The table below highlights the different styles of instructional opportunities I led or co-led during the period under review. These include in-person classroom workshops, and online or hybrid faculty development sessions. I have linked associated supporting resources that were developed where possible.
| TITLE | DATE | ROLE | SUPPORTING RESOURCES |
|---|---|---|---|
| New Faculty Orientation – Moodle Overview | August 2024 | Individually led | |
| Generative Artificial Intelligence Session for TRU Library My Topic: Finding & Assessing GenAI Tools | August 2024 | Co-led with Brian Lamb, Jamie Drozda, Melanie Latham | |
| Introduction to Kaltura (Classroom visit) | September 2024 (x3 sessions) | Individually led | Created two new video series – Kaltura Tutorials for Students and Kaltura Tutorials for Faculty – as well as PDF handouts. Housed these resources in a Moodle course shell for students to access, that also included additional troubleshooting tips, contact information, and practice activities. |
| Intro to H5P: Creating Engaging Online Learning Experiences with Interactive Content | October 2024 | Individually led | Session Description H5P Building Party (Fall 2024, Enrolment Key: “h5pparty”) |
| Advanced H5P: Using AI to Create Interactive Content (In-Person) | November 2024 | Individually led | Session Description H5P Building Party (Fall 2024, Enrolment Key: “h5pparty”) Worksheet |
| New Faculty Orientation – Introducing the LT&I Team | January 2025 | Individually led | We are LT&I |
| Introduction to WordPress and ePortfolios (Classroom visit) | January 2025 | Individually led | Handout – How to Get Your TRU WordPress Site Handout – Editing your WordPress Site |
| Generative Artificial Intelligence Session for EDSW – Part I My Topic: Co-creating Educational Materials with GenAI | February 2025 | Co-led with Jamie Drozda, Melanie Latham | Worksheet |
| Generative Artificial Intelligence Session for EDSW – Part II My Topic: Co-creating Educational Materials with GenAI (Continued) | March 2025 | Co-led with Jamie Drozda, Melanie Latham | |
| Introduction to H5P: Creating Interactive Content | February 2025 | Individually led | Session Description H5P Building Party! (Winter 2025, Enrolment Key: “h5pparty”) Slides |
| Advanced H5P: Collaborating with Generative AI | March 2025 | Individually led | Session Description H5P Building Party! (Winter 2025, Enrolment Key: “h5pparty”) Worksheet Slides |
| Generative Artificial Intelligence Session for ELLT My Topic: Keeping the Human in the Loop: Creativity & Writing in the Age of AI | April 2025 | Co-led with Jamie Drozda, Melanie Latham | Slides |
| Technologies for Authentic Assessments Series: Videos in the Classroom | May 2025 | Individually led | Session Description Slides Cheat Sheet |
| New Faculty Orientation – Moodle Overview | August 2025 | Individually led | |
| Generative AI Overview & Introduction to Custom Chatbots (Classroom Visit – part of Philosopher Chatbots Project) | September 2025 | Co-presented with Manu Sharma | Slides |
| Introduction to WordPress and ePortfolios (Classroom visit) | October 2025 | Individually led | Handout 1 Handout 2 |
| Introduction to H5P: Creating Interactive Learning Experiences | October 2025 | Individually led | Session Description H5P Building Party! (Fall 2025, Enrolment Key: “h5pparty”) |
| Philosopher Chatbot Workshop | October 2025 | Co-led with Manu Sharma | |
| GenAI for Educators Course (In Development) | Launching late November 2025 | Co-developed with Alexis Brown | Access to course (enrolment key: “trugenai” |
Reflection on Pedagogical Decisions
Facilitating workshops and presenting was the area where I was least experienced in entering this role and was frankly the area I was most anxious about. That said, it was also the area in which I was most looking forward to challenging myself. Looking back at some of my early workshop recordings and resources, I think it is safe to say I have improved in many ways over the passed year, including planning, public speaking, timing, and even slide design to ensure they are visually interesting and align with principles of multimedia design.
There are several areas in which I have strived to improve based on my own personal reflections and through requesting feedback from colleagues who have attended my sessions. Perhaps the biggest lesson for me has been to simply slow down a bit and to be more selective in what I am covering. I tend to want to pack in a lot of content that causes me to rush a bit, so I have tried to keep in mind that sometimes less is more and to really focus on what I want learners to get out of the session. I have also tried to improve my time management of sessions, making sure I am leaving time for questions and spreading out hands-on activities to better break up the time. Tonally, I have tried to rely less on scripts and instead adopt a more casual approach supported by concise speaking notes.
My general approach to in-person or online sessions is to first set the tone for the session by providing an agenda and/or learning objectives so participants know what to expect. I try to keep a clear goal for the session in mind when preparing. This might be determined by me, or it might stem from what the instructor wants their students to get out of a session when doing a classroom visit. I like to start sessions by asking questions of the audience to get a sense of their experience with the topic and to help them recall existing knowledge. I usually like to ground a session in some theory or context before moving on to more demonstrations and try to integrate hands-on activities throughout to provide active learning opportunities. I have also found that including worksheets/cheat sheets that highlight key concepts can be an effective way for learners to follow along and take away something from the session that they can refer back to.
For asynchronous offerings that I have developed, such as the GenAI for Educators course, I try to implement good design principles by providing a consistent layout and icons to make navigation easier, providing overviews, learning objectives, and a list of topics in each module to help orient learners, and including interactive knowledge checks, challenge-based activities to encourage active experimentation, and reflective exercises. I have also provided space for learners to engage with each other virtually through discussion forums. I have ensured that the course aligns with accessibility and universal design for learning principles as well, such as including optional audio files to provide learners with the option to listen to modules instead of reading them.