York University’s Cross-Campus Capstone Classroom: 2019/20 Pitch Day!

The Cross-CampusΒ CapstoneΒ Classroom (C4) brings together third- and fourth-year students from across York University to work together in multi-disciplinary teams. Each team is partnered with an external organization to work together on solving a pressing, real-world challenge. Today the partner organizations visited York to pitch their projects to our capstone students – there was lots of innovation, dialogue, and enthusiasm! I’m excited to see which projects are selected, and how they progress throughout this school year.

I’m honoured and proud to be part of the C4 Leadership Team. For more information about C4, please click here.

Cognition and Education

Just received my copy of “The Cambridge Handbook of Cognition and Education” – looking forward to reading it cover to cover! I’m honoured to be a contributor, among many scholars I look up to.

Our Statistics for SoTL Course is now Accredited by the EDC!

I had the privilege of working with Natasha May (Educational Developer at the Teaching Commons, York University) to co-create and co-facilitate a course for graduate students on providing statistical support for SoTL researchers.
Our course is now accredited by the Educational Developers Caucus (EDC), which is a huge win! Many thanks to Natasha May for being such a fantastic partner throughout this whole process!

The Spacing Effect Stands Up to Big Data

Our new paper, “The spacing effect stands up to big data”, is now accessible here. We analyzed longitudinal data from 10,514 individuals, collected in the context of naturally occurring workplace training. Our results revealed a significant interaction between spacing interval and retention interval: the optimal amount of spacing between repeated retrieval events increased as the retention interval increased. These findings are in line with the results of laboratory studies, demonstrating the relevance and transferability of laboratory-based research to real-world contexts.

A big thank you to my co-authors for their contributions to the study, as well as Carol Leaman and the entire Axonify team for such a great, ongoing collaboration.

Using Lego in the Classroom: Making Implicit Ideas Explicit

This morning I gave a guest lecture for my colleague from Engineering at York University, Jeff Harris, focused on cognitive learning strategies discussed by Weinstein, Madan, & Sumeracki (2018) – a reading that students were assigned to read before class. In class, I challenged students to build lego representations of these strategies. The purpose of this creative lego activity was to deepen students’ understanding of these strategies by making their implicit ideas about them explicit. Here’s a sample of what they came up with!

The activity sparked interesting discussions, and helped students identify what aspects of the assigned reading material they needed to review and/or clarify. It is definitely a teaching exercise that I will use again in the future.

STLHE 2018 Cracker Barrel Session on Supporting SoTL Researchers

We had a great turnout yesterday, and very insightful discussions on how to support SoTL researchers, at our cracker barrel session: “Insights into how to best support scholarship of teaching and learning (SoTL) researchers //AperΓ§u de la faΓ§on de mieux soutenir les chercheurs du SoTL.” If you couldn’t make it to our session, attached is our handout.

My Teaching Philosophy in Lego

An expression of my teaching philosophy using lego – a creative exercise completed as part of the York University Teaching Academy Course offered by the Teaching Commons (the teaching and learning centre at York University).