Robin Y.

Jamin Rowan and I are thrilled to share our latest publication, titled “Designing Identity Transformations through Transformative Learning Objectives and Experiential Learning Competencies.” This article was recently published in the Journal of Transformative Education. Since 2018, Jamin and I have collaborated on research and teaching projects, and our partnership has been incredibly enriching. Our shared passion lies in designing intentional learning experiences that not only convey content but also foster transformation. In this piece, we delve into the concept of articulating Transformative Learning Outcomes (TLOs) – learning objectives that express who we aspire students to become as a result of their learning experiences. Additionally, we introduce the notion of experiential learning competencies (ELCs). The overarching goal of combining TLOs and ELCs is to create curricula that facilitate learning within specific courses and promote lifelong competencies beyond the course duration. ELCs play a crucial role in enabling individuals to learn from their experiences. We propose that specific competencies during the anticipation (introspection, planning, empathy), participation (engagement, openness, flexibility), and reflection (integration, pattern recognition, storytelling) phases of an experience help learners derive meaning from their encounters. ELCs are what allow individuals to learn from their experiences. We suggest that specific competencies during the anticipation (introspection, planning, empathy), participation (engagement, openness, flexibility) and reflection (integration, pattern recognition, storytelling) phases of an experience help learners extract meaning from their experiences. Using TLOs and ELCs guide instructors in the decisions they make when design a course. Rather than start with content and assignments, we encourage them to first think about articulating TLOs, or the type of identity changes they want to promote in their students (e.g., as a result of this course you will become a more intentionally curious individual) and the ELCs that will help them most effectively learn within and outside of the course. We hope you enjoy the paper and would love to talk more about these concepts with other learning experience designers. Feel free to reach out! https://lnkd.in/gFZEYfJ4

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A massive increase in the number of public sector employees (over 200,000 more in the last year - federally)... ...also means massive increases in "workplace Bullshit". The graphic below is from a recent Globe and Mail article (link in comments). Over the last year alone, the federal government added 202,000 employees in the public sector. Provinces like BC and Quebec also had big increases in public sector hiring. From the Globe article: "The private sector added only 141,300, and that falls to 122,300 if the outright decline in self-employment is added to the mix. What’s more, over the last six months, 90 percent of all new private sector jobs in the country were added in only one province: Alberta." ___ Princeton Philosophy Professor Harry Frankfurt set the foundation for 'bullshit studies' with his 1980s essay "On Bullshit" The essay focused on philosophy and the relationship between truth and what is false - with Bullshit occupying spaces in between. Frankfurt's essay was published in book form in the mid-2000s and became a NY Times Bestseller and one of the most popular essays on philosophy ever written. He suggested: “...a lack of connection to a concern with truth—this indifference to how things really are—that I regard as the essence of bullshit.” And that: "Bullshit is unavoidable whenever circumstances require someone to talk without knowing what he is talking about.” The peer-reviewed literature and studies on Bullshit - in workplaces and society in general - have been growing over the past decade (and for good reason). It's a critically important issue. Social scientist John V. Petrocelli and colleagues pointed out in their 2022 paper: "Lies and bullshit: The negative effects of misinformation grow stronger over time" 👇 ... that Bullshitting is often occurring when someone sounds like they know what he/she is communicating, but they are ultimately unaware of the truth and communicating with little to no concern for truth, established knowledge, or evidence. Simon Fraser University Business professor Ian McCarthy and colleagues pointed out in a 2020 paper that Bullshit is "taking place when colleagues make statements at work with no regard for the truth." They pointed out that Bullshit is both a process and a product (noun and verb). It's enmeshed in the act of communicating and the products used for communication such as: • in written form (emails, letters, reports), • spoken form (conversations, speeches, audio/video recordings), and • graphical form (photographs, charts, diagrams). Petrocelli (in a 2018 paper) suggested people are more likely to Bullshit when they feel obligated to provide an opinion, plus two other conditions: 1. When their audience doesn’t know much about the subject, and 2. When there is no accountability for producing bullshit. ___ Bullshit is also pervasive when used for evasion, such as avoiding challenging dialogue and instead pumping out glossy "Plans" or 'strategy' documents.

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According to my experience in Canada, particularly in Quebec, there is "soft corruption" within universities that contributes to these issues. Faculty selection often hinges on networking, race, origin, and other non-merit factors. Funding agencies usually examine proposals based on the applicant's name, institution, and network rather than the proposal's actual contribution. Additionally, there is inadequate supervision of students, and in some cases, PhD students and postdocs are exploited. They are often overworked to complete tasks for professors' projects, which diverts their focus and drains their energy and time, hindering their academic development. #science #universities #opinion #hiring_researchers

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The invitation below is from the good folks at that Canadian Digital Learning Research Association (Disclosure: I'm a member of CDLRA and prior to leaving Canada, I was member of the board of directors). ----- The CDLRA’s Spring Pan-Canadian Digital Learning Survey is open until May 31st. The purpose of the 2024 Pan-Canadian Digital Learning Survey is to explore critical issues in digital learning and to assess the impacts of the COVID-19 pandemic on digital learning at publicly funded post-secondary institutions in Canada. The survey will ask you to share your personal perspective and will take approximately 10 minutes to complete. The primary objective of the research is to provide institutional leaders and key interest groups in Canadian higher education with valuable information as they develop institutional strategies. If you work at a post-secondary institution in Canada, you are eligible to take the survey. You can participate using this link: https://lnkd.in/eNsU-peP

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Eight lessons for enhancing #knowledgeintegration in large cross-disciplinary teams are provided by Shalini Misra, Megan Rippy and Stanley Grant in https://lnkd.in/gEv3Q9KU. They include that in #crossdisciplinary teams integrative insights emerge through intensive dialogue within small groups or reflection by a single member, relying on breadth of expertise, #leadership integrative capacity & #collaborative mechanisms. In addition teams need to be more heterogeneous for more inclusive problem framing & better cross-disciplinary integration. Need skilled leadership to create collaboration opportunities, ease power imbalances & facilitate mutual learning & community building. For more on knowledge integration by teams, see https://lnkd.in/ghY_Hugk #I2Sresources Lisa Andrews, Stefania M., Heleen Mees Peter Driessen Lisa Deutsch Benjamin Hofmann, Hanna S., Alexandra Lux, Emilia Nagy, Silke Kleihauer Sebastian Rogga, Aysha Fleming Katie Moon, Deborah Blackman, Nicola Browne Stephen Crowley Michael ORourke Rebecca Freeth PhD Elizabeth (Liz) Clarke Bethany Laursen, PhD, MA, MS Jane Palmer Gabriela Litre Deana Pennington Dan Stokols Caroline Wagner

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Experiential Education at its best. Kudos to the entire Seneca Works team for your unwavering commitment to student success! Read the full article to learn more about how Seneca is empowering our students and shaping the future of education. #StudentSuccess #CareerReadiness #Innovation #ExperientialLearning #Entrepreneurship Seneca Business Seneca School of Hospitality and Tourism

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New publication alert! Court forms are a notorious access to justice “hot spot”. Can interactive digital platforms (i.e. guided pathways) help? We have now posted an early version of our article on adopting, designing, and evaluating online court form guided pathways to the University of Ottawa research repository. A final version will be included in a special issue of the Canadian Journal of Law and Society. The research that we report on in the article was conducted by me, Jacquie Burkell, David Westcott and Esti Azizi in partnership with CLEO (Community Legal Education Ontario / Éducation juridique communautaire Ontario) and supported by generous financial support from The Law Foundation of Ontario Digital guided pathways have been identified as one possible means to reduce barriers that the public experiences with court forms – but how effective are guided pathways as access to justice measures? Do they, in fact, make court forms easier to fill out? If so, how can they be optimally designed and evaluated? Our article reports on research seeking to answer these questions through conducting a case study of family law guided pathways developed by Community Legal Education Ontario (CLEO). Our study yielded two major conclusions that can be used, more broadly, to inform the adoption, design, and evaluation of court form guided pathways. First, we observed that guided pathways can significantly, albeit not completely, reduce complexity for self-represented litigants (SRLs), and thus, other jurisdictions should consider adopting them as access-enhancing measures. More particularly, in our study, through both the review of anonymized user data and human testing, we identified specific accessibility benefits. These include benefits stemming from the digital format of the guided pathway approach (such as permitting explanations to be available “on demand” and helpful streamlining) and also from design choices that centred SRLs as users (such as greater use of plain language and the addition of contextual information). Second, we found that when designing and evaluating the design of court form guided pathways, a functional literacy framework, combined with user data and human testing, can be helpful in identifying barriers that SRLs might experience. Again, this is an observation that can be used by other jurisdictions when considering how to best design and evaluate guided pathways as access- enhancing measures. Our observations in this area stemmed from work that CLEO did, as part of our overall study, to evaluate their Guided Pathways using insights from a functional literacy framework. https://lnkd.in/eXjjHSVX

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Scroll down into this blog for the piece on #efficiency in #HigherEd: https://lnkd.in/gQ3HkMPt "Two other points here. First: the big way that American institutions have been reducing costs in the past decade or so is through investment in technology solutions. Canadian institutions have been slow to do that: people who understand this stuff better than I do suggest that Canadian institutions are maybe a decade behind our American counterparts in using technology in areas like student services. Some work on how to roll new technology out quickly and efficiently would be welcome to many."

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Canadian higher education in 2019 vs 2024!! “In 2019, international students significantly contributed to the growth of Canadian universities. Enrollments increased….” “In 2024, Canadian universities are facing significant financial challenges……” What has changed so suddenly for these major institutions?….pandemic driven technology adoption …(students now can learn things online from a university anywhere)…government policies……globally education institutes are catching up and are competitive at much lower cost?? Companies like Tesla are ignoring the degrees in their hiring frames….they ask talented people to prove their worth through their work. Educational sector leaders have to seriously understand their game as now they have to manage deficits and while they tighten their belts…they risk cutting down what is working and make things harder for their institutions to recover!!

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This exclusive, expert-led seminar will feature an interdisciplinary group of University of Waterloo faculty and senior fellows from CIGI. It’s designed for senior government leaders and industry representatives who work closely with the public sector on policy development - particularly in the areas of technology enablement and implications. I hope to see you in May for what promises to be a stimulating and valuable day of learning and networking.  https://lnkd.in/gghm9keG #ai #governance #policy #canadiangovernment #publicpolicy

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Important engagement: Federal research funding agencies engage partners on capstone research funding organization (SSHRC-CRSH, Natural Sciences and Engineering Research Council of Canada (NSERC), CIHR): “Canada’s three federal research funding agencies are engaging research partners on the new capstone research funding organization proposed by the Government of Canada in #Budget2024. Read the news release: https://lnkd.in/geNpDNAk” Timeline: Those in social sciences, humanities, creative arts and inquiry communities, partners, and collaborators should review and respond thoughtfully to this request for feedback. Submission deadline: Wed, July 17, 2024 - Organizations are asked to submit responses to SSHRC, NSERC, CIHR via the Canada Research Coordinating Committee secretariat. Contact the CRCC secretariat at: [email protected] Some key background docs: 1. Letter to the Presidents of the federal research granting councils https://lnkd.in/gaiqtBga 2. Statement from Minister Champagne and Minister Holland on strengthening Canada’s research support system - Canada, https://lnkd.in/g2s-QBaX 3. Advisory Panel on the Federal Research Support System (Bouchard Report), https://lnkd.in/gVaXY_wh

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Have you ever thought about doing a PhD? Four reasons you might want to consider one here at Telfer School of Management at the University of Ottawa in Strategy and Organization. 1) Cutting-edge Research: Dive into pioneering research to unravel the complexities of modern organizations and how they interact and adapt to their social environments. Contribute to conversations that aim to build a better Canada and world. 2) Academic Excellence: Work closely with world-renowned faculty mentors in a collaborative community, gaining hands-on experience that will sharpen your analytical and critical thinking skills. 3) Career Advancement: Leverage your PhD to open doors in academia, enhancing your career prospects and influence. 4) Societal Impact: Contribute meaningful insights and strategies that help shape organizational practices and policies, making a tangible impact on society. If this sounds intriguing, and you want to know more about embarking on this intellectual adventure, join our information session on November 4th, 2024 https://lnkd.in/gQBrXbR8

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>>> Software Engineering vs. Computer Science <<< Last weekend at the Ontario Universities’ Fair (OUF), one of the most common questions I received from prospective students and parents was about the differences between SE and CS. My recent article explores the distinctions, covering: - Core curriculum differences - Accreditation and licensure (CEAB and P.Eng.) - Real feedback from senior students - My recommendations for those uncertain about which program to pursue. If you're a student considering a career in tech or an educator helping others navigate these choices, I hope this article provides some clarity! https://lnkd.in/gi3nkHRb #softwareengineering #computerscience #education #careerpath #OntarioTech #techcareers #highereducation #DrQwrites

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Excited to lead a mini-session today, "On the importance of interaction in asynchronous course settings" at Ontario Colleges Advanced Learning Conference! Here are the Coles' Notes: in my opinion and experience, both a) creativity in how learners are invited to interact with each other, and b) opportunities for "live" interaction with the instructor - even if most learners cannot attend and it has to be recorded for most to watch later - seem to matter the most! https://lnkd.in/dhDPMfRZ

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This article appears in an upcoming issue JIPE, Journal of Innovation in Polytechnic Education. Keywords: agile leadership, strategic flexibility, manufacturing, mid-sized firms, value creation, data analytics, technology innovation, workforce transformation, dynamic capability.

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Change is no longer just constant; it's exponential. A recent comment on one of my LinkedIn posts (thank you Jayla Siciliano) pointed me to Scary Smart by Mo Gawdat. This 30,000 ft view of AI's past, present, and future is exciting and frightening. He says there are many unknowns; however, three truths (what Mo calls the 'inevitables') exist based on technology and human nature: 1.       AI will happen. Mankind's hunger for advancement will never be satisfied. 2.      AI will be the smartest entity on this planet. Don't get me started on quantum computing. 3.       Mankind will make mistakes. I don't think I need to explain this one. I have often heard AI referred to as a 'copilot', where you remain in charge and AI is there to assist you. In its simplest form, this is true. Mo, however, refers to AI as 'children,' and we (mankind) as parents have created this intelligence. And like children, AI will constantly seek knowledge, apply understanding, and ultimately act based on this information. It is our responsibility as 'parents' to not only provide accurate information but also to teach the difference between right and wrong. If you think 'scary' is an appropriate adjective, you are right. However, unlike the 'ostrich syndrome,' we cannot afford to put our heads in the sand. We, as parents, need to raise AI with the future in mind because it is inevitably going to grow up, and don't we want to be proud of it when it does? __________________________________________________________________ If you have questions about AI or comments, please feel free to DM me. #aiforgood     #scarysmart   #aisabbatical    #p3

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🌟 CEWIL/ECAIT Canada and Academica Group have released a comprehensive report exploring the evolving landscape of work-integrated learning (WIL) and its impact on the future workforce. This report delves into the dynamic WIL ecosystem and offers insights into the integration of technology, AI, and virtual simulations in education. 💡 Key insights include: · The importance of sustainable, predictable, and inclusive WIL funding to support innovation and long-term planning. · The need for improved data collection and reporting to measure outcomes and inform funding decisions. · Greater collaboration and coordination among WIL partners to streamline processes and enhance impact. · Expanding quality WIL opportunities through increased SME participation. · Deeper approaches to decolonization and EDIA to ensure equitable access and meaningful engagement. We're proud that our CEO & Co-Founder, Dana Stephenson, contributed to this important discussion, highlighting how Riipen is transforming project-based learning and emphasizing our commitment to revolutionizing higher education and ending underemployment. His insights reinforce our dedication to creating abundant, quality WIL opportunities for all learners. 👉 Discover the full report and gain insights into the future of skills development, here: https://hubs.li/Q02Kfq540 #WIL #FutureOfWork #ExperientialLearning #HigherEducation #Riipen #CEWILCanada

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Most previous studies on negative leadership styles have focused on abusive or negative leadership behaviors. In this article, we examined the detrimental impact of absent leaders. In this article, we found that absent leaders (Laissez-Faire leadership) have a detrimental effect on their employees' well-being and job-related stress presenteeism (inability to concentrate and be productive at work due to job stress). Our results suggest that management training programs should address the negative impacts of laissez-faire leadership on employees. Our results do not support the previously held idea that absent leaders can do no harm. Indeed, while many leadership programs are based on increasing transformational leadership behaviors, it is also important for managers in training to understand that being absent (not supporting employees, not dealing with problems, not giving clear directions can create a stressful environment for employees and lead to the development of psychological distress and job-stress-related presenteeism. Not having supervisor support seems to be associated with higher stress for employees and, as our study suggests, higher presenteeism due to job stress. Leaders are an essential part of creating or buffering stress in the workplace. Since the transactional leadership style does not seem effective in reducing employees’ job-stress-related presenteeism, organizations need to consider interpersonal and task-related skills when they hire leaders. Indeed, transactional leaders are hired based on their task-related skills; however, what is lacking in both transactional and laissez-faire leaders is the presence and the ability to listen to employees and support them. Organizations rely on healthy, productive, and focused employees to thrive. Employees beset by stressors and impacted by JSRP are the antithesis of that. Our study provides information on how leader behavior relates to stress-related presenteeism. These results stress the importance of addressing laissez-faire leadership and its adverse impacts on employees in management coaching programs and leadership development courses. I hope this article helps shed light on the negative impact of absent leaders and the importance of selecting leaders who care about the well-being of their employees and who are ready to invest in creating a safe culture. Take care of yourself and the people around you 💗

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