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Submitted by cjohn on Thu, 09/08/2016 - 9:36am


In this section, you will find several resources that will help you in your teaching and learning practice: Blended Learning, Guidelines, ePortfolio Resources, Online Learning Resources, Rubrics for Assessment, Scholarship of Teaching and Learning (SoTL) Resources, Signature Pedagogies, and Technology Resources.

Blended Learning

Submitted by cjohn on Thu, 09/08/2016 - 12:05pm

Blended learning can be defined as "the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies (Garrison & Vaughan, 2008, p. 148). Also known as hybrid learning, this pedagogical approach focuses on improving educational transaction by merging a variety of face-to-face and online resources suited to the needs of a specific audience.

Blended Learning Resources

Additional blended learning references:

  • Garrison, D.R., & Kanuka, H.(2004) Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105.

  • Graham, C.R. (2013). In M.G. Moore (Ed). Handbook of Distance Education (pp 333-350). New York, NY:Routledge.

  • Norberg, A., Dzuiban, C. & Moskal, P.D. (2011).  A time-based blended learning model. On the Horizon, 19(3), 207-216.

ePortfolio Resources

Submitted by cjohn on Thu, 09/08/2016 - 12:28pm

The ePortfolio is an important online digital tool for both students and faculty. It can be used to highlight career and research achievements throughout academic life.  The resources listed below will assist in the creation of an ePortfolio, specifically in D2L.

D2L ePortfolio Support for Students

How-to Resources for ePortfolio Creation

Examples of ePortfolios

The following items highlight examples of different ways to present your ePortfolio.

Resources for Editing ePortfolios (*New)

As with all online content, confirm copyright information before adding to your ePortfolio. The following resources are available to supplement and add to the presentation of your ePortfolio:

Frequently Asked Questions (FAQs) about ePortfolios

The following items answer some frequently asked questions about ePortfolio.

1) What should I put in my ePortfolio?

Here are some suggestions.  

2) How do I share my ePortfolio with someone in my course? 

By default, everything in your D2L ePortfolio is private and can’t be viewed by others. You also can’t share your entire ePortfolio – you select the particular items you have created or uploaded, such as a website, a reflection or a Word document.  In order to allow others to view something in your ePortfolio, use the drop down arrow next to the item you want to share.  Select share, Add Users and Groups, and search for the person you want to share with.  

3) How do I make my website (presentation) public -  that is, viewable by everyone?

Use the drop down arrow next to the presentation you want to make public. Select share, and turn on Allow public viewing of presentation

The Share URL listed is the link you would send to whomever you would like to see your website. 

I suggest using a URL shortener such as to make your URL shorter/nicer for people to access.

4) How do I continue to work on my ePortfolio after leaving the university?

This document explains the process.   

5) Where can I get free images?

Please check the section ‘Resources for Editing ePortfolios‘ on this website for suggestions. 

6) Can I use pictures of students from my practicum in my ePortfolio?

This document talks about the use of these images.   

7) If I use my own banner image when creating a website, what size should it be? 

980 x 200 pixels


WSE Guidelines

Submitted by cjohn on Thu, 09/08/2016 - 12:52pm

The Office of Teaching and Learning, together with the Teaching and Learning Advisory Committee and other units of the Werklund School of Education has created several guidelines for enhancing teaching and learning in our School.

Online Learning Resources

Submitted by cjohn on Thu, 09/08/2016 - 4:21pm

Online learning requires a different mindset from students and instructors. Without face-to-face interaction, online learning demands a new approach in terms of preparation, design, delivery, and assessment of learning. In this page, you will find resources to enhance your online teaching practice.

General Online Learning Resources

Creating a Strong Online Teaching Presence

Technology Resources - Adobe Connect

Technology Resources - Desire2Learn

  • Top Tips on Desire2Learn: Resource sheet with suggestions on how to use D2L tools for enhancing your online course.
  • Grades in D2L: Webpage with resources on how to setup D2L gradebook and export grades to PeopleSoft.
  • Online teaching tutorials: resources created by the UofC Continuing Education department on Adobe Connect and D2L.
  • D2L support: website developed by the IT Department and the Educational Development Unit with tutorials and FAQ on D2L.

Online Educational Development Modules

Faculty have opportunity to earn digital badges when taking the online educational development modules. More details.

Rubrics for Assessment

Submitted by ldarosa on Fri, 02/19/2016 - 3:01pm

The resources on assessment focus specifically on rubrics. Click on the area below to find out more on rubrics.

Werklund School of Education - Example Rubrics

- Action on Assessment: This document highlights a three-phase action plan on Assessment practices currently under development at the Werklund School of Education. Authored by Jennifer Lock, Dianne Gereluk, and Michele Jacobsen.

- Creativity Rubric:  Sample rubric for assessing creativity. Authored by Jennifer Lock, Brenda Dyck, and Gale Parchoma.

- Literature Review Rubric:  Rubric designed as an assessment tool for doctoral-level literature review activities. Authored by Gale Parchoma, Jennifer Lock, and Brenda Dyck.

- Scholarly Knowledge Building Rubric, developed by Sharon Friesen and Michele Jacobsen.

- Infographic assignment guidelines and rubric, developed by Patti Dyjur.

The Basics of Rubrics

Rubrics are “set of clear expectations or criteria used to help teachers and students focus on what is valued in a subject, topic, or activity” (Airasan & Russell, 2008, p. 223). They are a helpful tool to assess student work, as they make assessment criteria visible. Rubrics tend to have two key components: the criteria used for the assessment, and descriptors of quality organized in progressive levels of performance.



Airasian, P. W., & Russell, M. K. (2008). Classroom assessment: Concepts and applications (6th ed.). New York: McGraw-Hill.

Steps for Creating Your Own Rubric

Additional resources:

Grading Rubrics

Additional resources:

Examples of Rubrics

Methods for assessing group work

Discussion Rubrics:

Presentation Rubric:

Rubric for chapter discussion questions:

Critical Thinking:


Various examples of rubrics:

Scholarship of Teaching and Learning

Submitted by cjohn on Thu, 09/08/2016 - 12:56pm

Defined as the “integration, application and transmission of knowledge” (Kreber, 2002, p. 6), the Scholarship of Teaching and Learning (SoTL) could be viewed as the pinnacle of the teaching practice in the academic world. It represents knowledge about excellence and expertise of teaching that is shared in a peer-reviewed format, allowing for the dissemination and critique of teaching practice to the greater community. The shared aspect of the scholarship of teaching, which can take place in different formats, from academic journal publications to teaching portfolios, can also be used as a form of educational development, as suggested by Taylor and Colet (2010).

SOTL Journals

Canadian Journal for the Scholarship of Teaching and Learning (SJSoTL)


Description: According to their website, the CJSoTL is a peer reviewed, trans-disciplinary, open-access electronic journal for academic professionals working to understand and enhance learning through systematic scholarly inquiry: articles relevant to the Canadian context, that shed new light on the teaching and learning interests of post-secondary education in Canada, including quantitative and/or qualitative research reports and essays examining issues in the scholarship of teaching and learning. It is supported by the Society for Teaching and Learning in Higher Education.

Journal of the Scholarship of Teaching and Learning (JoSoTL)


Description: The Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. It is run by the Indiana University.

SoTL Conference

International Society for the Scholarship of Teaching and Learning


Description: The 13th edition of the ISSOTL will occur in Los Angeles, CA, October 2016.

Society for Teaching and Learning in Higher Education Annual Conference


Description: The 2016 edition of the STLHE Annual Conference will take place in London, Ontario, from June 21-24, 2016. The conference's theme is Empowering Learners, Effecting change.

Symposium on Scholarship of Teaching and Learning


Description: The seventh edition of the Symposium will take place in Banff, Alberta, November 10-12, 2016, organized by the Mount Royal University.

Signature Pedagogies

Submitted by cjohn on Thu, 09/08/2016 - 4:39pm

Signature pedagogies are "types of teaching that organize the fundamental ways in which future practitioners are educated for their new professions” (Shulman, 2005, p. 52). Calder notes that “signature pedagogies encourage students to do, think and value what practitioners in the field are doing, thinking and valuing” (2006, p. 88). It is "the way each discipline teaches students to think like the professionals in that discipline” (Haynie, Chick & Gurung, 2012, p. 7).

WSE Signature Pedagogies Highlighted

Shulman (2005) proposes three dimensions that form a signature pedagogy:

  • Surface Structure –“concrete, operational acts of teaching and learning, of showing and demonstrating, of questioning and answering, of interacting and withholding, of approaching and withdrawing”.
  • Deep Structure –a “set of assumptions about how best to impart a certain body of knowledge and know-how”.
  • Implicit Structure –“a moral dimension that comprises a set of beliefs about professional attitudes, values, and dispositions”. (Shulman, 2005, p. 55)

In the Werklund School of Education, we have identified six pedagogies that, put together, form the basis for the professional development of school teachers:

Signature Pedagogies in WSE

Submitted by ldarosa on Mon, 03/14/2016 - 11:55am

Problem-Based Learning

PBL is “’a pedagogical method that provides students with practical, real-life problems to solve. These problems are typically open-ended in nature, generally possessing many possible solutions’” (Visconti, 2013, p. 27). It is about carefully designing problems where students are challenged to use problem solving skills, self-directed learning strategies, teaming/collaboration skills and disciplinary knowledge. Through PBL, students can improve their problem-solving skills, research skills, and social skills.

Additional resources:

Center for Teaching and Learning (2001). Problem-based learning. Speaking of Teaching – Stanford University Newsletter on Teaching, 11(1). Retrieved from

Center for Teaching Excellence – Cornell University (n.d.). Problem-based learning. Retrieved from

Hmelo-Silver, C., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A Response to Kirshner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107. Retrieved from

Lee, R., & Chiu-Yin, K. (1997). The use of problem-based learning in medical education. Journal of Medical Education, 1(2), 149-157.

Queens’ University. (n.d.). Problem-based learning.  Centre for Teaching and Learning. Retrieved from

University of Delaware. (n.d.). Problem-based learning at University of Delaware. Retrieved from

Visconti, C. (2010). Problem-based learning: Teaching skills for evidence-based practice. Perspectives on Issues in Higher Education, 13(1), 27-31.

Community-Based Learning

CBL “is a pedagogical model that connects classroom-based work with meaningful community involvement and experiences.Within the context of equitable partnership, community organizations and students mutually benefit from the CBL experience both by meeting course objectives and by addressing community-identified goals.Students may engage with groups including, but not limited to: nonprofits, government agencies, grassroots collectives, and other educational institutions” (Johns Hopkins Center for Social Concern, 2008).

Additional resources:

Barrett, M.S. (2012). An introduction to community-based Learning.  Retrieved from

Georgetown University. (2005). Community-based learning and research. Faculty Handbook.  Retrieved from

John Hopkins University. (2008). Community based learning. Retrieved from

Klamma, R., Rohde, J., & Stahl, G. (2004). Community-based learning:  Explorations into theoretical groundings, empirical findings and computer support.  SIG Group Bulletin.  Retrieved from

Swarthmore College. (n.d.). Community-based learning. Retrieved from

Placed-Based Learning

Placed-based learning “connects schools with the local community by grounding learning in local phenomena and lived experiences. Rooted in Dewey’s focus on authentic learning, placed based approaches include cultural and historical studies, nature exploration, and real-world problem solving.” (Lamb & Johnson, 2010).

Additional Resources:

Center for Ecoliteracy. (2004 - 2013). TEACH: Place-based Learning.  Retrieved from

Gruenewald, D. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40, 619-654.

Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3-12.

Lamb, A. & Johnson, L. (2010).  GPS & Place-based learning.  Retrieve from

Learning to Make Choices for the Future. (n.d.). The foundations of place-based learning. Retrieved from

Promise of Place: Enriching Lives through Place-Based Education. (n.d.).  What is place-based education?  Retrieved from

Inquiry-Based Learning

Inquiry is the process that those working in living disciplines actually undertake. It involves serious engagement and investigation and the active creation and testing of new knowledge.” (Galileo Educational Network, 2011). It is a question-driven search for understanding, where the instructor helps learners to formulate relevant and worthwhile questions, hypothesize solutions, and search/critically analyze information (Garrison, Kanuka, & Hawes, 2003).

Additional resources:

Educational Broadcasting Corporation. (2004). What is inquiry-based learning? Concept to Classroom. Retrieved from

Foundations. (n.d.). Inquiry: Thoughts, views, and strategies for the K-5 classroom. Retrieved from

Galileo Educational Network. (2007). The inquiry learning community.  Retrieved from

Galileo Educational Network. (1999 – 2011). What is inquiry?  Retrieved from

Garrison, D. R., Kanuka, H., & Hawes, D. (2003). Inquiry into inquiry-based approaches to learning. University of Calgary, Learning Commons.

Inquiry Page. (1998-2010). Retrieved from

Queens’ University. (n.d.). Inquiry-based learning. Centre for Teaching and Learning. Retrieved from

Case-Based Learning

“A good case presents an interest provoking issue and promotes empathy with the central characters. It delineates their individual perspectives and personal circumstances well enough to enable students to understand the characters’ experience of the issue. The importance of the compelling issue and the empathetic character reflects the fact that cases typically focus on the intersection between organizational or situational dynamics and individual perception, judgment, and action.” (Boehrer& Linsky, 1990, p.45).

Clyde Freeman Herreid (2007) provides eleven basic rules for case-based learning.
1.Tells a story.
2.Focuses on an interest-arousing issue.
3.Set in the past five years
4.Creates empathy with the central characters.
5.Includes quotations. There is no better way to understand a situation and to gain empathy for the characters
6.Relevant to the reader.
7.Must have pedagogic utility.
8.Conflict provoking.
9.Decision forcing.
10.Has generality.
11.Is short.

Additional resources:

Boehrer, J., & Linsky, M.  (1990). Teaching with cases: Learning to question. In M. D. Svinicki (ed.), The Changing Face of College Teaching. New Directions for Teaching and Learning, no. 42. San Francisco: Jossey-Bass.

Center for Research on Learning and Teaching (2012).  Case-based teaching and problem-based learning.  Retrieved from

Davis, C., & Wilcock, E. (2004). Teaching materials using case studies.  Retrieved from

Meyer, H-D.  (2010). Case writing as a signature pedagogy in educational leadership.  Journal of Educational Administration, 48(1), 89-101.

Penn State, Teaching and Learning with Technology. (2012). Using cases in teaching.  Retrieved from

Queens’ University. (n.d.) What is case-based learning?  Centre for Teaching and Learning. Retrieved from

References for Signature Pedagogies

General resources:

Chen, I.L. & Nath, J. (2012). Signature pedagogies for Educational technology courses in teacher education. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2377-2383). Chesapeake, VA: AACE.

Chick, N.L, Haynie, A. & Gurung, R.A.R. (2012).  Exploring more signature pedagogies: Approaches to teaching disciplinary habits of mind.  Sterling, VA: Stylus Publishing.

Golde, C.  (2007). Signature pedagogies in doctoral education: Are they adaptable for the preparation of education researchers?  Educational Researcher, 36(6), 344-351.

Gurung, R., Chick, N. & Haynie,A. ( Eds.) (2009). Exploring signature pedagogies: Approaches to teaching disciplinary habits of mind.  Sterling, VA: Stylus Publishing.

Olson, K. & Clark, C. (2009).  A signature pedagogy in doctoral education: the leader-scholar community.  Educational Researcher, 38(3), 216-221.

The Regents of the University of Michigan. (2012). Case-based Teaching and Problem-based Learning. Retrieved from

Shulman, L.S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52-59. Retrieved from

Technology Resources

Submitted by cjohn on Thu, 09/08/2016 - 4:48pm

In conjunction with the Doucette Library, instructors and students can book an array of equipment to be used in classroom.

Who can borrow
The equipment is supplied by the Werklund School of Education, and ONLY Werklund School of Education students, staff and faculty are eligible to borrow it.

Doucette Library Technology Equipment

There is a wide variety of technology items available for borrowing from the Doucette Library. Academic staff are able to book the following equipment:

  • one iPad cart (20 iPads)
  • one MacBook Cart (20 MacBooks)
  • 2 Dell laptop carts (20 laptops on one cart; 19 on the other)
  • digital cameras
  • mini camcorders
  • 2 LCD projectors
  • 3 individual Dell laptops, 2 with Camtasia screen capture software

Because of the new IT security policies, procedures for logging-on to wifi for the PCs and iPads has changed. Instructions are provided on the carts. Instructors should be aware that additional time will be required for logging into wifi. Students are not able to borrow carts, but can borrow individual iPads, laptops, and cameras. To request equipment email or phone 403-220-6052.

Students are not able to borrow carTs, but can borrow individual iPads, laptops, and cameras.  For more details about equipment, please see the Technology Use Guidelines. To request equipment email or phone 403-220-6052.

Contact Information

Office of Teaching and Learning – Werklund School of Education (WSE)

EDT 442, 2500 University Drive NW,  Calgary, AB, T2N 1N4  |  403.220.2974  |
Our office is open Mon - Fri, 8:30 a.m. - 4:30 p.m.



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