Credit Programming Under 48hrs: Overview of Teaching English as a Second Language, ECUR 291.3 (2017)

Credit Programming Under 48hrs: Strategies for Academic Success, INTS 100.3 (2016)

Credit Programming Under 48hrs: Weed Control in Organic Agriculture, PLSc 234.3 (2013)

June 21, 2018

EasyChair Preprint no. 294

Geomatics is uniquely suited to the development, publication, and use of open textbooks. Here the concept of open textbooks will be introduced and the suitability of Geomatics will be examined. Geomatics (and GIS, GIScience, Cartography, Geodesy, etc.) have historic and archeological tendrils that stretch to some of the earliest artifacts related to human settlement. Furthermore, geomatics has been ever-present as humanity strove to improve, development, conquer, and acquire knowledge. This history and the dependence of modern geomatics on national interests means that the knowledge associated with teaching geomatics and related disciplines in primarily in the public domain and authors have relinquished restrictions related to copyright, intellectual property rules and laws, or other aspects of its use.

https://doi.org/10.29007/wvc2

June 24, 2017

IJDL: Vol 8, No 1 (2017): Special Issue: Makerspace Design Cases

Many educators view makerspaces as a means of increasing student engagement in K-12 classrooms. As faculty and staff of the College of Education at the University of Saskatchewan, we have noted low comfort levels in using and experimenting with technology. For this reason, we decided to create a place in which pre-service teachers could test and discuss technologies that they could eventually use in their teaching practice. Our endeavor eventually morphed into a space for current teachers, student teachers, technical support staff, faculty members, and interested community members. Having piloted workshops for six months, we are now evaluating our decisions and shaping new approaches for the current academic year. Our main challenges include ensuring inclusivity across age, gender, and culture; adopting suitable facilitation styles; and ensuring the workshops lead to useful discussions of technology and teaching practice.

https://doi.org/10.14434/ijdl.v8i1.22703

December, 2016

Handbook of Research on Transformative Digital Content and Learning Technologies

The emergence of the makerspace movement offers tremendous potential to transform learning. Learning by making, while ancient in practice, has evolved due to the development and confluence of developments in computing, communications technologies, pedagogy, and library science. In particular, online networking has enabled learners to share and engage with ideas and materials in a uniquely 21^st century fashion. The makerspace activity process (MAP) framework illustrates how makerspace activities—curating, relating, and creating—are intertwined through networking practices. Makerspaces are highly contingent and transformative; both the nature of the makerspace and the participants transform each other through interaction. For those educators who find it difficult to integrate within formal curricula and assessment practices, the MAP framework provides a guide for facilitating and assessing learner activity in educational makerspaces. The framework is useful for educators at all levels from kindergarten to post-secondary.

Dionne, J.F., Epp, J., Koole, M., McCoy, E. (2017). Makerspaces: Materializing, Digitizing, and Transforming Learning. In J. Keengwe & P.H. Bull (Eds.), Handbook of Research on Transformative Digital Content and Learning Technologies. IGI Global.

January, 2016

Canadian Journal of University Continuing Education, Vol. 40, issue 2.

This report of practice describes a five-year process to establish and implement quality standards for a substantial portfolio of distance delivered courses at the Centre for Continuing and Distance Education, University of Saskatchewan. The report describes an analysis of the issues and the solutions found that led to our current curriculum design standards and procedures, the implementation of learning technologies, and the identification of issues and solutions regarding copyright law. Lastly, the future prospects of these distance-delivered post-secondary courses are considered. Focusing on the issues and solutions for each category of challenges, this report describes the five-year journey of a small instructional-design team that faced roadblocks and barriers common to many post-secondary continuing and distance education units.

J. Epp, J. McKee (2015) Digging Up: A Five-Year Journey to Instructional-Design Stability in a Post-secondary Distance Education Unit, Canadian Journal of University Continuing Education, Vol. 41, issue 1.

July, 2009

Celcius: Peer-reviewed on-line Journal, issue 1.

"We shape our tools. And then our tools shape us."

C.Epp, J.Epp (2009) Broadening Perspectives, Breaking Down Boundaries: On-line Initiatives for the Ceramic Artist, Celcius: Peer-reviewed on-line Journal, issue 1.