My Educational Development Philosophy is an extension of my Learning Philosophy with the addition of a greater emphasis on leading by example. This type of leadership is captured by Mahatma Gandhi’s famous statement: “Be the change that you want to see in the world”. Since I have spent the past 20 years teaching at the undergraduate and graduate level, conducting workshops, seminars and other forms of professional development and have provided consulting services on creating significant learning environments, instructional technology, instructional design, and course/program/learning development, I am able to create the type of environment in which the learner (student, faculty, staff or administrator) can come to know, acquire knowledge and make meaningful connections.
I can model effective instructional methods in face2face, mobile, blended and fully online settings because I have learned and taught in all of these settings. More importantly, I can model effective instruction and learning facilitation in diverse settings because I function on both the personal and professional level in all these settings. People learn what they live and in particular faculty won’t bring technology or innovative methodologies into their classrooms or learning environments that they are not willing to use on a regular basis. I discuss this notion in greater detail in the posts “You Learn What You Live” and “Why Learners Should Blog”.
My instructional design process uses the following educational development steps:
Start with Why
Significant Learning Environments
Outcome based/Backward Design – 3 Column Table
Aligning Outcomes-Activities-Assessment
Making Your Course Integrated
1. Start with Why
Any form of educational development starts with answering the question “Why”. Answering the “Why” question is really addressing what the intrinsic motivation for the learner will be. When working with students you need to answer in advance why this course, material or work that they are asked to do will help them in the future. Similarly, if we don’t address the “Why” question when working with faculty it is extremely difficult to move onto how one applies active learning, or a flipped classroom or other student-centred instructional approaches. Simon Sinek argues that “people don’t buy what you do they buy why you do it”. A full explanation of Sinek’s approach can be found in the Youtube video on the following blog post:
We design information systems, smart buildings, ecological friendly communities, and so many aspect of our society but we, unfortunately, do not apply this holistic approach to designing student-centered learning environments. Whether we are purposeful in its design or we just allow the circumstances to dictate its development, schools, colleges and universities are providing learning environments for their students. Rather than allow the environment to come together inadvertently and respond reactively to the learning dynamics that arise I suggest that educators become proactive and create significant learning environments that inspire, foster and facilitate deeper learning. The following mandala highlights the components that we need to consider when we are creating significant learning environments:
Creating Significant Learning Environment
The following links provide additional examples and reflections that reinforce this step:
The fundamental problems that many instructors face with their students lack of interest, poor preparation and poor retention of learning can be addressed by effective outcome based or backward design/redesign of their courses. The two more traditional content-based methodologies of listing topics or listing activities fall short because these approaches often fail to provide a context for deeper learning and seldom move beyond foundational knowledge. By imaging how a course will change a students life or prepare them for future endeavours an instructor can create a major course goal/outcome and then establish sub-goals which can then provide the context for assignments and formative assessments that will help the learner achieve the the major course goal.
Dee Finks Taxonomy of Significant Learning detailed in his book, Creating Significant Learning Experiences, provides an excellent format for this process which can be organized through a three column table that lists the goals/outcomes, activities and assessment and provides a foundation structure for the course development. While I have used the context of course development to explain the use of outcome-based or backward design, the significance of having explicit learning outcomes is equally important all aspects of educational development.
The following links provide examples and reflections on this process:
Next to having faculty grasp the importance of creating and using well defined learning outcomes aligning outcomes, activities and assessment is one of an instructional designers most challenging tasks. This task is often exacerbated if faculty have had difficulty creating effective learning outcomes because the course activities and assessment are directly related to the outcomes. The outcomes become the measuring stick for the activities and the assessment and if the outcomes are not specific, measurable, achievable, relevant and timely (SMART) then both the learning activities and the assessments will not align. If a learning outcomes requires higher order thinking skills like analysis or creation then the learning activity must be student-centred, active and dynamic in order to correspond with the outcome. A passive lecture or fill in the blank worksheet will not be the type of activity to move the learner into the deeper levels of learning that is achieved if they are tasked with making an analysis or in creating or developing a project. Similarly, using a multiple choice exam as an assessment tool in this instance will not provide an effective measure of deeper learning. Working through this process will also ensure that volume of work and rigour of assessment is neither too to heavy nor too light but corresponds to the activities and learning outcomes. The following image provides the conception perspective on the effective alignment:
Finding this alignment is one of the most important and rewarding components of the instructional design process and contributes significantly to the building of an effective learning environment.
The following links provide examples and reflections on this process:
Even though this development approach starts out with the broader perspective and I have repeatedly emphasized the importance of the holistic environment there is a tendency for people who are new to the process to get caught up with the pieces of the process and loose sight of the bigger picture.
It is not uncommon for faculty who get excited with a new active learning activity, or process to attempt to use their new favourite tool too often or in too many places. There is also a challenge with faculty who just want to add engagement or other active learning components to their existing course without taking into consideration all the other components.
It very important to help faculty to step back and consider the entire designed experience that starts with the learners current and potential needs, incorporates active and dynamic learning and aligns with clearly defined goal and outcomes. The key is to take the whole environment into account not just the smaller pieces or the classroom or campus but all aspects of the design if we hope to make the course integrated.
Perhaps one of the most effective ways for both the learner and the instructor to consider this level of course integration is to use a learning portfolio as a thread to connect all the course components or modules together.
The following links provide examples and reflections on this process:
I started out using the One Minute Manager approach over 30 years ago, have experimented with a wide assortment time management systems and most recently have been using David Allen’s Get Things Done (GTD) time management method, and I can still honestly say I find time management to be one of my biggest challenges. So when Robert Talbert identified time management and not Math as being the biggest challenge for his student in his flipped classroom I realized that this is just one more life skill that we are ignoring when we strive to cover the content of the curriculum.
The timing of this blog post couldn’t have been better. Over the past few years my two teen aged boys have been taking on more complicated or sophisticated projects and this fall they are finding that they need to be better organized if they are to fit everything into their days. My older son Levi commented on the challenge of working at becoming a professional downhill bike racer and an extreme athlete while trying to fit in his final year of high school studies. My younger son has always felt the pressure of large projects so we started working with them on building To Do lists, categorizing and prioritizing their school and training responsibilities. This may be one of the most important skills that they will learn.
Talbert suggests that:
a good co-requisite for any flipped class is a mini-workshop on GTD principles, to train students how to think in terms of projects, contexts, and tasks and to free their minds up to work well.
Perhaps he isn’t going far enough. Training students how to manage projects, tasks, and free up their minds to work well is fundamental to self regulated learning which is at the core of life long learning and personal growth.
Sharing the fundamentals of the GTD approach with my boys has just moved to the top of my To Do list. Shouldn’t this be on the top of all parents and educators lists?
As a rule I seldom add words to an infographic and simply let the visual do what is was designed to do—communicate the message. But I think it is important to put a qualifier on the notion of “new styles of K-12 teaching” being presented through this well made visual. While schools should be applauded for finally making the move to using educational technology we must also be very aware that most of the uptake of these digital resources falls into the very traditional realms of assessment, content delivery and monitoring and control of students.
Moving tests online do not change the fact that we are still reinforcing the damaging test culture that dominates K-12 and the horrible practice of teaching to the test. Digital textbooks may lighten a students load physically but using the network to deliver information just makes the practice of dumping content on students and pumping them to regurgitate it on an test all the more efficient. It is wonderful that teachers are using video content but moving to youtube over traditional video tape or DVD is just a more efficient way to deliver teacher centric content. There should be greater emphasis on the learner using video to create their own content making the learning experience active and dynamic.
On the positive note the infographic does show that the notion of going deeper with students in the flipped classroom is starting to gain some traction. However, hasn’t it always been the responsibility of the learner to cover the material outside of class and be prepared to explore it deeply face2face? Social media is also gaining traction and this is one area that has the potential to move education. Our species has always been highly social and once you allow learners the chance to exploit this intrinsic ability and to collaborate and communicate effectively in the learning process this may be one key factor that will bring about the most significant change in K-12.
Edudemic’s Teacher’s Guides to Technology and Learning offer a really good starting point on the following teaching and learning approaches, technologies, resources and social media tools:
Twitter
Flipped Classroom
Copyright and Fair Use
Google Glass
Badges in Education
Library of Congress
Keeping Students Safe Online
Choosing the Best Digital Content
Digital Scavenger Hunts
Pinterest
These guides do have a K-12 focus many of the ideas can be used in higher education. Futhermore, these guides are NOT as comprehenvise as Ann Hart’s Center for Learning and Performance Technologies but they do provide a visually appealing starting point for anyone interested in using technology to enhance the learning environment.
In the past 30 years that I have spent in Academia (Post Secondary) as a student, professor, administrator, Vice President Academic, and most recently as a Learning Innovation Consultant I have spoken to thousands of people at hundreds of events —Take me to the full list. I have also listened to hundreds (perhaps even thousands) of speakers and learned that the most effective speakers are those who are passionate about their subject and who bring you into their world.
Finding the Right Fit
In my capacity as an academic leader I have also been responsible for planning and hosting hundreds of events, from small professional development sessions to large multi-day conferences, so I understand the challenge of finding just the right speaker. The quality of events was directly dependent on the quality of our speakers. If we had the right speakers then the events were successful. More often than not the most successful sessions were the ones in which the speaker moved away from the traditional sage on the stage position and engaged the audience in a dialogue.
Active and Engaging
Even though I have conducted several keynote addresses and have been a sage on the stage for many sessions I prefer to interact directly with my audience and find out where they are at and address their issues and concerns. As a social constructivist, I prefer a highly interactive workshop or town hall format where the creative and collaborative power of a group can be harnessed to bring about learning for all participants. Whether we use an open discussion in a small group, a Twitter backchannel in a large venue, or a chat session in a webinar I believe it is crucial for me to listen to the audience and engage them.
Power of Digital Media
I am an advocate of all forms of digital media and look for opportunities to embed video, images, and sound into all my interactions whether they take the form of an online class, workshop, professional development session, presentation, or keynote.
The following are a few examples of some of my previous work:
My Most Requested Topics
I speak on topics related to teaching and learning, change and innovation, mobile and online learning, and educational technology. I will customize my presentation to meet your organization’s specific needs and my goal is to provide the outcome you need.
My most requested topics include the following. Keep in mind that I can present these as a keynote, webinar, or a half, full or multi-day workshop.
Creating significant learning environments
Curriculum development and instructional design
Giving learners choice, ownership, and voice through authentic learning opportunities
Using disruptive innovation as a catalyst to bring about change
Online and mobile learning
Organizational Change
Pedagogy as a foundation for implementing online and mobile learning
Using technology to enhance learning
It’s about the learning
Previous Speaking Engagement:
The following is a list of my engagements over the past several years.
2021
Harapnuik, D. K. (2021, April). From hard pivot to seamless integration. Presentation and workshop for the Division of Education and School of Extended Learning; Governors State University, Chicago IL Virtual.
Harapnuik, D. K. (2021, Feb). Assessment as learning and aligning outcomes activities & assessment. Workshop for Coquitlam College; Coquitlam BC. Virtual.
Brown, K., Rodriguez, S., McGrew, S., McLeod, K., Walker, J., Thibodeaux, T., & Harapnuik, D. (2020, September). Crisis Innovations: Virtual Learning and COVID [Panelist]. International Council of Professors in Educational Leadership (ICPEL). Virtual
Thibodeaux, T. N. & Harapnuik, D. K., (2020, April). Graduate students’ perceptions of factors that contributed to ePortfolio persistence beyond the program of study. Paper presented at the Society for Information Technology and Teacher Education (SITE) Conference. Virtual.
Thibodeaux, T. N. & Harapnuik, D. K., & Summerford, M. (2020, February). Giving learners choice, ownership, and voice through authentic learning opportunities & ePortfolios. Texas Computer Education Association (TCEA), Austin, TX.
2019
Harapnuik, D. K., & Thibodeaux, T. N. (2019, Nov). Graduate students’ use of feedback to deepen learning. Presentation for OLC Accelerate; Online Learning Consortium (OLC), Orlando FL.
Harapnuik, D. K., & Thibodeaux, T. N. (2019, March). Exploring students’ use of feedback to take ownership and deepen learning. Presentation for Texas Distance Learning Association Conference. Dallas, TX.
2018
Thibodeaux, T. N., & Harapnuik, D. K. (2018, August). Provost’s Kick Off: How can I encourage deep and meaningful learning through the use of ePortfolios? Lamar University, Beaumont, TX.
Harapnuik, D. K., & Thibodeaux, T. N. (2018, July). IGNITE: Change in Focus. Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL), Vancouver, Canada.
Thibodeaux, T. N., & Harapnuik D. K. (2018, June). Honor’s faculty retreat: ePortfolios. Lamar
University, Beaumont, TX.
Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2018, April). Rethinking how to make ePortfolios a high impact practice. Presentation for Lamar University Research Conference, Beaumont, TX.
Harapnuik, D. K., Thibodeaux, T. N., Cummings, C. D., & Pruett, A. (2018, March). The power of giving learners choice, ownership, voice through authentic learning opportunities. Presentation for Texas Distance Learning Association Conference. Dallas, TX.
Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2018, January). Rethinking how to make ePortfolios as a high impact practice. America Colleges and Universities: ePortfolio Forum, Washington D. C.
2017
Harapnuik, D., Cummings, C. & Thibodeaux, T. (2017, April). Student perceptions of the COVA approach on ePortfolios and authentic projects in the DLL program. Presentation for the Digital Ticket Conference at Lamar University. Beaumont, TX.
PDF of slides: Ed Research Conference 2017.pdf
Harapnuik, D., & Thibodeaux, T. (2017, March). The COVA learning Approach: Lamar University M.Ed. in Digital Learning & Leading. Texas Distance Learning Association Conference. Galveston, TX.
PDF of Slides: TxDLA 2017 COVA & CSLE.pdf
Harapnuik, D., & Thibodeaux, T. (2017, February). Choice, Ownership, and Voice through Authentic Learning: Lamar University M.Ed. in Digital Learning & Leading. Presentation for Capilano University, North Vancouver BC
PDF of Slides: COVA-CSLE in DLL – Feb 16 2017
Harapnuik, D., & Thibodeaux, T. (2017, February). Modelling ePortfolios: How to use and model an ePortfolio in your course/program. Presentation for Capilano University, North Vancouver BC
PDF of Slides: Modeling ePortfolios Fe6 2017
Curriculum Development (PIDP 3210). Five-day Workshop designed to enable new and experienced educators to design and build effective curriculum conducted for the Vancouver Community College (VCC) at the College of New Caledonia (CNC) Prince George, BC. 3210 Resources page
2016
Harapnuik, D., Cummings, C. & Thibodeaux, T. (2016, August). Eportfolio Persistence: Digital Learning and Leading Program. Presentation for the AAEEBL Annual Conference. Boston, MA.
PDF of slides: AAEEBL Boston August 2016-ver2
Harapnuik, D., Cummings, C. & Thibodeaux, T. (2016, May). Go & Show Digital Learning. Presentation for the Digital Ticket Conference at Lamar University. Beaumont, TX.
PDF of slides: LU Digital Ticket-May 19, 2016-Rev 4 Digital Ticket
Harapnuik, D., Cummings, C. & Thibodeaux, T. (2016, April). Go & Show Digital Learning: Lamar University’s Digital Learning and Leading Program. Presentation for the CoSN Annual Conference. Washington, DC.
PDF of slides: COSN DC – April 6-2016-Rev 2
Harapnuik, D., Cummings, C. & Thibodeaux, T. (2016, March). Blended Learning Approach: Lamar University’s Digital Learning and Leading Program. Presentation for the Texas Distance Learning Association Conference. San Antonio, TX.
PDF of slides: TxDLA San Antonio – March 31-Rev 2
Harapnuik, D., Cummings, C. & Thibodeaux, T. (2016, February). Eportfolio Persistence: Exploring Why Learners Continue or Discontinue Using Eportfolio. Presentation for the AAEEBL Western Regional Conference at Texas Christian University. Fort Worth, TX.
PDF of slides: ePortfolio Persistence AAEEBL TCU – Feb 25
2015
Using Digital Media to Engage Students. Workshop for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
Power of Video. Workshop for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
Future of Learning in the SoHS-What’s Your Why. Workshop for the Dean’s Leadership Team in School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
How to Build Acceptance and Overcome Resistance to Feedback. Workshop for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – SoHS-Feedback session.pdf Feedback Workshop Videos & Resources
Exploring the Fundamentals of Blended Learning and the Flipped Classroom. Information session for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Blended Learning-Info-Session-SoHS.pdf
Understanding and Combatting Resistance to Online Learning. Information session for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Online learning issues.pdf
Using Video & Digital Media to Engage Students. Information session for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Power of video.pdf Power of Video Resources page
Four Keys to Unlocking the Cultural Component of Organizational Change: The Head Won’t Go Where the Heart Hasn’t Been. Presentation for ASQ Vancouver Quality and Business Excellence Conference. Burnaby, BC.
PDF of slides – 4-Keys-Culture-Org-Change-ASQ Conference.pdf
Integrating Tech in Schools: The Good, the Bad, the Ugly. Presentation for the EdTech Vancouver Meetup. ZEN Maker Lab, North Vancouver, BC.
PDF of slides – ZEN Meetup- Significant Learning Environments.pdf
Exploring the Philosophy of Learning. Workshop for the Emergency Nursing program in the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Learning Philosophy for Emergency Nursing Visible Learning
Connecting the Dot for Blended Learning. Workshop for the Speciality Nursing program in the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Mindset for Change-Specialty Nursing
What is the Future of Learning in the SoHS. Workshop for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
Youtube in the Learning Environment. Seminar/Workshop for the Learning and Teaching Centre at the British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slide – List/links of YouTube videos used in the seminar
What is the Future of Learning in the SoHS. Workshop for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
Creating Significant Learning Environments in a Quality Assurance Context. Presentation for ASQ Vancouver. Burnaby, BC.
PDF of slides – ASQ Presentation
Connecting the Dots. Workshop/Presentation for the Digital Arts Program in the School of Business at British Columbia Institute of Technology (BCIT). Vancouver Campus, BC.
Adopting the Mindset for Change. Workshop for the Speciality Nursing program in the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Mindset for Change-Specialty Nursing
Power of Video. Workshop for the Part Time Studies Professional Development day at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – BCIT – Youtube Workshop blogpost
Power of Intrinsic Motivation. Workshop for the Computer Science Program in the School of Computing and Academic Studies at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Motivation Session-SoCAS.pdf
Disruptive Innovation: A Catalyst for Learning. Keynote for the Business Educators’ Articulation Conference hosted by the School of Business at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Disruptive Innovation BEAC Keynote.pdf
Creating Significant Learning Environments. Two-day faculty development workshop conducted for the School of Business at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – CSLE 2 Day SoB Workshop
Start with Why. Curriculum Mornings Workshop for the Nursing Program in the School of Nursing at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – SoHS Why.pdf
Connecting the Dots VS Collecting the Dots. Curriculum Mornings Workshop for the Nursing Program in the School of Nursing at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Connecting Dots.pdf
Mindset for Change. Curriculum Mornings Workshop for the Nursing Program in the School of Nursing at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Mindset for Change.pdf
Creating Significant Learning Environments. Curriculum Mornings Workshop for the Nursing Program in the School of Nursing at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – CSLE.pdf
Power of Intrinsic Motivation. Workshop for the Nursing Program in the School of Nursing at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – BCIT-SoHS Motivation Session.pdf
Putting the Mobile Into Learning. Workshop for the Faculty Development Wednesday Workshop Series at the Learning and Teaching Centre at British Columbia Institute of Technology (BCIT). Burnaby, BC.
Creating Significant Learning Environments: Catalyst to Bring about Change in Higher Education. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
The power of media and technology in creating significant learning environments. Presentation for the Marketing Management Program at the School of Business at British Columbia Institute of Technology (BCIT). Burnaby, BC.
Creating Significant Learning Environments. Four-day faculty development workshop conducted for the Nursing Program in the School of Nursing at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – CSLE 4 Day Workshop.pdf
Creating significant learning environments. Presentation for the Dean’s Leadership Team at School of Business at British Columbia Institute of Technology (BCIT). Burnaby, BC.
2013
Creating Significant Learning Environments. Two-day faculty development workshop conducted for British Columbia Institute of Technology (BCIT). Burnaby, BC.
Using Mobility as a Catalyst to Bring about Change in Higher Education. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
What’s Our Why: Creating significant learning environments. Presentation to the Dean’s Council of the British Columbia Institute of Technology (BCIT). Burnaby, BC.
Instructional Skills Workshop (ISW). Workshop for a small group setting designed to enhance the teaching effectiveness of both new and experienced educators conducted for the British Columbia Institute of Technology (BCIT). Burnaby, BC
Change Leadership: Using Mobility as a Catalyst to Bring about Change in Higher Education. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
Where are we at with Mobile Learning in Higher Education. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
Using Disruptive Innovation as a Catalyst for Change in Higher Education. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
Consequences of Living Your Faith in Your Profession. Presentation to Capilano Christian Assembly Men’s Group: Capilano Christian Assembly. Edmonton, AB.
2012
Concordia University is Home Education Friendly. Presentation to Students and Parents: The Home Education Exchange. Calgary, AB.
Living and Learning. Presentation for Awards Night: Mornville Christian School. Mornville, AB.
Concordia University is Home Education Friendly. Presentation to Students and Parents: The Home Education Exchange. Edmonton, AB.
Characteristics of Analytics Leadership or How to Prevent Culture from Trumping Vision. Education Analytics Panel: Best of Analytics Conference. Edmonton, AB.
Why Concordia. Presentation to Students and Parents: Alberta Home Education Association. Red Deer, AB.
Two Men Who Make a Difference. Presentation to Faculty and Staff at Concordia Annual Faculty and Staff Appreciation Dinner: Concordia University College of Alberta. Edmonton, AB.
Designed Leadership. Presentation to Faculty and Staff: Concordia University College of Alberta. Edmonton, AB.
The Concordia Difference. Presentation to Students and Parents at Concordia Open House: Concordia University College of Alberta. Edmonton, AB.
Mobile Learning: It’s About the Learning. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
Leadership. Workshop for First Year Learning Communities: Concordia University College of Alberta. Edmonton, AB.
Where are we in mLearning: What’s Holding You Back. Workshop for Bringing Mobile Learning to your Institutions Conference: Academic Impressions. Houston, TX.
mLearning: an Instructional Design View. Workshop for Bringing Mobile Learning to your Institutions Conference: Academic Impressions. Houston, TX.
mLearning: at your Institution. Workshop for Bringing Mobile Learning to your Institutions Conference: Academic Impressions. Houston, TX.
mLearning: Planning Guidelines. Workshop for Bringing Mobile Learning to your Institutions Conference: Academic Impressions. Houston, TX.
Leadership: It’s Not Just for Leaders. Workshop for First Year Learning Communities: Concordia University College of Alberta. Edmonton, AB.
Using Mobility to Enhance Productivity. Workshop for Executives and Directors: Alberta Criminal Justice Association. Edmonton, AB.
The Power of Living Your Faith. Presentation to Capilano Christian Assembly Men’s Group: Capilano Christian Assembly. Edmonton, AB.
Concordia Town Hall. Presentation to Faculty and Staff: Concordia University College of Alberta. Edmonton, AB.
Welcome to Concordia. Presentation to Winter Session Students: Concordia University College of Alberta. Edmonton, AB.
Open Studies Orientation. Presentation to Open Studies Students: Concordia University College of Alberta. Edmonton, AB.
2011
Concordia Changes Lives. Presentation to Edmonton Public and Catholic High School Councilors: Councilors Brunch at Concordia University College of Alberta. Edmonton, AB.
Concordia University Homes School Admissions Initiative. Presentation to Wisdom School District Coordinators and Board: Wisdom School District. Edmonton, AB.
It’s About the Learning. Keynote address for Fall Awards Night: Mornville Christian School. Mornville, AB.
Mobile Learning: It’s About the Learning. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
Welcome to Concordia. Presentation to Incoming Freshman Students: Concordia University College of Alberta. Edmonton, AB.
It’s About the Learning: Pre-session. Presentation to Concordia Faculty: Concordia University College of Alberta, Edmonton, AB.
Media Literacy. Presentation to the Concordia Board of Governors Initiatives and Internationalization Task Force: Concordia University College of Alberta, Edmonton, AB.
It’s About the Learning: Academic Planning Workshop. Workshop conducted for Concordia Faculty: Concordia University College of Alberta, Edmonton, AB.
Concordia Tomorrow: It’s About the Learning. Presentation to Concordia Board of Governors: Concordia University College of Alberta, Edmonton, AB. 2011
Mobile Enhanced Inquiry-Based Learning (MEIBL) Bootcamp. Next Generations Learning Challenges (NGLC) Workshop conducted at the Adams Center for Teaching and Learning: Abilene Christian University. Abilene, TX.
It’s About the Learning: The Foundation for the Development and Implementation of a Strategic Academic Plan. Presentation to Concordia University College of Alberta. Edmonton, AB.
Using Mobility to Enhance the Learning Environment. Workshop conducted at the International Sun Conference on Teaching and Learning: University of Texas at El Paso. El Paso, TX.
Mobile Learning: It’s About the Learning. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
Revolution or Evolution? Social Technologies and Change in Higher Education. Online Workshop conducted at Friday Live Weekly Webcast: TLT Group’s Online Institute. Takoma Park, MA.
Design and Implementation Success Factors: Using the iPhone to Enhance the Education Experience. Key Speaker at the Education Technology Strategies for Universities, Colleges and K-12 Schools: Strategy Institute. Toronto, OT.
Student Perspective on Mobile Learning. Panel Chair for Symposium conducted at the ACU Connected Summit: Abilene Christian University. Abilene, TX.
Faculty Perspective on Mobile Learning. Panel Chair for Symposium conducted at the ACU Connected Summit: Abilene Christian University. Abilene, TX.
Using Mobility as a Catalyst to Change the Learning Environment. Symposium conducted at the 5th Conference on the Scholarship of Teaching and Learning: Texas A&M University. Kingsville, TX.
Are We Expecting Enough of Our Learners. Workshop conducted at the Abilene Christian University 2011 Winter Pre-session. Abilene, TX.
2010
Revolution or Evolution? Social Technologies and Change in Higher Education. Symposium conducted at the Gateways to New Directions: 35th Annual POD Conference. St. Louis, MI.
Mobile Learning: It’s About the Learning. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
ACU Connected Open House Conference, Abilene, TX.
Mobility and Next-Wave Interaction in HigherEd. Presentation for Christian Admissions Councilor Retreat. Abilene, TX.
Mobile Learning: It’s About the Learning. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
Developing a Campus-Wide Mobile Learning Initiative at ACU. Webinar guest lecture conducted for University of Victoria Distributed and Mobile Learning course: EDCI 339. Victoria, BC.
ACU Connected Open House Conference, Abilene, TX.
Mobile Learning Initiative Update and New Opportunities. Webinar conducted for the Portage College Professional Development Series. Lac La Biche, AB.
The Future of Mobile Learning. Workshop conducted at the EDUCAUSE Learning Initiative Annual Meeting, Austin TX.
2009 and older
Rankin, W., Dickson, K., Harapnuik, D., & Saltsman, G. (2009, October). ACU Connected Open House Conference, Abilene, TX.
Harapnuik, D., & Wall, T. (2008, October). Enhancing Learning With Web 2.0. Symposium conducted at the League for Innovation CIT 2008 Conference on Information Technology, Salt Lake City, UT.
Harapnuik, D., & Gross, C. (2008, October). SPARC Your Passion for Learning Through Lethbridge College’s Learning Connections. Symposium conducted at the League for Innovation CIT 2008 Conference on Information Technology, Salt Lake City, UT.
Harapnuik, D., & Harker, R. (2008, October). B.Y.O. Laptop: Enable Student Laptops to Access College Software. Symposium conducted at the League for Innovation CIT 2008 Conference on Information Technology, Salt Lake City, UT.
Harapnuik, D., & Wall, T. (2008, October). Enhancing Learning With Web 2.0. Symposium conducted at the League for Innovation CIT 2008 Conference on Information Technology, Salt Lake City, UT.
Harapnuik, D., & Corbett, R. (2007, October). Self Directed Online Professional Development for Educators? Symposium conducted at the Distributed Learning in the 21st Century: Shaping the Future of Learning Symposium, Edmonton, AB.
Harapnuik, D. (2007, May). Impact of Web 2.0 and M-Learning. Symposium conducted at the Alberta Business Education Association Conference, Waterton Lakes National Park, AB.
Harapnuik, D., Papp, D., & Saito, F. (2001, February). Discover Hacking. Symposium conducted at the Business Security Series at Grant MacEwan College, Edmonton, AB.
Harapnuik, D., Papp, D., & Saito, F. (2001, April). Discover Hacking. Symposium conducted at the Business Security Series at the Calgary Convention Center, Calgary, AB.
Harapnuik, D., Montgomerie, T.C., & Torgerson, C. (1998, November). Costs of Developing and
Delivering a Instruction Course. Symposium conducted at WebNet 98–World Conference of the WWW, Internet, and Intranet, Orlando, FL.
Montgomerie, T.C., Harapnuik, D., Keenan, T., Chugh, U., Kirek, I. Pfoh, H. Smith, N. & Udey, N. (1998, January). Development of a Delivery System for Multimedia Instruction over the Internet: The Adaptive Multimedia Education Enabler (AMEE). Symposium conducted at the 20th Annual Pacific Telecommunications Conference “Coping with Convergence –the Future is Now,” Honolulu, HI.
Harapnuik, D., & Montgomerie, T.C. (1998, February). Web-Based Instruction: Lessons Learned,
Lessons Shared. Poster session presented at Research Revelations 98, Edmonton, AB.
Montgomerie, T.C., Harapnuik, D., & Torgerson C. (1998, March). True Costs of Web-Based Instruction. Symposium conducted at Media Prosperity ’98 — A joint conference of AMTEC (Association for Media and Technology use in Canada) and ENMI (Edmonton New Media Initiative), Edmonton, AB.
Montgomerie, T.C., & Harapnuik, D. (1998, March). Student Evaluations of Web-Based Instruction, Symposium conducted at Media Prosperity ’98 — A joint conference of AMTEC (Association for Media and Technology use in Education in Canada) and ENMI (Edmonton New Media Initiative), Edmonton, AB.
Harapnuik, D. (1997, March). Putting your Course Online. Symposium conducted at the Train the Trainer Series at Grant MacEwan Community College, Edmonton, AB.
Montgomerie, T.C., & Harapnuik, D. (1998, March). The Internet: Communicating, Accessing and
Providing Information, A poster session for Leaders in Learning ’98: Celebrating Innovation in Educational Technologies at the University of Alberta, Edmonton, AB.
Harapnuik, D., & Montgomerie, T.C. (1997, June). Delivering a Course on the Web. Symposium
conducted at The Digital Planet: University of Alberta Campus Computing Symposium, Edmonton, AB.
Montgomerie, T.C., Harapnuik, D., & Palmer, K. (1997, June). Managing, Supporting and Administering Web-Based Courses. Poster session presented at ED-MEDIA 97 & ED-TELECOM 97 – World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications, Calgary, AB.
Montgomerie, T.C., & Harapnuik, D. (1997, June). The Internet –Communicating, Accessing & Providing Information: An On-Line Web-Based Course. Symposium conducted at ED-MEDIA 97 & ED-TELECOM 97 – World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications, Calgary, AB.
Montgomerie, T.C., Harapnuik, D., & Simpson, I. (1997, June). The Adaptive Multimedia Education Enabler. T.C. Symposium conducted at The Digital Planet: University of Alberta Campus Computing Symposium, Edmonton, AB.
Montgomerie, T. C., Birdsell, R., Harapnuik, D., McCracken, J. Smith, N., & Udey, N. (1997, April). The Adaptive Multimedia Education Enabler. Symposium conducted at Alberta Advanced Education, Edmonton, AB.
Montgomerie, T. C., Birdsell, R., Harapnuik, D., McCracken, J. Smith, N., Udey, N. & Chugh, U. (1997, April). The Adaptive Multimedia Education Enabler. Symposium conducted at Leading Together: Fostering Success in and Diverse Learning Community sponsored by the Alberta Association for Continuing Education (AACE) presentation: AMEE Consortium, Calgary, AB.
Montgomerie, T.C., & Harapnuik, D. (1997, November). Student Evaluation of a Web-Based Course. Symposium conducted at WebNet – 97 — World Conference of the WWW, Internet, and Intranet, Toronto, ON.
Montgomerie, T.C., Harapnuik, D., & Palmer, K. (1997, December). An Online Database System for Managing, Supporting, and Administering Web-Based Courses. Symposium conducted at the International Conference on Computers in Education, Kuching, Malaysia.
Montgomerie, T.C., & Harapnuik, D. (1997, December). Putting Your Course Online: Lessons Learned, Lessons Shared. A Tutorial (presession) given to the International Conference on Computers in Education, Kuching, Malaysia.
Montgomerie, T.C., & Harapnuik, D. (1996, October). Observations on Web-Based Course Development & Delivery. Symposium conducted at WebNet ‘96 – Conference of the Association for the Advancement of Computing in Education, San Francisco, CA.
Harapnuik, D. (1996, May). Business on the Internet. Edmonton, AB: Compusmart Business Series.
Harapnuik, D. (1996, June). Conducting Business on the Internet. Edmonton, AB: OA Internet.
