WEBBOARD

InspirationThe activities in this collection were designed mostly by fabulous

flexible facilitators like you! Feel free to adapt & use them for your own course. (And send them a “thanks” if you do.)

Share & build on experienceGetting to know you 5The first film you saw 6The age of information 7Practical ethical issues & experiences 8Rate your confidence 9What would you use? 10Self-awareness questionnaire 11What was your path? 12Field trip fever 13Helping professionals and ethical principles 14

DemonstrateTalk to an expert 16Welding processes 17Late for work 18Is there money left at the end of the month 19Halifax Honda 20Physics and the real world 21Hardware identification 22

PracticeWork on wellness 24Letters of recommendation 25You’ve got mail, or not 26Conduct a reference interview 27Professional dress 28Map Elements 29Try it a different way 30Pulleys 31Your learning plan 32

FeedbackOne-sentence summary 34In your own words 35Appreciative inquiry 35Before & after 36Oh… I think I understand now! 37

ReflectOne piece of advice 39Take a minute 39Collaborate 40Group reflection 40Congratulations, you’ve been hired! 41Excursion to Lunenburg 42Portfolio reflection 43

Share and build on experienceWhen we learn something new, we never start from zero. We start with who we are! We start with what we already know. We may have expectations about what we’re about to learn. We may have assumptions – sometimes right, sometimes way off-base.

Fabulous flexible facilitators find ways to bring those expectations and assumptions to the surface so they know where the learner is starting from.

Here are some examples of activities that give learners an opportunity to share and use what they already know.

Getting to know youWelcome to Biology! We are going to do an exercise to get to know each other a little better.

What to do:Answer the following four questions and post your answers to our WebBoard:

What is your name? What community do you live in? What comes to mind when you hear the word

“biology”? What do you hope to get from this course?

Goal:Introduce ourselves to our fellow classmates.

Respond:Please respond to two other classmates’ posts.

(Designed by Barb Smith, Shelburne Campus)

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The first film you sawGo to the Intro to Moving Image course on the Applied Arts Moodle site and in the forum named "The First Film You Saw" write about the first film that you saw.

WhyFilms and the stories that we tell about them can sometimes be as interesting as the films themselves and it can be a good way to get to know someone.

The ExerciseCreate a new topic and write about the first film that you saw. What made it memorable? Was it the place, the people or something else? Just write a paragraph or two.

Then look though what other people have written and write a brief reply to what two of your Intro to Moving Image colleagues have written.

(Designed by Chris Campbell, Waterfront Campus)

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The age of informationWith television broadcasts 24-7, smartphones at our fingertips, twitter and, of course, the internet in general we are bombarded with “information”.

What role does “information” play in our technological society today? Has the influx of information changed our North American culture? Have a look at the image linked below. Do you agree with its message?

OutcomeExplain the role of libraries in society.

What to postPrepare a minute paper reflecting on the role information and information providers, such as libraries, play in our society then post it to the WebBoard.http://www.concentric.net/~marlowe/mutter.shtml

(Designed by Mary Jane Pittman, Lunenburg Campus)

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Practical ethical issues & experiencesEveryone comes into this course with practical experience in dealing with ethical issues.

WHAT TO POSTGive us an example of an ethical issue that you encountered in your work or educational experiences in one or two short paragraphs. In your opinion, was it appropriately handled in that organization?

RESPONDRespond to at least one other person and tell them what you learned from their example. Do you think the issue/dilemma was handled effectively?

(Designed by Michael Crocker, IT Campus)

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Rate your confidence

Part A: On a scale of one to five, how do you rate your confidence as a course designer?

1. Absolute beginner!2. I get by, but I want to improve.3. I’ve had some successes up to now.4. Experienced & seeking challenges! 5. I’m the Queen/King of Curriculum!

Part B: Once you’ve identified yourself on this scale, offer one piece of evidence that supports your rating.

(Designed by Shelley Meisner, IT Campus)

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What would you use?

OUTCOMEDescribe hand tools used in the aviation industry.

TASKLooking at the illustration below, select tool A,B or C which you would use to tighten or loosen the BOLT.

WHAT TO POST Tell us which tool you selected and why you selected

that tool. Do you know the proper name for the tool? Can you suggest another tool that would do the job?

(Designed by Todd Lintaman, Aviation Institute)

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Self-awareness questionnaireWe all view loss, death and dying in our own way. And we have our own coping strategies.

WHAT TO POSTComplete the “Self-Awareness Questionnaire” in the Handouts section in TLM. In one or two short paragraphs, tell us what you learned about yourself. How do you feel about loss, death and dying? Do you have a coping strategy you’d be willing to share? Remember to share only what you feel comfortable sharing.

RESPONDNow respond to at least one other person to thank them for sharing their thoughts. What did you learn from their post?

(Designed by Shelley Smith, Waterfront Campus)

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What was your path?Each of you has arrived at NSCC and the Tourism Management Program in your own way and for your own reasons.

What to PostIn one or two short paragraphs share with the group the path you have taken to arrive in the Tourism Management program. Was Tourism your first choice or was there another program or campus you selected that was not available.

RespondFind a learner whose background or reasons are similar to your own and welcome them to the class.

(Designed by Jill Hyndman, Kingstec Campus)

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Field trip feverAs a way to understand your interests and expectations better, we will share ideas for field trips for our class to take part in this year.

Working with a partner, brainstorm 5 ideas that are linked to any one of our course subjects. Share with the class for outings or visits. We will share and compare our lists to compile a ‘wish list’.

(Designed by Leif Helmer, Lunenberg Campus)

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Helping professionals and ethical principles

SPARK How are your personal values and Professional Ethics connected?

GOALYou will:

Have an understanding of the key ethical principles of the helping professions

Identify the 4 ethical principles which reflect your values Identify ethical principles which are not in synch with

your values

TASK1. Review the following resources and develop a list of

Ethical Principlesa. Normative Ethical Principles -

http://faculty.stedwards.edu/ursery/norm.htm b. Key Ethical Principles -

http://www.ascensionhealth.org/index.php?option=com_content&view=article&id=47&Itemid=171

c. Ethical Issues in Nursing (video) - http://www.youtube.com/watch?v=9VRPMJUyE7Y&feature=related

2. Put your list of Ethical Principles in order of your top priority to your lowest priority.

3. Explain the meaning of your top 4 Ethical Principles

4. Email your list with definitions to your instructor

5. Post your top 4 Ethical Principles

INTERACTIONRespond to at least 2 other posts commenting on the similarities you see to your list of Ethical Principles.

(Designed by Margo Eaton, Truro Campus)

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DemonstrateSeeing is believing. Demonstrating the learning is key to giving learners an opportunity to understand what you need them to do. You might share an example. You might ask learners to go and observe or talk to someone in industry. You might even ask learners to share their own experiences and stories. You might write out the steps to help learners do something, or you might give them a checklist or ask them to develop their own. How will you demonstrate the learning to your learners?

Here are some examples of activities that give learners an opportunity to see how the learning is used in the real world.

Talk to an expertSometimes the people you can learn the most from are people in your community. For this activity, you’re going to find someone who has experience writing reports, interview them and share what you learn with the group.

Some places to start: A local software company Your local Business Development Agency Ask friends or family for suggestions Email someone who’s posted their report online

What to postInterview someone who regularly writes reports as part of their job. Some questions you might ask:

What types of reports do you write? What’s the process of writing a report? How do you know who your audience is? What strategies do you use to reach your audience? What’s one piece of advice that you’d give someone who’s

never written a report before?

Write a short post. Tell us what did and what you learned.

RespondWho taught you something you didn’t know before? Let them know.

(Designed by Michelle McCurdy, Scott Leslie, Peter Rockwell & Joy Brown)

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Welding processesThis activity really gets you to put your thinking cap on, and it opens the floor up for debate.

What to doLook at the pictures I’ve posted below.

Answer the following questions:

Which welding process was used & why do you think it was used?

Which looks strongest & why? Which is fastest & why? Which is most cost effective & why?

Respond to at least two other people. Do you agree or disagree?

(Adapted from an activity designed by Dale Campbell, Akerley Campus; Photos by Dale Campbell)

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Late for workI would like to share an experience I had with being late for work. While I was working at the Department of Community Services as a Family Skills Worker, I had scheduled a meeting with several parents as a group. We were going to review the importance of time management and scheduling. I had spent days preparing the session and was feeling quite ready to present it to the families involved.

I went at an early time, so to ensure I was alert and ready for the large group presentation that was going to start at 9 am. I set my alarm for 7 am and drifted off to sleep with the assurance that I was being prudent and wise in my preparations. Through the evening, I must have, somehow, pulled the power chord from the wall. I woke and looked at the clock and to my dismay, it read 8:45 am. Arrgh!

I ran from my room, threw on an outfit, out to my car and headed for my workplace which was 25 minutes away. When I arrived to a group of individuals who were not impressed with my tardiness, I decided to use myself, and the morning events as an example of possible poor planning. This created lots of discussion as people liked the real scenario and were eager to share their own tales of woe.

Take some time and post an experience you may have had with being tardy for an appointment, school, work etc. also, respond to others post with words of encouragement.

(Designed by John Atwater, Pictou Campus)

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Is there money left at the end of the month…OH YEAH!!

In this activity you will create a personal “real life” budget.

Gather all of your weekly, monthly, and yearly expense receipts as well as your income statements and use them to help you arrange categories in a database table. Use headings like groceries, lawn maintenance, travel, rent/mortgage, etc.

Try to group similar expenses together (example – 4 receipts = total groceries for 1 month) to give you a monthly expense/income total. Add all of your expenses, and subtract the total from your income. Hopefully you’ll have some money left over.

Now… what I want you to do is answer the following questions.

What are my total expenses for the month? Total income? Do you have a positive balance (money left) Is there ways you can cut expenses? Increase income?

If possible and if you feel comfortable, ask family members and/or fellow student to discuss ways that they budget for expenses. Do they have a budget (not everyone does)?

Details to PostYou do not need to share your database, or personal expenses with me. However, I want you to post your “budget conversations” to the WebBoard. Specifically, share any tips that you may have discovered, or through conversation, learned that would benefit others.

(Designed by Richard Grandy, Lunenburg Campus)

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Halifax HondaHalifax Honda need new promotional materials created for events that are held annually. The manager of the dealership likes last year’s design, but would like you to add some new information as well as updated images.

Your TaskUse the design skills that you’ve learned to create new publications for Honda. You will be using last year’s publications but will need to incorporate updated event information to create a new publication that combines the new and old information. Be sure that you follow the following guidelines:

Only use two different font styles Font size should be consistent Font color must compliment images

Once you’re finished, post your design on the WebBoard.

(Designed by Angela Melanson, Cumberland Campus)

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Physics and the real worldTake some time to analyze labor intensive activity you do around your home. Use your knowledge of mechanical advantage and simple machines to make this task easier for yourself.

What is the task? Analyze the task from a physics perspective. How could you improve your input?

Please respond to another student’s submission.

(Designed by Brian Rhodenizer, Kingstec Campus)

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Hardware identification

In the “Play Box” previously sent to you, there is a bag marked “Rivet Identification” and an identification number (this is different for everyone).

Do the following:

Open this bag and remove its contents.

You will see 10 rivets…each of which are labeled with a letter from A to J.

Create a part number based on the “Theory/Information” section and the diagrams.

On the WebBoard, post your identification number and the created part number for rivets A to J.

Post one paragraph describing a method of identification or part number creation for any type of hardware (Rivets, nuts, bolts, hidden fasteners, etc.)

Respond On the WebBoard, choose one other person's post and give two examples that correspond to the method of identification discussed.

(Adapted from two activities designed by Russell Gregg, Aviation Institute)

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PracticeSeeing is believing. Demonstrating the learning is key to giving learners an opportunity to understand what you need them to do. You might share an example. You might ask learners to go and observe or talk to someone in industry. You might even ask learners to share their own experiences and stories. You might write out the steps to help learners do something, or you might give them a checklist or ask them to develop their own. How will you demonstrate the learning to your learners?

Here are some examples of activities that give learners an opportunity to practice & build their skill.

Work on wellnessFor the next 3 weeks we will ‘work on wellness’ during our course.

Each of us will contribute 1 activity to help decrease stress that we can all try doing during the week.

Before we begin we will each respond and post to the ‘Rate your Stress’ quiz

Each week provide one post on your progress, struggles or just in general how you are managing on ‘working on wellness’.

(Designed by Karen Case, Strait Area Campus)

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Letters of recommendation

You have been asked to write a letter of recommendation for ____________________________.

Using specifics from class, service learning and projects please write a supportive general letter of recommendation. Be positive, supportive and as specific as possible.

The letter needs to include a subject line and be at least 3 paragraphs in length. The final copy must include a hand written signature.

Post your first draft by March 3rd.Post your final copy by March 5th.

(Designed by Deirdre Kelba, Cumberland Campus)

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You’ve got mail, or not

Imagine this scenario …

You’ve started working together on your project. A member of your team agreed to send an email last week but hasn’t sent it yet.

As a group, agree how you’d deal with this problem. Start by suggesting your own solution and then respond to what others suggest.

What assumptions are you making about why the email wasn’t sent? (For example, are you assuming the person understood what they had to do? Are you assuming the person knew when they had to send it?) How would you check your assumptions?

Post a summary of the group’s discussion by Sunday at 5 pm.

(Adapted from an activity designed by Michelle McCurdy, Scott Leslie, Peter Rockwell & Joy Brown)

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Conduct a reference interviewPaper due tomorrow and it’s already suppertime? Looking for a peer-reviewed article from the comfort of your kitchen table? No problem – virtual reference is at your service! Most public and academic libraries today offer an IM based service to offer reference assistance to off-site patrons. Is it possible to conduct a proper “reference interview” online? I want you to find out!

Using a library virtual reference service of your choice, pose one of the deliberately vague questions listed below. You can “lead” the question wherever you like after the reference interview begins. How is your question handled? Were the 7 steps of the successful reference interview followed? In the virtual environment are there steps you would add? Take out?

Share your experience on the WebBoard before next Sunday – you don’t need to tell us which library service you used

Questions: I need to do a paper on munchausen-by-proxy syndrome.

Can you help? I need information on funding the public transportation

system in Chile. Where is the “glass ceiling”? I need to do a presentation about a famous Canadian. Do

you have any information on Winston Churchill? Do you have anything on the effect of subsidized daycare

systems?

Resources:Introduction to Library Public Services (text) Chapter 2To locate a virtual reference service visit the library of your choice and click on their online/virtual service eg: “ask a librarian”, “online reference” , “virtual librarian”, “live help”, etc… most academic libraries have this service

(Designed by Mary Jane Pittman, Lunenburg Campus)

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Professional dressWe have been sharing with each other our thoughts and guidelines for what is considered professional dress. As a class we have established a set of Best Practices for Professional Dress.

What to PostPrepare and dress for a job interview. Post a photograph of yourself in your interview outfit. Include in your posting a description of your outfit and why it meets the guidelines we have established.

RespondRespond to at least one other learner complimenting their choices and providing feedback on how the outfit fits our guidelines or changes you could recommend. Ensure all comments are provided in a constructive and professional manner.

(Designed by Jill Hyndman, Kingstec Campus)

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Map elements Read the PDF found on ESRI’s Mapping Center blog entitled “Making Better Maps”.

Consider this: You have just been asked by your supervisor to give a 15 minute presentation to your peers to help them improve their maps.

Create a checklist of the top 10 essential things needed to design “better” maps and include an example for each.

Post your presentation in PDF format to the WebBoard.

Edit and comment on two other presentations on the WebBoard.

(Designed by Monica Lloyd, Centre of Geographic Sciences, Annapolis Valley Campus)

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Try it a different way What to postWrite a short program that shows that you’ve used what you’ve learned this week. Post the code here (max. 50 lines) & tell us about it. For example, if you learned how to create a formula, what other formula could you create? Keep it simple! The goal isn’t to show off. It’s to think of other ways to apply what you’ve learned & get some practice doing it. RespondGive positive feedback to at least one other person. For example, “I really like how you … because … Did you try …? How do you think you would …?”.

Some questions to guide your feedback: Does the code work the way you expect it to? Is the code easy to read? Is the code organized so that it can be reused? Are the comments clearly written? Is the code efficient, or is it too long or patched together?

(Designed by Carolyn Campbell, Online Learning)

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PulleysUse the set of pulleys in your tool kit and assemble a system with a mechanical advantage of 6.

Post a photo of your creation.

Please respond to one other submission.

Can they increase the mechanical advantage with the materials used? Could they improve their set up?

(Designed by Brian Rhodenizer, Kingstec Campus)

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Your learning planBegin to think about what you want to learn next. For example, something

you are particularly interested in related to your Employee Success Plan for LCP (Faculty or Operational Support) related to an educational leave you’re thinking of related to a new course you want to create

TASK: Create a simple plan for your continued learning that incorporates a portfolio learning approach. Post it to the WebBoard. Review the learning plans of your co-learners. Provide feedback on at least two other posts.

To complete this activity, learners should:

Post your learning plan to the WebBoard and provide feedback on at least two other posts.

Please complete your activity on the due date indicated on the schedule.

(Designed by Joy Brown, Central Office)

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Is learning happening?Fabulous flexible facilitators need to make sure that learners are learning & they’re learning in a way that works for them. How? Minute papers! Muddiest Point activities! Concept checks! There are lots of ways to find out!

Here are some examples of activities that give you feedback and helps you improve teaching and learning.

One-sentence summaryWhat have you learned about the nursing process this week?

WHAT TO POST:In one sentence, summarize what you learned about the nursing process from your textbook and our Collaborate session. Answer the questions “who did/does what, to whom, when, where, how and why”.

RESPOND: Now respond to at least one other person. What did you learn from their post?

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In your own wordsUse 1 word that emulates what life/work balance and wellness is to you.

Tell me why you chose this word.

(Designed by Karen Case, Strait Area Campus)

Appreciative inquiry

On the WebBoard, answer the following:

What have you liked best about the course so far? What do you want more of?

(Adapted from an activity designed by Lorraine Mockford, Online Learning)

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Before & after

GoalReflect on your learning

What to postThinking about how you’ve changed from the start of the course, finish these sentences:

Before I thought .....

Now I think ...

RespondRespond to at least one other person

(Designed by Carolyn Campbell, Online Learning)

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Oh… I think I understand now!In this course you have learned how to “create a simple database”. As part of the learning process, please complete the following questions and post your answers to the class WebBoard:

1. On a scale from 1 to 10, 1 being “no knowledge” and 10 being “totally knowledgeable” can you state your familiarity with database management software at the beginning of this course?

2. Again, on the same scale, how knowledgeable do you feel you are now?

3. Can you provide at least three reasons why you would use a database in real life?

4. What part of the course was your least favorite? Most favorite?

5. If given the opportunity, would you be able to teach someone about creating and using a simple database… and if given the opportunity, would your teaching techniques be similar to the way you were taught in this course? If not…then what would you do differently?

(Designed by Richard Grandy, Lunenburg Campus)

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ReflectSometimes we finish something without spending the time to reflect on what we’ve done. Without reflecting we may miss opportunities to improve, to learn new things or to share our ideas.

Here are some examples of activities that give learners an opportunity to reflect on what they’ve learned or how they’d share what they’ve learned with otherpeople.

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One piece of advice What to postWhat’s one piece of advice that you’d offer to the next group of students who tackle this project? Now go and look at what others posted. Do you think you could agree on one piece of advice that you’d give as a group? RespondRespond to at least two other people.

Take a minuteSo, we have shared an experience of being late and shared a lists of steps we would take to prevent being late. Before we move on, take a minute and write what you liked about our previous two sessions and what you didn’t quite appreciate. Read other’s posts and see if you had similar experiences.

(Designed by John Atwater, Pictou Campus)

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CollaborateLet’s think about today’s Collaborate session. Write and post about one thing that you know now that you didn’t know before the session? How will you use this new information in the field?

Respond to two other’s posts.

(Designed by John Atwater, Pictou Campus)

Group reflection

Reflecting on your experiences working with your group …

What is one specific example of something you learned from your group members that you would not have learned on your own? What is one specific example of something that your group members learned from you that they would not have learned on their own? Given this group experience, what will you do differently next time you work with a group? What will you do the same? (Adapted from Light, Chen, Ittleson, Documenting Learning with ePortfolio)

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Congratulations, you’ve been hired!You have been hired as the new Licensed Practical Nurse for the Whitefield Nursing home. After competing with 28 other candidates – YOU ARE THE ONE. WOW, you should be excited.

What to postThinking of the cover letter, resume and thank you letter you prepared earlier, tell us why you were hired.

Have fun writing and remember; keep it positive & simple.

Respond to othersReply to two posts on the web board after you have reviewed each reflection paper, and comment why you think they should be the one to be hired.

(Adapted from an activity designed by Sandra Anderson, Pictou Campus)

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Excursion to LunenburgThis week, we traveled “virtually” as tourists to Lunenburg; a UNESCO World Heritage Site.

What to PostReflecting on the trip, share 2 take-aways from your learning. Describe how this learning will tie-in to your possible career choices in the Tourism industry.

RespondRespond to at least one other person whose learning provided insight to you and your possible career choices.

(Adapted from an activity designed by Jill Hyndman, Kingstec Campus)

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Portfolio reflectionAt the beginning of Biology 1046 you were presented with the 5 P’s of Portfolio Learning:

Philosophy – learning how to learnProcess – learning occurring in many waysPractice – Critical, conscious, intentional reflection on learningProduct – documentation of learning – credible evidencePerson – who we are, potential, uniqueness

Drawing upon your personal experience in Biology this semester, answer the following questions:

Philosophy – How have you changed as a learner? Process – You have been exposed to a variety of

instructional techniques, what has surprised you about the way you learn best.

Practice – give an example of something that you learned in Biology that has given you pause for thought in relation to what is going on in the world.

Product – What are you most proud of accomplishing in biology – and what will you include in your portfolio to illustrate that and why?

Person – How have you personally gown through coming back to school? What has surprised you about yourself?

Write a learning narrative. Email it to me. Then share part or all on the WebBoard – depending on your comfort.

(Adapted from an activity designed by Margaret Jerke, Annapolis Valley Campus)

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