Students in Ilana Bayer’s class learn about anatomical structures using virtual reality. Assistant Professor of Pathology and Molecular Medicine regularly uses technology to teach organs.
Students in Professor Ilana Bayer’s class often use virtual reality to study anatomy. Indeed, Bayer uses technology in all of its courses.
“It’s hard to appreciate the structure of the body and the relationships within it,” said Beyer, an assistant professor of pathology and molecular medicine in the department.
“For me, it’s not just about doing things online, it’s about increasing our learning and teaching.”
More than six decades after its first computer, McMaster University provides a strategic framework for digital learning that guides educators to improve the learning experience for students.
of A strategic framework for digital educationUnveiled May 8, the Centered Philosophy explores the importance of digital learning and provides an integrated approach and implementation plan for online tools and technologies.
“By investing in digital education, McMaster is making our graduates aware of the tools that are now available when making decisions on important issues such as public health and democracy,” said Kim Dej, Office of Teaching and Learning, who led the development.
Dej said the framework, which is part of the overall partnership strategy in teaching and learning introduced in May 2021, will equip students with the digital skills necessary to become engaged citizens.
“The framework provides much-needed institutional support to our teachers, many of whom have been teaching digital tools for years.”
It is the result of two years of faculty and staff consultation with students and other campus partners to improve and complement the face-to-face learning experience at McMaster.
We recognize that technology is now critical to teaching and learning. We all live, study and work in a digitally enhanced environment, and that is no different,” said Susan Tighe, Provost and Vice President (Academic).
“McMaster’s digital learning strategic framework helps prepare students for future careers and to connect with researchers, communities, industry partners and future employers globally.”
Digital education in practice
It guides expectations and program outcomes by learning when and how to use technology. Teachers know which technologies work in courses and receive encouragement and support for innovation and experimentation.
Educators collaborate with colleagues and program guidelines to determine how the use of technology fits into curriculum delivery at the program level.
Michael Wong, assistant professor of psychiatry and behavioral neuroscience at the Universidad San Francisco de Quito (USFQ) in Ecuador, used technology to create virtual exchanges with students and researchers.
“Students in Ecuador were on a brain and behavior course. I teach a neuroplasticity course, so it was a natural alignment between the two,” says Wong.
“Students in Ecuador were focused on how the mind works in relation to behavior, but my students take that information and think about interventions. Combining our two institutions was a great learning opportunity for both.
Online teaching brings 300 students from the Faculty of Humanities “in front of the classroom” to teach theater and film studies to larger classes, says Associate Professor Peter Cockett.
“By teaching online, I can do hands-on work with my students,” he said.
“The online discussion function was a great tool for participation. Students could post their responses without the fear of speaking up in class. Instead of choosing one or two students to directly answer the question in class, I could review multiple responses from all students who wanted to share their views and respond to the most important ones.” has been.
A framework for student success
Digital tools allow students to engage in awkward conversations in person, says Tuqa Al Ramahi, a fourth-year political science student majoring in public law and jurisprudence.
“People think I’m not shy because I’m president of the McMaster Social Science Society, but I’m academically shy,” said Al-Ramahi, who was part of the consultation that led to the digital learning strategic framework.
“I find it difficult to participate in some discussions, so I really appreciate when teachers use online discussion posts, polls, and jamboards.”
Everyone comes to university with different experiences with technology, she said, so the framework helps provide unifying guidance.
The framework also encourages the use of digital tools to improve accessibility, said Kate Brown, accessibility program manager for the Access Mac program.
“Technology has the potential to make our university more inclusive for everyone,” says Brown.
“It can be used to reduce or eliminate barriers to learning such as inaccessible course materials, family and personal challenges, transportation issues, and physical limitations.”
Digital learning is about people.
As the framework is people-centred, it will be successful in making a greater contribution to teaching and learning, said Dej.
“McMaster is committed to investing in staff, time and resources to provide high-quality experiences for both teachers and students,” says Dej. “We want our people to feel confident using digital teaching and learning tools. Think of it this way. It’s not just about technology support, it’s also about human support.”
Learn more about McMaster’s Digital Learning Strategic Framework at Office of the Provost website.
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