Readings and resources contributed by FLO participants. If you have suggestions for improvement – contact me at sylviar at

1. Resources by Week / Topic in FLO

2. Resources by Topic (any)

1. Resources by Week / Topic in FLO

Note: the topics have changed over time so this isn’t a perfect categorization but I’ll try to be clear about the context in which each reading or resources was provided. SR

Week 1

Building online learning communities

(contributed by BethP – RRU FLO May2016)

Building online learning communities

(contributed by BethP – RRU FLO May2016)

  • a British woman named Susannah Conway. Her post entitled “Can we just be honest?” is a somewhat frustrated look at when people only show the “PR Version” of themselves in their online presences.

Building online community

(contributed by StephanieB – FLO Apr2016

Creating and sustaining Communities of Inquiry

(contributed by BonnieN – FLO Sept2016 – with permission of Dr. Norm Vaughn)

  • Creating and Sustaining Communities of Inquiry in Adult Online learning Environments, Dr. Norm Vaughn, keynote presentation at annual Alberta-based Adult Learning Online conference. Slides shared with permission: alooct2016.

Activity Flow Model for Creating Online Community

(contributed by Emily Schudel, Camosun, FLO Fundamentals, Mar2017

Creating online community diagram

…in order to build community online, you first need to build comfort and trust. The initial activities should be non-threatening and person-focused. You then build to starting to work together, beginning with pairs, and at this stage, the interaction becomes more content-focused, where peers are engaging with each other. After some pair work to build comfort with working online with someone else, teamwork is next, followed by larger community collaboration, and finally leading the community in an online activity. The part of the activity flow that I’ve often found is missing from online courses is the final piece, that we called “Parting Ways”, which give students a chance to say goodbye to the people they’ve spent the course developing relationships with.

If you want to read more about examples that we used to create this model, here are the resources we used:

  • Eggleston, Tami and Gabie Smith. 2004. “Building Community in the Classroom through Ice-breakers and Parting Ways.” Office of Teaching Resources in Psychology, McKendree College, Lebanon, Illinois.
  • Rita-Marie Conrad and J. Ana Donaldson. 2011. Engaging the Online Learner: Activities and Resources for Creative Instruction. San Francisco: Jossey-Bass.

Week 2 mini-sesson on diverse adult learners

Strengths and challenges of online learning for adults

(contributed by DebbieM Nov2014)

Learning more about Gen Z “those born after 1995, who are now 18 and under”

(contributed by PatW Nov2014)

—>(contributed by members of the Orange Team, Andrea, Pat, Sue)

–>(contributed by StephanieA, FLO Apr2016)

article from website, Christie Robertson, May 18, 2012, Multiliteracies Theory, retrieved from Lethbridge College, Learning Connections website

–> (contributed by CarlaF-RRU FLO May2016)

  • found in Michele Jacobsen’s article in Overview – – inquiry-based learning – 21st century teaching and learning – K-12 focus – technology integration

(contributed by VioletP-RRU FLO May 2016)

(contributed by GingerG-RRU FLO May2016)

  • Susan Cain has given a Ted talk on the power of introverts and I love her book Quiet: The Power of Introverts in a World that can’t stop talking.

(contributed by SusanneG-RRU FLO May 2016)

(contributed by WendyL-FLO North, Apr2017

Contributed by AnnieB-FLO Fundamentals, Mar2017

Contributed by GlenL-FLO Fundamentals, Mar2017

  • 29 Aug 2013 TVO The Agenda with Steve Paikin – Rethinking Learning
    Interview with Cathy N. Davidson, – Youtube (26:00)
    What we pay attention to defines our culture, our world, and how we think. New technology is disrupting business and industry and what we pay attention to. We are bombarded by information, constantly distracted by tweets and links and beeps, and multi-tasking to keep up. Cathy Davidson argues these distractions are not a nuisance, but an opportunity to learn and collaborate. She sits down with Steve Paikin to discuss her book, “Now You See It: How Technology and Brain Science Will Transform Schools and Business,” and how when we learn, we unlearn, we see one thing and miss another.”
  • 30 Aug 2013 TVO The Agenda with Steve Paikin – Rethinking Education
    Interview with Cathy N. Davidson Youtube (26:00)
    Our model for education was forged in the industrial revolution. But as our economy and world changes and businesses scramble to keep up, what about our schools? Are we preparing our children for a bygone era? Author Cathy N. Davidson sits down with Steve Paikin to discuss how we can transform the classroom to accommodate our changing world.
  • 9 Feb 2016 Podcast, Association of American Colleges and Universities, Cathy Davidson award speech – Educating Higher: Toward an Equitable, Innovative Future for Higher Education: (60:00)
  • Mizuko Ito, Kris Gutierrez, Sonia Livingstone, Bill Penuel, Jean Rhodes, Katie Salen, Juliet Schor, Julian Sefton-Green, and S. Craig Watkins 3.Connected Learning: An Agenda for Research and Design Retrieved from

Contributed by EmilyS-FLO Fundamentals, Mar2017

Week 3, Mini-session 2, Choose Your Tools

Week 3 mini-sesson on Course Design

 Exploring Online Case Studies

contributed by SandraP and MaryW in Week 3 mini-session on Course Design, Nov2015

  • Scragg, B. (2014). Exploring Online Case Studies: Considerations for Teaching Case Studies Online, retrieved Jan 2016 from__


How Good is Your Online Course?

contributed by SandraP and MaryW in Week 3 mini-session on Course Design, Nov2015

Collaboration – Teamwork

contributed by StephA – copyright?

  • July 30, 2013 – Big Bang Theory episode – “Effective Collaboration” retrieved on July 2016 –
  • May 26, 2015 – Lead-in to case study? – Cultivating Collaboration – 15:17
    Cultivating Collaboration: Don’t Be So Defensive! | Jim Tamm | TEDxSantaCruz- retreived July 2016 –


Educational Origami wiki –

  • recommended by SandraP and MaryW in Nov2015 FLO Week 3 mini-session (Course Design Review)
  • provides ideas for integrating different levels of learning according to Bloom’s taxonomy, in a digital environment, while looking at different learning styles and tools that might fit.


Guidelines for effective online discussions (website)

contributed by SandraP and MaryW in Week 3 mini-session on Course Design, Nov2015


Online Teaching Activity Index (website)

contributed by SandraP and MaryW in Week 3 mini-session on Course Design, Nov2015

Week 3, Mini-session Responsive Facilitation – Mid-point Course Review

(contributed by SueG, RRU FLO May2016)

Teaching Academic: A CTLL Blog on “Midpoint Course Evaluations”

  • This blog offers procedures for simple data collection and analysis, variety of formats (for F2F and online), responsive feedback loop, and justification for the importance of formative assessment and how midpoint evaluations “improve teaching for the rest of the semester”. There’s hope! Buy in! But the instructor must be willing to change at least something.
    The blog asserts “Students overwhelmingly want to be heard from in course structure and content, but very few actually feel that their evaluations are acted upon or that their feedback makes a difference (Freeman & Dobbins, 2013)”.

—>  (contributed by BethP, RRU FLO May2016)

—> (contributed by Group1 – Beth,Dave,Wanda, RRU FLO May2016)

Week 5, Mini-session Assessing Participation

(contributed by SandraP, FLO Nov2015)

Questioning Skills to Engage Students


Empowering Student Learning Through Rubric-Referenced Self-Assessment

contributed by VivianaC, Apr2015 FLO

from (J Chiropr Educ 2012;2ó(l):24-31)

  • Purpose: The purpose of this study was to investigate the effect of rubric-referenced self-assessment on the performance of anatomy assignments in a group of chiropractic students.
  • Methods: Parficipants (N = 259) were first-quarter students who were divided into a treatment group (n = 130) and a comparison group (n = 129). The intervention for both groups involved the use of rubrics to complete the first draft of assignments. General feedback was given by the instructor, and then the students had the opportunity to amend the assignments before resubmission (second draft). The treatment group, however, was also asked to perform rubric-referenced self-assessment of their assignments during their second draft. Although the comparison group was also provided wifh the identical rubrics for the assignments, the students in this group did not perform rubric-referenced seif-assessment.
  • Results: The results revealed that the students in the treatment group who used a rubric-referenced self-assessment learning tool received statistically significant higher scores than the comparison group, who did not use this rubric-referenced self-assessment tool.
  • Conclusion: This study suggests that practicing rubric-referenced self-assessment enhances student performance on assignments. However, educators continue to face the challenge of developing practical and useful rubric tools for student self-assessment.


Strategies to Engage Online Students and Reduce Attrition Rates

(contributed by SandraP, Nov2015)

—>(contributed by SueG – FLO RRU May2016)

  • a 2 min Powtoon (in education) that is useful as I think many of us in the class go above and beyond reflective practice and are actually engaging in reflexive practice
  • Reflexive and Reflective Learning – – Feb4, 2014 – Joel Anfuso

2. Resources by Type

Attribution/Copyright Guidance

Connected Learning – from The Digital Media and Learning Research Hub Reports

contributed by GlenL – FLO-Fundamentals – Mar2017

Peer Assessment issues

contributed by SylviaR – 2015


Peer feedback in education – REAP – PEER project – UK

contributed by SylviaR – in response to a comment by Viviana

  • REAP: Re-engineering Assessment Practices in Higher Education
  • PEER: Peer Evaluation in Education Review
  • Check out the Toolkit and examples


Selecting Web2.0 Resources (for every Kind of Learner)

recommended by SandraH – potential reference for Week 3 mini-session case study


Technology Assessment – Models

  • Assessing Technology Using the SECTIONS Model – a focused presentation of the SECTIONS framework from the Centre for Teaching,Learning and Technology – see Cindy Underhill – (contributed by Week 3, Purple Team, Nov2015 FLO) – PDF from UBC wiki –


Use of open educational resources

LibGuides from Royal Roads University – Open Educational Resources

  • How to find and use
    • Image
    • Video
    • Audio
  • SylviaR Comments: I’ve tried all these sites and found them really useful. RRU’s library staff have done a really good job of giving you brief, cogent explanations of each link. Try them all to find media you can use “as is”, or if license permits, repurpose into something uniquely your own.

OERs – A Video Resource – Dr. Rory McGreal, UofAthabasca

  • 10 videos – Dr. Rory Mcgreal – OER – a Video Resource
  • Dr. Mcgreal,Contact North | Contact Nord Research Associate and the UNESCO/Commonwealth of Learning Chair in Open Educational Resources -

Use of video instead of text for discussion in online courses

Use of Web2 or social media tools in teaching and student privacy issues