Riipen Pilot: An On-Ramp to Work Integrated Learning

Recently we highlighted the use of the Riipen platform as an on-ramp to facilitating work integrated learning experiences. Riipen helps instructors set up micro-experiential projects with community organizations and businesses by finding matches and streamlining ongoing coordination and communication between the faculty, students and partners. This initiative is unique in its focus on integrating small projects into course contexts in alignment with learning outcomes.

Learn more about the Riipen Pilot Project

To find out how you can get involved at the University of Toronto please email online.learning@utoronto.ca

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Shadi Dalili, Associate Professor, Teaching Stream is one of the instructors who pioneered the use of Riipen in her Winter 2018 course CHMD71 – Pharmaceutical Chemistry. Students in this 4th year course worked alongside research and development at pharmaceutical organizations to consult and create promotional materials.

We spoke with Shadi to ask about her experience with Riipen:

How did using Riipen help meet your teaching and learning goals?

For my fourth year Pharmaceutical Chemistry course (CHMD71H), I had two major sets of learning goals: disciplinary knowledge learning goals (such as research, analytical, and critical thinking skills) as well as transferable, professional development learning goals (such as teamwork, time-management, multi-tasking, communication, delegation, and decision-making skills).

Using Riipen helped meet most of these goals by providing a platform through which I could find an industry partner with whom my students could participate in a project in the field of pharmaceutical chemistry. This allowed them to gain firsthand knowledge on how to research information on molecular modelling and simulations used in the process of drug discovery and development, and then critically analyze this information to prepare a deliverable defined by the industry partner for a particular audience. This allowed them to practice critical analysis skills in appropriately using information for the intended purpose.

Additionally, as they had to work in teams and deliver the project by a set timeline, they used a project charter based on the RACI (Responsibility, Accountability, Consultation, and Informed) matrix used in industry for team projects, to prioritize, delegate, and manage their time as a group. This was a valuable exercise in teaching them interpersonal and communication skills, as well as exposed them to a real-world scenario of how to work as a team and delegate responsibilities.

With whom – community organizations, industry – did you partner?

We worked with Cognigen Corporation, a SimulationsPlus company, that is based in Buffalo, NY. They were established in 1992, and have partnered with leading pharmaceutical and biotechnology companies, the World Health Organization, and the U.S. Food and Drug Administration, as well as provided pharmacology consulting and pharmacometric analyses for more than 100 drugs. They aim to advance the science and engineer the systems for model-based drug development, which is more efficient and cost effective in getting a drug to the approval stage at regulatory agencies compared to traditional methods of drug development.

Why did you partner with them?

We partnered with Cognigen Corporation as they had a wealth of experience in the field of molecular modelling and simulations in drug discovery and development, which is one of the topics of the course I wanted my students to get industry knowledge on. In addition, Cindy Walawnder, their VP of Operations who was the contact from the company on Riipen, was extremely helpful and communicative in defining a project for the students that was within their level of understanding and manageable in the period of the course.

How did this experience meet (or not meet) your needs and expectations for your course goals?

This was my first time using the Riipen platform, as was the case with the industry partner (Cognigen Corporation), and as a first time user, it exceeded my expectations of meeting the needs of our course. Many students commented that they thought the project was interesting and valuable, considering it allowed to work with a real company and familiarized them with the pharmaceutical industry. In addition, our students now each have a profile on the Riipen site, with ratings and comments from the industry partner in their portfolio, which I hope will help in their employability in the future.

Riipen Logo

If you are interested in exploring the use of Riipen to support experiential learning experiences in your course there are new incentives to help the transition. The Ontario Ministry of Advanced Education and Skills Development (MAESD) awarded funding to Riipen as part of the province’s efforts to deliver Experiential Learning opportunities to every student in Ontario. With this funding, Riipen is able to subsidize a substantial portion of the cost of its platform to companies and organizations of all sizes interested in participating in real-world project initiatives at educational institutions across Ontario. The Fund will support eligible projects through to March 2019. More details can be found on the Riipen Career Ready Fund page.

For more information contact: online.learning@utoronto.ca

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Lynda.com – For students – and for instructors too!

Do your students need access to online resources to brush up on software or technical skills? How about coaching on communication and presentation skills? Or perhaps as an instructor you need a quick tutorial on creating course modules in Quercus – or using Office 365. From A to Z, Adobe to Zoom, you can find a treasure-trove of instructional videos and practice activities via the Lynda.com learning platform now available at U of T.

That’s right. Students, staff, and instructors have access to the full catalogue – all videos, assessments and activities – through a new provincial licence to Lynda.com. Using your UTORid to log in, you may choose from more than 1,400 online self-paced courses that cover a wide range of topics, including professional development, business, IT, software, and design. There are even playlists for teaching strategies! Use the resources to support personal learning and development or integrate relevant content as a supplement to course materials. Explore Lynda.com to find, curate and share content, whatever the learning need.

Read the full details for Lynda.com access.

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A gathering of pioneers of VR/AR/MR for therapeutic medical and educational use

Over the weekend of April 7th and 8thClyde Matava, Fahad Alam (members of U of T’s AR/VR Network and founders of CHISIL, Collaborative Human Immersive Interaction Lab) along with a small team of co-organizers held a wonderful conference on augmented, virtual and mixed realities in healthcare.  There was a striking variety of applications discussed such as therapeutic VR, as well mixed reality for patient education and practitioner training. This will serve as a recap of some of the highlights.  

The first day’s keynote was Dr. Walter Greenleaf, a neuroscientist and developer from Stanford University who shared examples of VR for treating PTSD and phobias such as a fear of heights. Amongst other things he talked about the Stanford Virtual Heart program designed by Stanford cardiologists and cardiothoracic surgery experts.  

This was followed by a panel on advances in extended realities technology in patient and medical education.  

Rounding out the morning was a pitch competition called the Sharks’ Den.  It included wonderful pitches for applications such as virtual reality “last wish” experiences for patients in palliative care, a hands-free augmented reality app with virtual hands to guide the movements of clinicians as they learn surgical procedures, immersive videos to teach pediatric patients about their conditions and treatment and other great ideas. 

There were some brief oral presentations about completed or in-progress research projects such as augmented reality in ophthalmology training, using augmented reality on 3D printed anatomical models and textbooks for medical students. Other notable projects included a head-mounted holographic needle guidance system and immersive media to enhance empathy skills in medical training. 

Then there was a technical showcase, where Dr. Sonny Kohli discussed his suite of Cloud DX patient monitoring hardware and software options and even live-demonstrated their Vitaliti Cough Analysis App.  Then, Dr. Osamah Choudry, Neurosurgeon and founder of MediVis described with video the holographic AR representation of CT scans that can be overlaid as a 3D image on top of a patient before and during surgery. Then David Parker talked about his non-profit Wishplay that uses immersive virtual reality to enable unattainable experiences for dying and disabled patients.  

Prof. Ben Lok of the University of Florida is well established in the field of creating of virtual patients. He discussed virtual physicians to answer post-surgery questions, virtual physician avatars for reaching rural populations, virtual mental health practitioners to mitigate the wait time for seeing an actual practitioner in person. He also discussed having students create the virtual patients and how this exercise really enhanced their empathy for patients. You can try for yourself interacting with their virtual patients created by their virtual experiences research group. 

The second day started with a keynote by Dr. Hunter Hoffman, a pioneer in therapeutic VR for pain distraction and Principle Investigator at the University of Washington’s Human Interface Technology Laboratory.  He talked about his early work creating the seminal immersive SnowWorld game used during wound care for patients with burns. It was originally conceived for children but that in his experience, burn-afflicted adults enjoyed it as much as the younger patients and it seemed to be as effective in distracting them from the pain. 

Photo pf a man pointing to a screen with an image of a virtual world called SnowWorld

Dr. Hunter Hoffman showing a still from a later version of SnowWorld, the first ever virtual world created for pain distraction.

There was a panel on immersive reality in the clinical realm. Dr. Clyde Matava described the lessons learned through their implementation of pre-surgery exposure therapy immersive videos and discussed plans for future developments.  

The Manager of eLearning and Educational Technologies at Baycrest Health Sciences, Cindy Plunkett, described an AR app she designed to orient new staff to the hospital campus.  

Lisa Sokoloff, Manager of Training & Simulation described a project she is co-investigating of using VR dementia simulations to increase empathy. 

The technology demonstrations were fun too.   

Photo of a person eewearing a Microsoft Hololens display and pointing with one finger

Me trying out the Microsoft HoloLens (hands-free mixed reality). What you cannot see is that I am removing layers of muscle from a full size anatomical model.

There was a helpful panel discussion on commercialization and funding opportunities for development of extended reality (virtual/augmented or mixed reality) applications and innovations.  

The conference concluded with a technology showcase featuring Robert Amyot, President of CAE Healthcare and Vimedix, Virtual Imaging Training Systems along with Michael Thibodeau of Microsoft. 

Dr. Amyot showed how his organization is using mixed reality to enhance clinical practice exercises with simulation mannequins, adding an additional layer of complexity to the learning experience. Mr. Thibodeau demonstrated upcoming developments that could serve healthcare and beyond such as Microsoft’s “Holoportation.” 

All in all, it was a very inspiring conference and the first of its kind in Canada. The medical and healthcare community has certainly recognized and seized upon the potential of extended reality technology for enhancing patient care, medical and patient education and clinical practice.

Keep up the good work CHISIL!  

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Aligning Experiential Learning within Course Design: Try Riipen

You may have heard the buzz around Integrated Learning Experiences (ILEs) in the last several months at the University of Toronto. Interest and engagement has been growing with news of institutional priorities related to the Integrated Learning Experience framework developed by the Provost’s Task force on Experiential and Work Integrated Learning and a range of initiatives aimed at increasing capacity in these areas.

One new project to come out of this exploration is a pilot that supports the experiential learning across a range of discipline and course contexts, targeting opportunities for undergraduate students. Within a course context, they will work on mini-projects, or “micro-experiential learning” assignments that are aligned with course goals, as well as an external partner needs. The project leverages a third party platform, Riipen, to facilitate partnerships with community organizations and businesses by helping with the matching process, project set up, and ongoing coordination. Instructors who are experimenting with the Riipen platform are aiming to provide a wider range of experiential learning opportunities for undergraduate students, while at the same time streamlining the administrative workflow and coordination tasks. Another feature is the opportunity for students to get feedback directly from community partners and create a portfolio featuring their demonstrated skills.

Riipen Logo

The initiative, lead by Prof. Phanikiran Radhakrishnan of UTSC, has been funded by the Learning and Education Advancement Fund (LEAF) as a two-year pilot. The aim is to evaluate Riipen’s potential to advance the goals described by of the Task Force on Experiential Learning. Across the institution we are seeking to provide students with the “ability to bridge theoretical and practical learning and to observe how the material they have learned in class takes shape in the world… and include(s) examples of experiential, work-integrated, and community-engaged learning that integrate disciplinary outcomes with community engagement and competency development.

We are currently looking for more instructors who would like to get involved. For more information, or if you are interested in joining the pilot, contact online.learning@utoronto.ca

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Glimpsing the Future of VR-Enhanced Patient Care and Medical Education

Members of the U of T AR/VR Network had an engaging visit to the Collaborative Human Immersive and Interactive Lab (CHISIL) at SickKids Hospital on Thursday November 30th, 2017. We were hosted by Clyde Matava and Fahad Alam, Professors of Anesthesia and founders of the CHISIL Lab (with sites at both SickKids and Sunnybrook Hospitals).

It was an inspiring presentation during which they shared some highlights from their current research into the effectiveness of immersive VR for patient care and education (exposure therapy and VR for pain distraction.) They talked about some research topics for future inquiry such as the effectiveness of having a parent or caregiver present virtually in the operation room and the development of immersive VR modules that use actual medical tools rather than gaming controllers.  

Also, our hosts allowed us to experience some of their VR modules first hand. We were shown a suite of immersive 360 videos (available as the “ChildLife VR” iOS app) intended to educate and assuage patient anxiety. They also had us try an immersive VR module that required a head-mounted-display and controls which put us into the role of a physician in a trauma scenario with an injured virtual patient. One of the procedures we had to perform as virtual physicians was a laryngoscopy (camera inserted via the patient’s mouth) featuring live video feedback on a monitor within the virtual scene which was dynamically tracking the user’s movements and positioning of the virtual endoscopic camera.  We could certainly all see how such an experience would help build a future physician’s skills and confidence before attempting any actual procedures for the first time. 

We look forward to future visits and potential opportunities for collaboration with the CHISIL team.
 

Photo of U of T AR VR Network members wearing an HTC Vive headset as they experienced an immersive medical training module.First/left panel: Clyde Matava, Professor of Anesthesia and co-founder of CHISIL Lab at SickKids Hospital, Laurie Harrison, Director, Online Learning Strategies – photo by Mike Spears. Middle panel: Clyde Matava, Alexander Sullivan, student and VR developer, Diane Michaud, Academic & Collaborative Technology Support – photo by  Alexandra Bolintineanu Right/last panel: Ron Wilson, Associate Professor and Acting Director, Human Biology Programs –  photo by Mike Spears.  

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MOOC Activity Infographic

The latest MOOC Activity Report is now available on the Open UToronto web site!

Now in its fifth year of support to MOOC initiatives, OLS has decided to condense our annual Activity Report into a visually engaging, one page, sharable infographic.

Thumbnail image of infographic

Click to see full infographic

This infographic is organized into four main sections, each of which focuses on an important dimension of our work in this domain:

  • Design and Pedagogy
  • Community Engagement
  • Demographic Reach
  • MOOC Research and Outreach

Course information, such as discipline representation and student numbers, are taken from live courses in the self-paced modes in both Coursera and edX. Outreach data represents our institutional reach from the last five years of activity.

Feel free to view and share.

For more information about our Open Course Initiatives visit http://www.ocw.utoronto.ca/open-course-development/

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Open Your Textbooks…

eCampusOntario recently announced the newest recipients of funding for the adoption/adaptation of existing open textbooks and open educational resources.* We are excited to have two new projects and extend our congratulations to Bill Ju for his proposed text Neuroscience – Canadian 1st Edition Open Textbook and Sanja Hinić-Frlog for her project An Introductory Open Textbook for Animal Physiology.

In addition to the cost savings for students, one of the biggest advantages of choosing to adapt an existing open textbook or other open educational resources is it gives faculty the legal right to add to, modify, or delete the content of the textbook to fit their specific course needs . As the copyright holder has already granted permission by releasing their work using an open — or Creative Commons — license, instructors may use and reuse, share, copy, retain and modify the textbook without any hindrance. **

The word OPEN written on books

©opensource.com via Flickr CC-BY-SA

The Neuroscience – Canadian 1st Edition Open Textbook will provide over 1200 undergraduate students with online access to recent research advances in neuroscience at no cost. It will be the first modifiable open textbook within the discipline that provides the flexibility to address instructional content needs related to the rapidly changing technologies, theories and concepts in neurosciences.

An Introductory Open Textbook for Animal Physiology will also integrate several resources in a single comprehensive presentation in order to enhance the quality of learning within the UTM Introductory Animal Physiology course and serve as a model for other instructors in biology and other related discipline areas. Where currently there is no individual textbook that meets the instructional needs of the learners, some 500 students will benefit with this new, adaptable, single resource.

Professors appreciate the ability to customize and reuse content to improve the learning experience, while students benefit from cost savings as the resources are delivered digitally, with no fees to access or download. Both instructors and their teams have already begun work on their projects and we look forward to seeing the results in March 2018.

* Projects funded by The Ministry of Advanced Education and Skills Development

** Benefits of adapting open texts modified from B.C. Open Textbook Adaptation Guide by Lauri Aesoph is used under a CC-BY 4.0 International license.

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Online Undergraduate Course Initiative (OUCI) 2017-18

New Re-Design Projects in Development for Coming Year

Instructors working on designEach year a number of pioneering instructors receive OUCI funding for redesign of their undergraduate courses to leverage the opportunities online instruction offer their learners. To date, more than 30 fully online courses have been launched. This year, the support available from the Vice-Provost Innovations in Undergraduate Education has been extended to include hybrid course formats as well. Wondering about the meaning of the term “hybrid?” The CTSI web site notes:

A hybrid course is one in which face-to-face teaching time is reduced, but not eliminated. At the University of Toronto, a course is considered to be hybrid if at least 30% of scheduled class time is replaced by online activities. Instruction may be offered via synchronous or asynchronous web‐based learning technologies, including video, discussion, collaborative tools or self-directed learning modules.

We are excited to have a mix of both online and hybrid courses in development this summer. As part of our support strategy for the group exploring the hybrid format we offered new specialized programming via webinar, followed by participation in the May 2017 Course Design Institute offered by CTSI. The hybrid option is popular in professional masters programs, and a faculty team from OISE also joined the institute with course redesign for this flexible format in mind.

The course redesign projects currently in development are as follows:

Instructor Dept / Division Course Offering
Hybrid Courses    
Gerhard Trippen Rotman Commerce Operations Mangement
Alex Koo Philosophy, FAS Modern Symbolic Logic
Don Boyes Geography & Planning, FAS Geographic Information and Mapping I

Geographic Information and Mapping II

Rosa Hong, Safieh Moghaddam, Ivan Chow, Caroline LeBrec Language Studies, UTM English Grammar II

English Words through Space and Time

Andrea Olive Environment/Poli-Sci, UTM Environmental Justice
Sherida Ryan, Carly Manion, Kiran Mirchandani, Coleen Scully-Stewart Adult Education, OISE Leadership, Higher and Adult Education have received an ITIF Grant to convert several courses to a hybrid model by first developing a standard framework and then building out the necessary resources.
Fully Online Courses    
Jennifer Harris Study of Religion, FAS The Study of Religion
Marie Visoi French, FAS Reading and Writing Fiction and Non-fiction in French
Barb Murck Environment, UTM Natural Hazards: Risk and Vulnerability

The fully online course instructors also met for a design planning and sharing session in June, which featured sharing of course concept maps, and collective “barrier-busting” to brainstorm solutions to sticky problems. Our congratulations to all recipients of the OUCI funding! Stay tuned to hear about the results.

Image of Instructor and planning notes

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New Call for eCampus Ontario Projects – 2017

The University of Toronto internal deadline for Expressions of Interest is Monday, June 5, 2017 (Note: Previous deadline of June 2 has been extended). Please email a short general description of your project idea (maximum 200 words) to Vice Provost Innovations in Undergraduate Education  at vp.iue@utoronto.ca with copy to online.learning@utoronto.ca.

Proposal consultation and development support is available for both the Open Textbooks call and the Digital Inclusion Research RFPs. If you are interested in pursuing this funding, please contact Laurie Harrison, Director of Online Learning Strategies at laurie.harrison@utoronto.ca or 416-978-1703. As this is the fifth round of provincial funding in this domain, we have a well-developed, strategic approach to provision of institutional supports and processes for curriculum initiatives and special projects which has proved successful in past years.

Full proposals are will be submitted by the Provost’s office on June 19, 2017. Award announcements will occur in August, with projects to be completed by March 2018 for this round.


Detailed Funding Program Information

Open Textbooks Initiative:

The Ministry of Advanced Education and Skills Development has provided funding to increase the use of open textbooks through both creation and adoption in several priority areas. eCampus Ontario is accepting two types of proposals:

  1. Funding up to $15,000 per project is available to incentivize adoption/adaptation of existing eTexts and open educational resources in the following categories:
  • Textbooks for high-enrolment first and second-year courses
  • Original French-language content
  • Indigenous studies content
  • Trades and technical skills content
  • Content supporting the settlement of immigrants and refugees

2. Funding up to $40,000 per project is available for creation of new eTexts in the following categories:

  • Original French-language content
  • Indigenous studies content

See RFP site for more information on the Open Textbook Initiative Call


Digital Inclusion Research

As a centre for excellence in online learning, eCampusOntario has a mandate to support leading edge Ontario research in the field. In this Call for Proposals, the Ontario Digital Service has provided funding to support researchers who wish to explore digital inclusion and related areas of focus, such as inequities in access to the Internet and digital skills, practices of design which exclude groups or individuals, and explorations of the concrete ways in which people can benefit from the application of digital skills and access across sectors (e.g., healthcare, education, civic participation) as well as ways in which people may be put at risk as a result of lack of knowledge, or skills in digital technologies.

See RFP site for more information on the Digital Inclusion Research Call

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Kudos to Online/Hybrid Program Coordinator – OISE

Coleen Scully-Stewart Recognized for “Contribution to Teaching”

Congratulations to Coleen Scully-Stewart, the Program Coordinator for OISE’S new Online/Hybrid Master of Education on receiving OISE’s 2017 award for Distinguished Contribution to Teaching.  As part of the Educational Leadership & Policy Program expansion, Coleen spearheaded planning for this new cohort-based initiative which has now launched a second cohort, reflecting the demand from students throughout the province of Ontario and beyond.

The program is exceptional in the overall design of the learner experience, specifically developed to meet the unique needs of an online learning community of working professionals.  These graduate students are provided with an opportunity to engage in exploring questions of leadership, policy, change and social diversity in schools, while linking theory to practice in their own work environments. Coleen led the process of establishing a well-integrated cohort, collaborating with the instructor team and with OISE’s Education Commons to create a virtual community space that extends beyond required coursework. The team attended the CTSI Course Design Institute as a group to join efforts on the course planning process. Also, Coleen and her team worked with the OISE Registrar to develop an UTORid access process that would not require students to physically come to campus to the T-Card office – a first at UofT.

According to Coleen, the most challenging aspect of establishing the program was “designing an online space that would foster a strong sense of community for cohort members.”  However, this hard work has had its rewards. Our award-winning faculty member notes, “it is gratifying to know that we are able to provide an OISE  MEd program in Educational Leadership and Policy for students who, until now, would not have had access.  The learning for all is enriched by having perspectives from widely varying contexts across the province and the globe.”

Congratulations to Coleen on her leadership in the development of an Online/Hybrid Master of Education Program that exemplifies a comprehensive and fully integrated approach to ensuring a positive graduate student experience.

Photo of Coleen Scully-Stewart and Dean Glen Jones

 

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