Resume

• 2008

  Minavox Inc.

  Toronto

  ON

  CANADA

  Instructional design and curriculum design consulting

  quantitative and qualitative research methods and statistical consulting; development of research tools focusing on asynchronous interviews

  online surveys

  assessment and analysis tools for clients in education

  marketing and advertising

  human resources

  politics

  environment and entertainment markets.

  Behavioural Scientist

  Research and Education Consultant

  Minavox Inc.

  Toronto

  ON

  CANADA

  Manager

  Teaching Technology Support

  Office of the Dean

  Faculty of Arts & Science (2007 - 2019): \n\nProviding leadership and expertise in effective teaching

  instructional design

  curriculum design and development; teaching faculty about educational technologies

  their curricular and pedagogical value

  and supporting the development of teaching methods using online tools; creating and designing institutional instructional materials to support faculty leveraging new technologies and online tools in their teaching; developing tools and strategies to support best practices in different teaching and learning environments\n\nSenior Lecturer

  Department of Psychology

  Faculty of Arts & Science (1991 - 2007)\n

  Teaching Technology Support

  Office of the Dean

  Faculty of Arts & Sci; Sr Lecturer

  Psychology

  University of Toronto

• 2006

  Melogic

  Mississauga

  ON

  CANADA

  Instructional design and curriculum design consulting

  quantitative and qualitative research methods and statistical consulting; development of research tools focusing on asynchronous interviews

  online surveys

  assessment and analysis tools for clients in education

  marketing and advertising

  human resources

  politics

  environment and entertainment markets.

  Behavioural Scientist

  Research and Education Consultant

  Melogic

  Guelph

  Ontario

  Canada

  Associate Director

  Educational Technologies in Open Learning and Educational Support (OpenEd)

  University of Guelph

• 1999

  Ryerson University

  University of Guelph

  OCAD University

  Toronto

  ON

  CANADA

  Assist. Professor

  Psychology

  Faculty of Liberal Arts and Sciences/School of Interdiscip. Studies

  OCAD University

  Ryerson University

  Portuguese

  French

  Doctor of Philosophy (PhD)

  Educational Psychology; Curriculum Theory; Computers in Education; Instruction Design; eLearning

  University of Toronto - Ontario Institute for Studies in Education

• 1997

  Master of Arts (M.A.)

  Educational Psychology; Curriculum Theory; Computers in Education; Instruction Design; eLearning

  University of Toronto - Ontario Institute for Studies in Education

• 1985

  Bachelor of Science (B.Sc.)

  Psychology & Linguistics

  University of Toronto

• Distance Learning

  E-Learning

  Psychology

  Public Speaking

  Editing

  Qualitative Research

  Research

  Curriculum Design

  Training

  Educational Research

  Instructional Design

  Statistics

  Teaching

  Research Design

  Science

  Educational Technology

  University Teaching

  Higher Education

  Academic Writing

  Program Evaluation

  Keeping It Real: Factors that Impact Social Presence

  Feelings of Isolation

  and Interactivity in Online Learning

  June 23

  2015\nOutstanding Paper Award.\n\nA copy of the paper is available here: http://tinyurl.com/pnyorl5\n\nABSTRACT:\nA significant body of research literature confirms that social presence is an important element of online teaching and learning and students rank interactivity with peers and instructors

  and teaching presence as very important for their learning experience (Richardson & Swan

  2003; Garrison 2009). A major difference between synchronous and asynchronous online teaching and learning platforms is the opportunity for regularly scheduled

  real-time interaction with instructor and peers. In this study

  we compare student perceptions of synchronous and asynchronous options

  considering variables that impact social presence

  interactivity

  engagement and satisfaction. Theories that contribute to our understanding of instructor and student online interactions are discussed. \n

  Keeping It Real: Factors that Impact Social Presence

  Feelings of Isolation

  and Interactivity in Online Learning

  Information overload in Computer-Mediated Communication and Education: Is there really too much information? Implications for distance education

  ABSTRACT:\nThe development of computer technology and the rapid growth of the Internet have led to a plethora of online information resources. For some domains it seems obvious that information overload is an inevitable result of technological advancements and a subsequent characteristic of the current information age. However

  it is not clear that this is the case for computer-mediated communication (CMC) in education. Twenty-five graduate students in a CMC course with supplemental face-to-face meetings were observed and measures of the amount of information presented in both media were obtained. In spite of the students' perceptions

  it was discovered that the CMC component contained significantly less information than the face-to-face component. Variables that confound students' perceptions are discussed and it is hypothesized that students in CMC courses experience 'stimulus overload' and not 'information overload' per se.

  Information overload in Computer-Mediated Communication and Education: Is there really too much information? Implications for distance education

  Kenneth Berry

  MSc

  Outstanding Paper Award.\nA free version of the paper is avaiable here:\nhttps://portal.utoronto.ca/bbcswebdav/xid-1318968_3\n\nABSTRACT:\nStudents often complain of overload in online learning environments. Discussions here consider online factors that might contribute to students’ reports of overload. This study explored the organization and design factor of hypertext; specifically

  this study explored the effects of hypertext on student learning outcomes and reports of overload. A total of 208 participants were tested in four experimental conditions that manipulated the organization and relevance of online material that students had to learn. Findings suggested that hypertext environments had a negative impact on learning

  misconceptions of information

  and perceived overload. This paper examines literature that considers factors that can impact learning in hypertext environments

  strategies for using hypertext effectively

  and strategies for avoiding online learning environments that leave students feeling overloaded.\n

  Think Before You Link: Understanding the Effects of Hypertext on Student Learning Outcomes and Reports of Overload

  + additional authors as listed in publication

  ABSTRACT:\nFaculty and students at the University of Toronto were surveyed and interviewed to form a case study of serial team teaching

  in which multiple instructors take turns teaching a segment of the same course in sequence. Student opinions ranged from slightly opposed to slightly in favour of team teaching overall. When asked about specific aspects of team teaching

  students who liked it overall tended to like all aspects of it

  and did not identify those disadvantages in student experience anticipated by the faculty. In general

  students in upper years were less supportive of team teaching than were students in their first and second years.

  Serial Team Teaching and the Evolving Scholarship of Learning: Student’s Perspective

  A free version of this paper is available at:\nhttps://portal.utoronto.ca/bbcswebdav/xid-18458960_3\n\nABSTRACT:\nMore and more university instructors look to educational media and technology to engage students and enrich learning environments. Integrating interactive online tools with active teaching pedagogies can effectively transform otherwise passive lecture-based courses into lively

  engaging discussion-based courses. Research on the use of student response systems (clickers) and a related teaching strategy

  Peer Instruction (PI)

  in undergraduate Psychology courses is presented. Over 350 students were surveyed on their opinions

  perceptions and use of clickers and PI. Various empirical measures

  including EEG brain-wave patterns

  were used to assess the impact that clickers and PI had on student activity and learning outcomes. All findings showed a significant and positive impact on learning; preliminary analyses of EEG brain-wave data show significant differences in brain activity during PI versus traditional lectures. Variables that explain how clickers and PI influence student learning outcomes

  cognition and brain activity are considered. Theories that contribute to our understanding of these findings are discussed.

  The Clicker Way to an “A”! New Evidence for Increased Student Learning and Engagement: Understanding the Pedagogy behind the Technology

  A free version of the paper is avaiable here:\nhttps://portal.utoronto.ca/bbcswebdav/xid-21019024_3\n\nABSTRACT:\nStudents often report feeling more overloaded in courses that use e-learning environments compared to traditional face-to-face courses that do not use such environments. Discussions here consider online design and organizational factors that might contribute to students’ reports of information overload. It was predicted that certain online factors might contribute to stimulus overload and possibly students’ perceived overload

  rather than information overload per se. User characteristics and a range of design and organizational factors that might contribute to perceived overload are discussed and hypotheses of how such factors might affect learning outcomes are also discussed. An experiment was conducted to test predictions that (i) students’ past online experience

  (ii) the organization and relevance of online information

  and (iii) the level of task difficulty affect (i) learning outcomes

  (ii) students’ perceptions of information overload

  and (iii) students’ perceptions of having enough time to complete experimental tasks. A total of 187 participants were tested in four experimental conditions that manipulated the organization and relevance of online material that students had to learn (ie

  (i) a stimulus-low environment

  where the material to be learned was presented as scrolling text

  with no other stimuli present; (ii) a familiar environment

  where the material to be learned was set within the borders of a familiar course Web site; (iii) a stimulus-rich or stimulus-noisy environment

  where the material to be learned was set within the borders of an Amazon.com Web page (a Web site where you can search for

  and buy books

  videos and other products online); (iv) a PDF file environment

  where the material to be learned was presented as a PDF file that resembled an online duplicate of the same material in the course textbook). Findings suggested that

  When Knowing More Means Knowing Less: Understanding the Impact of Computer Experience on e-Learning and e-Learning Outcomes

  Florin Salajan

  EdD

  Jessica Wyman

  PhD

  Kenneth Berry

  MSc

  Outstanding Paper Award.\nA free version of the paper is available here: \nhttps://portal.utoronto.ca/bbcswebdav/xid-1437342_3\n\nABSTRACT:\nNowadays podcasts are used in many university courses and often viewed as an effective way to augment undergraduate education. We present research on the use of podcasts in four disciplines (Art

  Dentistry

  Design and Psychology). We surveyed 386 students on their opinions

  perceptions

  and use of podcasts. We found that students had preconceived notions that the use of podcasts would help them learn. In spite of students’ perceptions

  we found that the use of podcasts did not have a positive impact on their learning. Also

  in spite of a common perception reported in the literature

  that is

  that the availability of podcasts leads to increased class absenteeism

  we found that the use of podcasts to supplement face-to-face lectures had no negative impact on class attendance. Variables that explain how podcasts influence learning outcomes are considered and theories that contribute to our understanding of instructor and student misconceptions around the use of podcasts are discussed.\n

  Lecture Capture: Good Student Learning or Good Bedtime Story? An Interdisiplinary Assessment of the Use of Podcasts in Higher Education

  ABSTRACT:\nAdvancements in technology and innovations in education allow universities to entertain new ways of teaching and learning. This chapter presents quasi-experimental data of how various online tools and teaching strategies impact student learning outcomes

  satisfaction and engagement. Specific variables impacting social presence

  affect

  cognition

  etc.

  where tested to determine their impact on different student outcomes such as grades

  feelings of isolation

  student engagement

  and perceived authenticity of course materials in a second-year Introductory Psychology course. Findings suggest that

  despite the literature

  only some factors had a significant impact on student outcomes and that while some course activities transferred well online

  others did not; peer activities and participation in some course components particularly were hindered online. Considered here are students’ experiences with online learning

  including hybrid and inverted courses

  and teaching strategies that help meet challenges in different higher-education learning contexts.

  Saving Face in Online Learning: New Directions in Teaching and Learning

  + additional authors as listed in publication

  ABSTRACT:\nClassroom response systems (clickers) are used in many courses at the University of Toronto (U of T)

  primarily to introduce interactive pedagogy and to engage students in lecture courses. We examined the use of clickers in various courses at U of T and interviewed over 30 instructors about their use of clickers in classes with a total enrolment of over 5

  000 students. Students in these classes were surveyed about their perception of the value of this technology. The objectives of our study were to evaluate the logistics of using clickers

  the pedagogical value and associated teaching strategies

  and students’ perception of its efficacy in their learning. We discuss some of the successes and failures of using clickers as a teaching and learning tool.

  What’s all the clicking about? A study of Classroom Response System use at the University of Toronto

  Lena

  Paulo Kushnir

  University of Toronto