

Kristy A. Robinson is an Assistant Professor and the director of the Motivation, Identity, Learning, and Education in STEM Lab in the Department of Educational and Counselling Psychology at McGill University. In her research, she examines how and why students' motivation changes over time. She investigates developmental patterns of motivation including identity, interest, and competence beliefs during adolescence and early adulthood, along with classroom practices and interventions that support students' socioemotional development. The ultimate aim of her work is to expand opportunities for the pursuit of students’ valued goals by informing the design of more equitably motivationally supportive classrooms.

 

 

 

EdCod2022 Joe Kim

Joe Kim

 

Motivating durable learning for in-person and online classes

Most of the undergraduates at McMaster University take introductory psychology in their academic programs. How do you deliver a high-quality educational experience to 6000+ students and maintain an academically rigorous program that motivates deep learning? Research from cognitive psychology on attention, memory and learning has informed our pedagogical decisions to develop evidence-based interventions in education. A key focus has been to promote learning that is durable – extending beyond short-term testing into long-term retention of information that remains with the student. In this presentation, I will discuss how academic performance is significantly improved with understanding the factors that contribute to students’ (in)attention in learning which is critical to sustaining attention whether classes are in-person or online. These practices work by strengthening long-term retention and depend on instructors to implement effective instructional design and students to take an active role in their own learning.

 

Joe Kim is an Associate Professor in the Department of Psychology, Neuroscience & Behaviour where I have 3 major roles. A common link is my desire to implement evidence-based practices to promote life-long learning.

  1. Director of Education & Cognition Lab.  We study how cognitive principles of attention, memory and learning can be applied to improve education and training. 
  1. Faculty Director of McCall MacBain Postdoctoral Fellows Teaching and Leadership Program. This program supports the leadership and education development of a cohort of postdocs from across the university.
  1. Principal Instructor for MacIntroPsych. I direct the innovative McMaster Introductory Psychology program which combines traditional lectures with interactive on-line resources and small group tutorials. Each year, over 6,000 students enroll in the program which has been prominently featured in Maclean’s, Globe and Mail, Toronto Star and numerous education media outlets.