Repository logo

Browsing by Author "King, Martina"

Now showing 1 - 13 of 13
  • Thumbnail Image
    Item
    Building capacity and awareness for the UN Sustainable Development Goals through project-based and community-engaged pedagogies
    (2022) Munro, Tai; King, Martina
    Purpose - The key sustainability competencies are fundamental to sustainability transformations. The purpose of this study is to investigate the effectiveness of project-based and community-engaged pedagogies in supporting student development of all key sustainability competencies. Additionally, the study examines whether the UN SDGs provide an appropriate framework to support engagement with the breadth of sustainability topics and increase awareness and support of the goals within the community. Design - This case study triangulates scaled self-assessment, performance observation, and regular course work in an undergraduate interdisciplinary sustainability course to gain insights into how all key sustainability competencies can be developed through recommended pedagogies. Findings - Project-based and community-engaged pedagogies are supportive of key sustainability competencies development. The act of engaging with an interdisciplinary group towards achieving a common goal created effective learning opportunities for students. However, the project-based and community-engaged pedagogies cannot be completely separated from the context of the course. The use of the SDGs to guide community partner participation and project development was effective in increasing awareness of the goals among students and community partners. Implications - These findings support the use of project-based and community-engaged pedagogies to facilitate student development of key sustainability competencies. Originality - This study demonstrates that using the SDGs to guide community partner participation and project development is effective both in facilitating a wide range of projects from the identified areas of sustainability: environment, economic, social, and cultural, and in increasing awareness of the goals among students and community organizations.
  • Thumbnail Image
    Item
    Bursaries reimagined: addressing digital inequity through a library-led, university-wide laptop bursary program
    (2023) King, Martina; Whitson, Lindsey
    The rapid switch to online learning in early 2020 exacerbated problems students were already having with obtaining and maintaining up-to-date devices and a reliable internet connection. MacEwan University Library began offering 4-month term laptop loans at the beginning of the pandemic, but it was clear this was not fully meeting student needs. In response to conversations with faculty and students, the library secured funds from the university’s Student Technology Fee to launch a laptop bursary pilot in Winter 2022, which in turn expanded to a university-wide bursary in Fall 2022. This article discusses why an in-kind laptop bursary was the right approach at the right time in this setting; how this initiative contributes to equity and accessibility; and finally, perceptions of the value of this work, its fit within the scope of the library, and how the unique position of the library as a stu-dent-focused service and academic unit positioned it well to successfully offer this bursary. Challenges and opportunities for improvement are also discussed.
  • Thumbnail Image
    Item
    Contributions of academic libraries, librarians, and information science to education for sustainable development research and implementation: a Canadian undergraduate example
    (2024) King, Martina; Leal Filho, Walter; Salvia, Amanda Lange; Portela de Vasconcelos, Claudio Ruy
    There is a growing intersection between library and information science (LIS) and sustainability research. This paper explores the potential of LIS research for advancing sustainability education inquiry spanning areas such as structuring curriculum, pedagogical approaches, information behavior, and cultural collections. Through an examination of recent reviews of LIS scholarship on sustainability, it underscores the imperative for further investigation into the intersection between LIS and sustainability, particularly in education and cultural domains. This paper delineates potential avenues for future research, highlighting a gap in the literature pertaining to the implementation of sustainable development education goals within higher education institutions at the interdisciplinary level. Drawing from illustrative examples, this paper contributes to addressing this gap by showcasing how LIS scholarship, including Scholarship of Teaching and Learning (SoTL), has been leveraged and applied by a subject librarian, teacher, and researcher in sustainability education. The context of this implementation is within sustainability courses that are part of an interdisciplinary sustainability certificate at an undergraduate university.
  • Thumbnail Image
    Item
    Describing and assessing information sources in assignments
    (2020) King, Martina; Sobchyshyn, Kymberly
    When students ask librarians for help with research assignments, they often struggle with interpreting assignment requirements. Business & social science librarians will discuss standards for faculty when selecting and describing the kinds of information sources required in assignments. Additionally, ways to evaluate students' sources based on learning outcomes will be discussed and sample rubrics will be provided.
  • Thumbnail Image
    Item
    Guide to assessing educational technologies
    (2025) King, Martina; Qorbani, Sam; Fardadvand, Shahram; Fung, Jason; Hannan, Sean; Neumeier, Melanie
    The Guide to Assessing Educational Technologies identifies key aspects of educational technologies important for supporting and enhancing teaching and learning and connects those to the principles of teaching excellence outlined in MacEwan University’s Teaching Greatness Strategic Vision (2023). The guide consists of a short list of key characteristics, along with a more detailed definition, list of features and an example of how to apply these in an academic learning context designed to help assess the suitability of specific educational technologies for adoption. The intent is for the key characteristics and features to be considered and used as a guideposts throughout the assessment, selection and implementation processes, to ensure that adopted technologies support and enhance teaching and learning.
  • Thumbnail Image
    Item
    Inquiry & interest-based approaches for learner engagement: instructional perspectives from academic & public libraries
    (2017) King, Martina; Arnason, Holly
    Learn how academic and public library staff use inquiry and interest-based structures to engage students, staff, and program participants in learning with technology. Gain an overview of relevant theories and experience these approaches as you get creative with hands-on activities to design a prototype and put on a robot fashion show. Connect techniques with learning outcomes and assessment.
  • Thumbnail Image
    Item
    Responsive workflow for 3D print queue management
    (2019) King, Martina; Pearson, David
    Learn from our experience launching a mediated 3D printing service quickly, with minimal space, and no prior 3D printing experience. We’ll share how our custom print queue management system and workflow has evolved to meet campus demand and offer a self-serve option.
  • Thumbnail Image
    Item
    Riding the laggard's edge to glory: an 8 min tour of the significant advantages to late adoption of maker technology
    (2019) King, Martina
    A tour of the significant advantages to late adoption of maker technology when you have the help of a fantastic community of practice. Lightning talk.
  • Thumbnail Image
    Item
    Simulating interactive systems to teach systems thinking
    (2026) King, Martina; Munro, Tai
    Using a student-modified version of an open-source systems mapping simulator, Loopy, researchers are investigating the impact of introducing this immersive tool into an established systems mapping assignment in a Sustainability 201 course. The tool enables students to create their own system maps and feedback loops, which are then animated to illustrate causal relationships and respond to student-modified leverage points, demonstrating the impact of hypothetical solutions on system problems.  Preliminary observations addressing the research questions regarding the impact on learning and the ability to apply systems thinking competencies, as well as student feedback on their confidence and experience using the tool, will be shared. The presenter will discuss the potential implications and provide inspiration for integrating constructivist simulation learning across disciplines to teach abstract concepts.
  • Thumbnail Image
    Item
    Supporting learner development through self-assessment
    (2025) Munro, Tai; King, Martina
    Given the scale and pace of change of sustainability challenges in the world today, it is vital for students to develop into expert learners who can assess their abilities and knowledge and identify future learning needs. Self-assessment is not a straightforward task and requires support to develop. The current study examined the effect of using self-assessment over time, combined with reflection, on students’ abilities to develop self-assessment skills. The study was conducted in an undergraduate course that uses project-based, problem-based learning to engage students in real-world projects regarding sustainability. The findings indicate that while students can engage in quantitative self-assessment, there are concerns with accuracy and metacognition. Reflection regarding their self-assessment contributes to addressing these issues. In addition, to be effective, students require guidance on how to recognize and explore what they do not yet know. Finally, they also need support in recognizing learning as an active process that occurs over time. This study frames self-assessment as a tool for developing informed judgment of their own learning and future learning needs rather than as a tool for summative assessment of past learning. Implications for future research are discussed.
  • Thumbnail Image
    Item
    Transform your students’ learning experience using the SAMR model
    (2016) King, Martina
    Does the technology you are using with your classes help or hinder learning? Does it promote skills such as, analyzing, evaluating and creating? Use the SAMR model to reflect on the incorporation of technology into your learning design. Is the technology you are using providing Substitution? Augmentation? Modification? or Redefinition? SAMR will be applied to a MacEwan University assignment example and there will be opportunity to try applying it to your courses.
  • Thumbnail Image
    Item
    Using self-assessment to extend sustainability competency development
    (2022) Munro, Tai; King, Martina
    One of the key benefits of developing sustainability competencies is that they enable students to pursue future work and study opportunities within sustainability despite diverse fields and challenges. However, if students do not also develop their ability to self-assess their own strengths and weaknesses, we risk creating a situation where students are unable to respond to new situations and evolving challenges. Self-assessment is key to enabling individuals to identify current and future needs for education and professional development once they leave the formal education system. Self-assessments are the most often used tool to assess competency development (Redman, Wiek, & Barth, 2021). This is a subject of criticism as opponents argue that students are not skilled in self-assessment. However, Boud and Falchikov (2007) argue that self-assessment is vital to supporting students in becoming life-long learners. Thus, developing self-assessment skills is a necessary complementary competency that we need to support students in developing. In this session, we’ll look at research from a community engaged learning course where students were asked not just to self-assess but to also reflect on how accurate their own self-assessments were and identify areas for future growth and opportunity. Then we’ll discuss and demonstrate how to incorporate similar opportunities to complement key sustainability competency development.
  • Thumbnail Image
    Item
    Using the SAMR model to examine technology for learning
    (2017) King, Martina
    Learn to use the Substitution Augmentation Modification Redefinition model to evaluate the potential value of incorporating technology into your learning design and determine how to effectively implement that technology. I will share examples of using the model for library instruction and assignment redesign at MacEwan University and some ways to account for criticisms/limitations of the model. Take part in an activity to practice applying SAMR.