PHASE IIB
DATA COLLECTION: Interviews

[Summer-Autumn 2023]




Interview Trailers


Trailer 01: What advice would you give fellow instructors wanting to implement playful approaches in hybrid learning?




Trailer 02: If you could spend a full day with any fictional character, who would it be any why?




Trailer 03: What do you envision for the future of hybrid higher education? Any emerging trends you believe will shape this approach?






Interviews


Opening the interview series on playful hybrid higher education is the interview with Roswita Dressler, an Associate Professor at the University of Calgary.

Roswita Dressler

Roswita Dressler, PhD is an Associate Professor in the Werklund School of Education at the University of Calgary. She studies in-service and pre-service teacher understandings of second language teaching and learning as well as linguistic identity and study abroad. She is a former teacher of German and French as a Second Language.

Website: roswitadressler.com
Twitter: @rahdressler





Interiew series - with Canadian faculty on playful hybrid higher education, in alphabetical order:

  • Jessica Ayala
  • Hoi Cheu
  • Michelle Goodridge
  • Wanda Krause
  • Douglas MacLeod
  • David Monteyne
  • Krista Osborne
  • Matthew Parker
  • Soroush Sabbaghan
  • Gregory Tweedie
  • Alvaro Quevedo
  • John Vigna


Questions asked include:


  • How do you define hybrid education?
  • How would you describe your understanding of playfulness in hybrid learning?
  • Have you noticed any specific changes (positive and negative) or trends in hybrid learning as a result of the COVID-19 pandemic?
  • What do you envision for the future of hybrid higher education learning? Any emerging trends that you believe will shape this approach?
  • How do you assess the effectiveness of hybrid learning in the courses you have taught so far? Are there any specific assessment methods or criteria you find useful?
  • How do you start to foster a sense of community when teaching in a hybrid approach?
  • Do you believe that hybrid learning is applicable to all disciplines or are there any subjects where it may be more challenging to implement? Why?
  • Are there any specific tools, technologies, or resources that you find helpful for incorporating playfulness into your hybrid learning courses?
  • What are some of the difficulties you have faced when teaching in a hybrid mode? What are some approaches you’ve tried to overcome these difficulties?
  • Let’s forget a little bit about hybrid learning, but in your overall teaching experience, what are some playful activities or approaches you have incorporated as part of your curriculum? Can you provide an example?
  • What advice would you give fellow instructors/ faculty wanting to implement playful approaches in hybrid learning to better engage students?



Jessica Ayala 

Dr. Jessica Ayala is a Professor (Teaching) and Vice Dean in the Faculty of Social Work at the University of Calgary and has over 20 years of experience teaching in online and hybrid environments. Her areas of interest include online and hybrid learning, field education, and social work education. Jessica was Educational Leader in Residence for Online Learning at the Taylor Institute of Teaching and Learning from 2019-2021; and in her role as Vice-Dean, supports all academic programs and operations in the Faculty of Social Work.

Faculty website: https://socialwork.ucalgary.ca/jessica-ayala 




Hoi Cheu 

Dr. Hoi Cheu is a theorist deeply interested in the philosophy of both arts and science; he is an interdisciplinary researcher and currently serving as the director of the Doran Planetarium.

With an interest in bibliotherapy - the use of literature as a tool for mental and physical well-being - he also studied systems therapy scholarly and clinically under Dr. Joseph Gold. He has been collaborating with various interdisciplinary health research teams from the Northern Ontario School of Medicine University (NOSMU), Toronto Sick Children’s Hospital, and the Centre for Rural and Northern Health.

For knowledge dissemination, he makes documentary films and videos. He is currently collaborating with SNO+ Experiment team at SNOLAB to create a video series called "The Sciences of SNO+."  Collaborating with NOSMU's "Compassion Writing Group," he is the leading editor and contributor of a new book in progress on compassion and social accountability in medical education.  His book, Cinematic Howling: Women’s Films, Women’s Film Theory (2007), was nominated for the Canadian Women’s Studies Association Book Prize.

Faculty website: https://laurentian.ca/faculty/hcheu
LinkedIn: hoi-f-cheu-69142a1b




Michelle Goodridge

Michelle Goodridge holds a Master of Arts in History (2011) and a Master of Library and Information Science (2014) – both from The University of Western Ontario – and has over a decade of experience working in academic libraries with over three years of experience as a Contract Teaching Faculty member in Game Design and Development. Michelle focuses a large amount of her time and energy on outreach and teaching both on-campus and off and seeks to create unique and non-traditional partnerships such as her work with bringing together academic and public libraries. Michelle’s other (library) interests include accessibility in gaming, objective assessment, non-traditional library collections, game-based teaching and learning, social media, user experience, and using technology in information literacy instruction.

Faculty website: https://library.wlu.ca/about/people/michelle-goodridge
LinkedIn: michelle-goodridge-53462038
Twitter: @migoodridge





Wanda Krause 

Dr. Wanda Krause has more than 20 years of experience as a scholar-practitioner investigating how courageous individuals collaborate to lead and mobilize change. Her PhD is in politics of the Middle East and focused on women’s contributions to civil society and political change in challenging environments.

Her research and consulting relate to global leadership, gender, civil society, its evaluation and Middle East politics. Building on these passions, she is currently also interested in planetary health. She was senior teaching fellow at the School of Oriental and African Studies, University of London, consultant at Qatar Foundation, assistant professor at Qatar Foundation and Qatar University in Doha, Qatar, lecturer at the American University of Sharjah in the United Arab Emirates and former research fellow at the London School of Economics, UK.

Wanda has founded, co-founded and led centers and programs in the Middle East and Yukon, Canada. Her consulting has also related to improving the conditions for Canada’s northern Indigenous communities in several capacities. Drawing on many years of immersion in diverse local and global communities and born into a multi-racial household, Wanda is highly appreciative of decolonization and DEI initiatives.

Faculty website: https://www.royalroads.ca/people/wanda-krause
Publications:
  • 2012. Civil Society and Women Activists in the Middle East. London: I.B. Tauris (won prestigious CHOICE Oats award as best academic title for Middle East Studies)
  • 2008. Women in Civil Society: The State, Islamism, and Networks in the UAE. New York: Palgrave-Macmillan.
  • 2013. Spiritual Activism: Keys for Personal and Political Success. San Francisco: Turning Stone Press.
  • 2009. Ed. and Introduction. Citizenship, Security and Democracy: Muslim Engagement with the West. London: AMSS & SETA.
  • Co-authored with over 100 moms. 2017. “How to Balance Work and Kids and Thrive,” in When You are DONE Expecting:  A Heartfelt Collection of Inspirational Stories and Advice on Motherhood. Co-authored with Parul Agrawal and over 100 moms. Nirvana Wellness Publishing (won Amazon international best-seller).
  • Currently working on a book on Planetary Health Leadership. As sub-editor also working on forthcoming (2024) Encyclopedia of Diversity, Equity, Inclusion, and Spirituality “DEIS”, to be managed and published by Springer Nature with Editor-in-Chief, Dr. Joan Marques.



[Note: There is just audio for this video, no visuals.]


Douglas MacLeod

Over the last 30 years, Dr. Douglas MacLeod, FRAIC, has been creating visionary projects that have transformed the arts, architecture and education – from pioneering work in virtual reality at the Banff Centre to eduSourceCanada, the country’s largest e-learning initiative to date. A registered architect, he is currently the Chair of the Centre for Architecture at Athabasca University – an online program that has quickly grown to be one of the largest and most innovative in the world. MacLeod is also a contributing editor to Canadian Architect Magazine and the former Executive Director of the Canadian Design Research Network. He is also a former Associate with Barton Myers Associates, Los Angeles.

Faculty website: https://www.athabascau.ca/science-and-technology/our-people/douglas-macleod.html 
LinkedIn: douglas-macleod-9a9a5028




David Monteyne

My training is in architectural history and cultural studies, and I use interdisciplinary approaches to study buildings, urban sites, monuments, public spaces, and landscapes in relation to a broadly-defined social context. In 1995, I completed a Master’s degree in the School of Architecture at the University of British Columbia, then worked five years as a lecturer, heritage researcher, and architecture librarian. In 2005, I completed my PhD in American Studies at the University of Minnesota, and my dissertation came out as a book in 2011 with the University of Minnesota Press.

Through an engagement with cultural and political history, I seek to specify the different techniques and processes by which space is produced through social relations. Critical architectural history seeks to research the built environment as a creative cultural phenomenon not limited to singular structures or famous architects. In contrast, understanding the role of the everyday spatial practice of subjects in producing the built environment is one of the most under-studied questions facing architectural and urban design history. A new research project on Canadian cultural landscapes seeks to address this question through research on spaces of immigration. This scholarship incorporates analytic categories such as race and gender, thereby adding relations of identity and power to its examination of the meanings and uses of spaces and places. In my work, a specific focus has been the relationship between built environments, bureaucracies, and national identity. I have studied this in different ways, through the architectural programs of the Hudson’s Bay Company in the 1910s-20s, the United States civil defense establishment during the Cold War, and the Canadian government departments responsible for immigration in the century after Confederation.


Faculty website: https://sapl.ucalgary.ca/about/people/david-monteyne
Publications:





Krista Osborne 

Krista Osborne RCSW, MSW is a Registered Clinical Social Worker and an Assistant Professor (Teaching) with the University of Calgary Faculty of Social Work. She is the Team Lead for the Trauma Informed Practice MSW Program and also a Field Placement Coordinator. She also has a small private practice as a mental health therapist that works with Adolescents, Individuals and Families. Krista has been teaching in adult education for 20 years and at the Post secondary level for 13 years. In her down time, she likes to try to make her family laugh but usually her teens just smile and nod to get her to stop.

Faculty website: https://socialwork.ucalgary.ca/krista-osborne
Personal website: http://kristaosborne.ca/
LinkedIn: krista-osborne-655b2b64




Matthew Parker 

Matthew Parker is an Assistant Professor with SAPL and holds a Masters in Architecture and Masters in Environmental Design from the University of Calgary. His research builds off a close reading our times and explores advanced techniques of computational design and representation as tools for disruption and critical change.

Faculty website: https://sapl.ucalgary.ca/about/people/faculty




Soroush Sabbaghan

Dr. Soroush Sabbaghan is an Associate Professor (teaching) in the Werklund School of Education at the University of Calgary. His work is generally focused on ethical use of technologies to enhance the learning experience. His current focus is in understanding how Generative Pre-trained Transformers intersect with pedagogy, learning designs, assessment, and academic integrity.

Faculty website: https://profiles.ucalgary.ca/soroush-sabbaghan
Personal website: https://soroushsabbaghan.com/
Twitter: @SoroushSabb




Gregory Tweedie

Dr. Gregory Tweedie, Associate Professor, Werklund School of Education/University of Calgary, holds a PhD in Education (Applied Linguistics focus) from the University of Southern Queensland. His teaching and research draw heavily upon his experiences as a language teacher and language teacher trainer in East, Southeast and Central Asia, the Middle East, Canada, and his native Australia.

Faculty website: https://profiles.ucalgary.ca/gregory-tweedie
Google Scholar: M Gregory Tweedie




Alvaro Quevedo Dr. Alvaro Joffre Uribe Quevedo is an Associate Professor in the Faculty of Business and Information Technology at Ontario Tech University in Oshawa, Ontario, Canada, where he teaches courses associated with immersive technologies, computer graphics, and game engines in the Game Development and Interactive Media Undergraduate program. He also teaches immersive technology courses in the Computer Science graduate programs and conducts research in Virtual Reality and Human-Computer Interactions. Recent projects include understanding the usability effects of physical and physiological measurements in VR in various use cases including VR locomotion, radiation attenuation training, breastfeeding, reminiscence therapy, laparoscopy simulation, twin-twin transfusion syndrome simulation, and inclusive design for VR collaboration rooms, among others. Dr. Uribe Quevedo received his bachelor's degree in Mechatronics Engineering from Universidad MilitarNueva Granada in Bogotá, Colombia, in 2003. In 2008, Dr. Uribe Quevedo completed his Master’s in Mechanical Engineering, and in 2011 his Doctoral degree in the same field at the Universidad de Estadual de Campinas in Campinas, São Paulo, Brazil. In 2015 he became a Post-Doctoral fellow at the Games Institute at the University of Waterloo in Waterloo, ON, Canada, researching the effects of games in medical training as part of the IMMERSe network jointly working with Ontario Tech University.

Faculty website: https://businessandit.ontariotechu.ca/people/faculty/game-development-and-interactive-media/alvaro-joffre-uribe-quevedo,-phd.php
Personal website: https://www.alvarojuribequevedo.com/
LinkedIn: ajuribeq



[Apologies for the poor sound/image quality. We have encountered technical difficulties when conducting this interview.]


John Vigna  John Vigna’s (he, him, his) is an Associate Professor of Teaching at the University of British Columbia’s School of Creative Writing. His novel, No Man’s Land, was published in Fall 2021. His first book of fiction, Bull Head, was received with critical acclaim in Canada and the US in 2012 and published in France by Éditions Albin Michel in 2017. It was selected by Quill & Quire as an editor’s pick of the year and was a finalist for the Danuta Gleed Literary Award. John was named one of 10 writers to watch by CBC Books.

Faculty website: https://creativewriting.ubc.ca/profile/john-vigna/
Personal website: https://www.johnvignaink.ca/

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