Happy New Year

In the past I’ve looked at previous posts about what I think will happen, and reflect on those ideas. It’s not that I don’t think reflection is valuable, it’s just that I’m not that interested in navel gazing (hell, I can see my navel getting bigger by day).

This year, I’ll outline some of the projects I’m currently involved with and will try to write about this year.

Work Projects

So for work, I’m working on two large-ish projects. One is a Productivity and Innovation Grant funded project lead by the University of Guelph, around learning outcomes in D2L. What the project encapsulates is ensuring there’s alignment between course, program and ultimately University related outcomes – and the reporting that D2L will suggests where there are holes in the alignment. It seems like it will improve the Analytics/Insights tool greatly with global reporting options – which is something I’ve struggled with greatly.

The other, is around Learning Portfolios. The department that I’m embedded with has gotten some funding from the University to advance Learning Portfolios (the ePortfolio tool in D2L) on campus and it’s looking like we will be responsible for this area from here on out. I think that some improvements to the way the tool works by D2L will only help the adoption of the tool – however there’s still some major hurdles that have to be overcome before there’s widespread adoption. That’s not to say that adoption and use hasn’t grown greatly, it has – just the impact of the use so far has not produced enough of a ripple to spread campus-wide. That’s our job in year two. I’m putting in a Fusion 2014 proposal to co-present one of the really interesting stories from first semester that ties blended learning, learning portfolios and helping students reflect (in this case on career choices).

Personal Projects

Other than the banal things like redo the bathroom and visit more places, I’m putting out a record with my one band and releasing another record with my other band. Not very exciting unless you like hardcore punk.

While this is work-related, I want to put together a rubrics repository (like Rubistar, but much more focused on local courses, and local sharing) that has a series of rubrics saved covering higher education courses that the University teaches. This way, it gathers together some of the best work that faculty have done, recognizes them, allows them to set sharing permissions, and ultimately, choose to export as PDF or into D2L. This is a big project, and really not on anyone’s timeline, but I want it to happen. It’ll have to be open source, and to that end, maybe it doesn’t just spit into D2L but into Blackboard or other systems too. The first iteration will of course work with our system (D2L) and then maybe we can branch out.

I’d love to help update the Feed2JS codebase to get it WCAG 2.0 compliant.  I’d also love to blog more.

Ontario Ignite 2013 Recap

I feel like it’s valuable to post my notes about conferences and events I attend – I hope you find them useful as well.

I attended and presented at the Ontario Ignite Regional Conference, which is a Desire2Learn conference intended to gather users of the system together and exchange information. It’s a good chance to catch up with friends and to learn a whole bunch of stuff. Someone suggested it was like a mini-Fusion, which I think is a pretty apt comparison. These smaller conferences might even be better as you have less choice and are more likely to hit on some tips that are interesting to you. I presented about putting the Polling Widget into your Org Level or at a Course Level homepage, which I’ve posted on here elsewhere. After that, I attended other presentations. Here’s a cliff’s notes (or a synopsis for you non-Canadians).


University of Guelph, who are using the Competencies and Rubrics tool more than maybe other Universities (certainly mine). In this context the presentation outlined the process for Guelph’s Applied Human Nutrition program who have external competencies from the College of Dietitians Ontario. The course(s) need to feed 147 competencies, which were previously tracked in Excel. Currently content and quizzes feed these assessments, needing to meet both the requirements to trigger the Competency. Competencies allow two options – all sub options or any of the sub options – which allows for some interesting options when assessing criteria. One has to be careful when wanting to assess any of the options to meet the competency. Outcomes are able to be assessed on individual criteria of rubrics. Quizzes are able to have outcomes tied to individual quiz questions.


University of Guelph has been working on Learning Outcomes for many years; in 2008 UDLE’s and GDLE’s (Undergraduate Degree Level Expectation and Graduate Degree Level Expectation).  In 2012, new undergraduate learning outcomes developed for all (in some cases redeveloped). Guelph developed a curriculum mapping tool (CurricKit) since 2007. In 2012, Guelph engaged in an Analytics pilot with D2L.

Some best practices of curriculum development:

  • Faculty driven
  • Evidence based
  • Discipline oriented
  • Collaborative
  • Facilitator-guided
  • Learning centred

Guelph’s curriculum mapping survey asks faculty what they intend to assess with the course. They renamed Competencies to Outcomes on tabs within tools – which better aligns with how most people know this thing. Competencies at org level feed competencies at the program level then feed competencies at the department level in D2L. Courses with individual templates are not going to work with this structure – need programs to sit separately due to the cross disciplinary nature of courses at Guelph. I asked, Do you only associate learning outcomes at the course level? No, it’s actually at the template level, activities are at the course offering level –  set up this way to facilitate visibility and to aggregate data to the template. One problem was how to validate course assessment as outcomes assessment? Does the course assessment really add up to an achievement with outcomes? Can we make the assumption with course based assessment = program based assessment? Literature suggests not, so how do we rectify?



Etexts can include digital media (eg. Video). I asked, Can licensed materials be disabled after x amount of time? Yes, controlled by date permissions in Content. Vision: “Any learner today should have the best in class utility and access to all of their course content – all in one place, all digital anytime and anywhere.” Files from your ipad will be added to that instance of Binder – not uploaded to the cloud version of Binder. Binder for Android is coming, as well as a web client. Discoverbinder.com – fusion or community.desire2learn.com will give you content to pull in.

DRM and Copyright controls in Binder

  • Date and time restrictions are respected by Binder
  • Instructors can turn off send to Binder feature as well
  • Students are notified that content is expiring

Binder Apps: provide annotation and Dropbox and Skydrive integration, within ios you can shift attachments in Mail app to Binder (on that device).  Binder allows annotation, exporting, tagging.