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https://hdl.handle.net/20.500.14078/35

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Browsing Library by Author "Foster, Alison"

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    Choose-your-own learning: using Google Forms to improve asynchronous learning
    (2021) Foster, Alison; Nelson, Jody; Pitcher, Alison; Stieglitz, Tara
    This session consists of sharing experiences of online lesson creation with Google Forms, exploring challenges, sharing workarounds for those challenges, and discussing further use and reflections.
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    From "coup-teaching" to co-teaching: engaging with faculty in the one-shot classroom
    (2017) Foster, Alison
    How do we handle “coup-teaching” moments, when the conflicting expectations of faculty and the IL instructor can derail a one-shot IL session? This lightning talk will explore how the co-teaching model allows information literacy instructors to rethink faculty engagement in the one-shot classroom.
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    Getting OER Projects Off the Ground and Online
    (2019) Foster, Alison; Hall, Robyn
    Free online open education resources (OER) are becoming increasingly accessible and relevant within Canadian classrooms. Are you interested in exploring options in this area but are unsure where to start? This session will cover why adopting, adapting, or creating such resources can be a viable option for your teaching and will outline the key steps to initiating an OER project while also discussing sources of support for this process on campus and beyond. Please bring laptops or devices so that you can follow along online.
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    Innovative and affordable acts of pedagogy: open education show and tell
    (2020-02-18) Hall, Robyn; Foster, Alison; Dawson, Leslie
    The use of open education resources to facilitate teaching and learning has increased steadily at MacEwan University over the past several years. Featuring examples of initiatives led by MacEwan instructors, this presentation will highlight open resources that faculty members have successfully developed and implemented with the goals of sharing student work beyond the classroom, expanding access to learning, and enabling flexible course design. Participants will be asked to consider ways that they too might embrace open resources in their own course development, identify potential benefits and challenges of implementation, and learn about available on-campus support.
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    Revisioning the possible: aligning blended IL instruction with principles of EBP for meaningful nursing instruction
    (2021) Nelson, Jody; Foster, Alison; Asirifi, Mary; Gates, Melanie; Su, Wanhua; Velupillai, Nirudika
    The MacEwan BScN program supports development of skills and attributes in the domain of clinical practice, including information literacy (IL) interventions in Year 2. Addressing a noticeable trend in 2018 of fewer students making connections between IL and evidence-based practice (EBP), librarians and instructors collaborated on an IL redesign, integrating IL and EBP in a blended learning (BL) context. The redesigned IL intervention, which pulls from best practices in online EBP instruction in nursing (Kelly et al., 2016), was implemented in 2019 with revised learning outcomes. Literature on IL instruction and EBP learning points to similarities, synergies, and value of a more fulsome integration in teaching (Adams, 2012; Amit-Aharon et al., 2020). While Adams (2012) emphasizes the importance of teaching IL concepts through a disciplinary lens, Amit-Aharon et al. (2020) note the significant positive correlation between IL self-efficacy, EBP attitudes and knowledge, and future EBP implementation in practice. Purpose: This Scholarship of Teaching and Learning (SoTL) research investigates the impact of the redesigned BL IL intervention on YR 2 nursing students’ perceived EBP confidence, attitudes, and ability, using an adapted Student EBP Questionnaire (S-EBPQ) (Upton et al., 2016).
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    Revisioning the possible: aligning blended IL instruction with principles of evidence-based practice for meaningful nursing instruction
    (2020) Foster, Alison; Nelson, Jody; Asirifi, Mary; Gates, Melanie
    Session Objectives: explore the impact of collaborative program assessment on IL revisioning, share our experience with reframing IL through a disciplinary lens, discuss the impact of revisioning on future instructional practices.
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    Using OER to spark learning and cut costs
    (2017) Foster, Alison
    Increasing textbook costs are forcing faculty to make difficult decisions about what resources to include in their courses. What if you could include high quality, low- or no-cost resources instead? Attend this session to learn more about how you can locate and integrate Open Education Resources (OERs). This session will discuss the common misconceptions surrounding OERs, the continuing development of OERs and the Open Education community, and some tools and best practices for incorporating OERs into your teaching to enhance student learning while at the same time lessening the financial strain placed on students enrolled in your courses.