Collaboration & Project ManagementForming partnerships and getting things done together
Collaborator, Organizer, Mentor, Speaker, Facilitator, Innovator
The following summaries, artifacts, and reflections provide some details.
The blue toggle contains a summary that traces several of the roles and projects I have undertaken while serving the HYU community and doing all that I can to help both students and colleagues to benefit from the use of educational technology.
SUMMARY OF PROJECTS, WORKSHOPS, TALKS, AND SERVICES GIVEN IN KOREA (tap/click to open)
May 2016 to May 2017
Chair, Hanyang English Film Festival organizing committee – invited to continue in this role for the next festival in 2017
Planning has already begun, as described on the Film Festival Project page.
May 2015 to May 2016
Chair, Hanyang English Film Festival organizing committee – responsible for delegating and coordinating responsibilities in a group of 20 volunteers on behalf of our department (of approximately 30 teachers and staff members) and the undergraduates of Hanyang University (approximately 24,500 students).
A detailed description of the most significant accomplishments for this project is posted on the Film Festival Project page
May 2014 to March 2015
Founder and co-leader, Basic Academic English Online Course Design Team – founded the redesign team by reaching out to a colleague whose background and educational philosophy are very different from mine because I reasoned that, with mutual respect, professionalism, and compromise, we would be able to design a course that would have the broadest possible appeal to our very diverse faculty of instructors. I also expected that I could broaden my own perspectives and develop professionally by working closely with a respected colleague who doesn’t happen to think the same way as me. During the term of this project, we regarded each other as equal partners, actively engaged and solicited input from the other instructors in our department, and completed the project before deadline with an online course that exceeds the standards and expectations of our colleagues and department heads.
Aside from choosing a great partner, perhaps the single most significant achievement in this project was my ability to negotiate the inclusion of more interactivity into the course. The E-learning department that hired us had originally stipulated that there should be only one solitary professor appearing on camera and that he/she should deliver all the course content in the form of lectures and presentations. Because of my MET training at UBC, I knew this was the wrong approach and was able to skillfully negotiate an agreement for a different approach by building in and demonstrating increased interactivity in our pilot lesson.
January 2013 to August 2015
Graduate Student at the University of British Columbia – participated in numerous group projects for various major assignments. The frequent collaborations with colleagues from all over the world were excellent opportunities to learn about different worldviews and philosophical perspectives on education. Because I prefer the clearer transmission of subtle nuances and body language that video conferencing provides, it was especially rewarding when some other less experienced group members would agree to, for their first times ever, collaborate synchronously via Skype or Google+ Hangouts. Helping others to advance their technological skill sets is one of my greatest pleasures in professional life.
Some of the key roles are described (with artifacts and reflections) in the Competencies and Projects section of this site.
February 2012 to Now (continuing)
Workshop Facilitator and Technology Mentor at Hanyang University – gave presentations, talks, and facilitated several workshops for technology related PD activities
Year by Year Details:
Bartanus, G. (2016). Report on the 2016 Hanyang English Film Festival. Departmental Talk to the College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, June 17, 2016.
Bartanus, G., Choi, S. (2016). Informational Presentation and Workshop for Students Participating in the 2016 Hanyang University English Film Festival. Departmental Talk/Workshop to undergraduate students of Hanyang University, Seoul, Korea, April 5, 2016.
Bartanus, G., (2016). Presentation and Workshop on Plans for a Focus on Digital Literacy in the 2016 Hanyang English Film Festival. Departmental Talk/Workshop to the College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, February 25, 2016.
Bartanus, G., Warren, J., (2015). Co-host (emcee) of 2015 Hanyang English Film Festival. Departmental Service for the College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, May 19, 2015.
Bartanus, G., Newton, M. (2015). Blended Basic Academic English (BAE) Course Workshop. Departmental Talk for instructors of the newly redesigned blended BAE course, College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, February 25, 2015.
Bartanus, G. (2015). Moderator for Live Broadcast of a Google Hangout on Mobile Collaboration. Professional Service to Open Educational Resource (OER), University of British Columbia, Vancouver, BC, February 7, 2015.
Bartanus, G., Newton, M. (2014). Blended Basic Academic English (BAE) Course Video Presentation and Workshop. Departmental Talk/Workshop for the College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, August 28, 2014.
Bartanus, G., Newton, M. (2014). Report on the Results of an Online Faculty Survey Regarding Expectations for the Blended Basic Academic English (BAE) Course Redesign Project. Departmental Talk for the College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, June 20, 2014.
Bartanus, G. (2013). Professional Academic English (PAE) Presentation Contest Web Pages. Continuing Professional (web design) Service in Hanyang CEEC Professors website, October 11, 2013, to present.
Bartanus, G. (2013). Hanyang English Film Festival Web Pages. Continuing Professional (web design) Service in Hanyang CEEC Professors website, October 2, 2013, to present.
Bartanus, G. (2013). Report on English Writing with Multimedia, a blended course using constructivist principles. Departmental Talk for the College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, August 29, 2013.
Bartanus, G. (2012). Workshop and Resource Website for Enhancing Students’ Learning Experiences with Free (or nearly free) Software. Departmental Talk/Service for the College English Education Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, April 14, 2012.
Bartanus, G. (2012). Using Google Drive with the Canvas Learning Management System to Support Colleagues and Students with Minimal Effort. Departmental Service for the Teaching with Technology Committee, Centre for Integrated General Education, Hanyang University, Seoul, Korea, February 5 to February 22, 2012.
Other Noteworthy Accomplishments
2007 to 2009
Educational consultant / trainer / presenter, Insight Media Centre (Territories: British Columbia, Ontario, and Eastern Canada) – Although it was necessary to frequently travel across the country for conferences and workshops while staying current with a wide array of constantly updating educational resources, I was able to manage time so I could also compose and email newsletters to the many clients who requested them. This project succeed mainly because of exceptional organizational and computer skills.
2006 to 2007
Publisher’s Representative, Saunders Book Company (Territory: British Columbia) – my territory was the entire province of British Columbia, including every school district. This, too, required frequent travel – sometimes to remote locations. Between trips, I correlated the expected learning outcomes of the BC curriculum with most of our current book titles, and successfully promoted the addition of more than 150 of them to the province’s Educational Resource Acquisition Consortium (ERAC)
Mentoring in Korea
As documented in the above summary, I have facilitated numerous talks, workshops, presentations, and online projects since joining the HYU faculty in early 2010. Besides enhancing learning environments for students, helping fellow educators to use technology is my other passion. This is why my work as an educational technology mentor is included in both the Projects and Competencies sections of this site.
SOFTWARE WORKSHOP & RESOURCE SITE
April 14, 2012
- facilitated a software workshop for my department
- demonstrated 3 free or nearly free applications
- provided hands-on practice for all
- developed a resource site for post-workshop follow up
Note: as of 2016, all 3 applications are still currently available, very affordable, and extremely useful.
PRESENTATION CONTEST SITE AND VIDEOS
(created in October, 2013)
- supports our department’s annual presentation contest
- hosts videos of student presentations
- provides registration information, deadlines, and rules
- inspires aspiring presenters to consider future competitions
- gives excellent teaching tools to interested teachers
FILM FESTIVAL SITE
(created in October, 2013)
- supports our department’s annual English film festival
- hosts videos of student films
- provides registration information, deadlines, and rules
- inspires students to develop 21st century literacies
- provides film submission upload space
- allows judges to watch the films in private, with little chance of being swayed by other judges
Teacher Orientation Video for the New Online BAE Course
As a follow-up to the workshops that the online course design team had conducted with our department, I produced this orientation video:
Example of Great Teamwork
The following video was made for a committee Chair who requested that I try to design an online rubric for our department’s annual English presentation contest. The idea was to make it available for judges to use via their smartphones, tablets, or notebooks during the live contest.
The video demonstrates the rubric that I designed and it leaves it up to the committee members to decide whether or not to use it. It points out that, with the rubric built in a Google Sheet spreadsheet, it would significantly enhance the speed, simplicity, and reliability of calculating the scores (which is a tedious task when done manually). But the video also acknowledges that inputting the data without being able to make notes (except on paper) may be considered inaccurate and cumbersome – especially for judges who are not technologically inclined.
In the end, the committee decided against using the online rubric, thanked me for my efforts, and proceeded to produce the best presentation contest ever! This is indeed very gratifying because, in the final analysis, it’s the students’ experience that matters most – not the technology.
Consulting, Training, and Mentoring in Canada
Interactive Workshops, Presentations, and Displays
Prior to moving into higher education, most of my work involved helping others (teachers, psychologists, speech language pathologists, occupational therapists, etc.) to become more aware of the tools available to them. The Universal Design for Learning (UDL) framework was gaining widespread acceptance and the company I represented was a Canadian distributor of many UDL resources.
After numerous consultations at various conferences and symposiums, I created a website that was designed to provide a centralized resource centre and make it easier for educators and healthcare workers to learn about and assess potential resources that fit or complement the UDL framework. Using video demos & tutorials, plus reviews, and feedback from other knowledgeable users, this site provided practical information that people needed to know when considering these resources. An archived version can be accessed through this link: oldspaces/udlresources.com.
Below are some of the video tutorials that were produced in 2007/8, when the equipment consisted of a Dell home laptop, an aging and oversized Sony DCRTRV27 camcorder, a cheap tripod, unknown external microphone, Pinnacle Studio video editing software, desk lamp, and PowerPoint 2003. Despite those deficiencies, the site and videos were effective and I soon became very busy with presentations and workshops that took me as far east as Sydney, Nova Scotia.
The following blue toggle contains a sampling of major conferences and conventions where I delivered presentations, facilitated workshops, and provided technical support/training before moving into higher education roles in Korea.
SUMMARY OF INTERACTIVE WORKSHOPS, PRESENTATIONS, AND TRAINING INITIATIVES CONDUCTED IN CANADA
It is ironic that in Canada, before coming to Korea (and before earning my Master of Educational Technology degree from UBC), I was able to offer help and support to people on a much larger scale than has been possible here. The reasons for this are more about cultural and philosophical differences than they are about any changes in my professional practice or career goals.
More than any other possible reason, it is because of those cultural and philosophical differences that I have decided to permanently return to Canada. Especially with the new knowledge and competencies afforded by UBC’s excellent MET training, it is vital that I return to a positive environment in which I can get back to fully attaining all of my career goals by once again collaborating on a progressive team of motivated, student-centered, and innovative professionals who enthusiastically share my altruistic approach to using technology for better engaging students and providing them with positively transformative learning experiences.
Partnerships in Learning
The ability to form working partnerships in business and education is crucial–especially today, with technology making it both necessary and easy to cross boundaries, pool resources, and share expertise with one another. One of the most productive partnerships that I have ever experienced was with fellow MET student Caroline Kim Moore from Ottawa. In two separate courses we collaborated on four major assignments, as shown in the slider below. (The word clouds are all based on the individual papers and linked to them.)
E-LEARNING IN HIGHER EDUCATION
Analysis of E-learning Readiness: uOttawa
E-LEARNING IN HIGHER EDUCATION
Comparing Two Provinces: Postsecondary E-learning
Tap or click to read the papers via Google Drive's PDF viewer (for devices that don't have Adobe Reader installed)
I worked with Gary on several graduate projects at UBC, and found him to be a thoughtful practitioner who communicated his insights articulately. An excellent collaborator, he was a sought-out member of group projects, and was an industrious, generous, and prolific contributor who offered and received constructive comments.
CAROLINE KIM MOORE
Writing Innovation: Using Video for Academic Writing Feedback
Testing this approach was possible only because a colleague was willing to collaborate and give honest feedback It is worth noting that this approach is also now possible because apps like YouTube and Snagit have finally become extremely lightweight and fast.
The “Teacher to Teacher” video is actually a trial run of using YouTube video to provide feedback on academic writing. It was done with TechSmith’s Snagit software and the kind consent of Jennifer, one of my UBC MET Program colleagues. It took less time to make the video than it would have taken to provide as much written feedback and, according to Jennifer, proved to be very helpful and a great success.
The “Teacher to Student” video is a result of that trial run with Jennifer. It is an example of actual feedback that I gave to a real student on a preliminary (Pass/Fail) writing assignment that required students to write one paragraph using the “Basic Academic Writing – MLA Format” video (shown above). Because the assignment was only concerned with learning the basics of MLA, students were not marked on their grammar.
Audio Reflection on the Above Artifact (1:14)
Jennifer’s peer review for me was done the usual way, in text. It was a tremendous help to me as I was back in school for the first time in several years and a bit apprehensive about my writing skills.
Leading by Example – Video Discussions
Thanks to Facebook, Instagram, Twitter, Snapchat, etc., video is slowly catching on. Throughout the entire MET Community experience, I constantly sought new ways to use video and other forms of alternative media (instead of text) to communicate in a more personal, human way with my colleagues. Although I am sure that my occasional inability to get straight to the point and keep the videos short may have frustrated folks from time to time, I know that many appreciated the effort because a few of them started using video in the same way. It’s not easy because, according to research by people like Dr. Michael Wesch, we all suffer from “context collapse” when we first try speaking into a camera.
Below are a few of the videos that I made for various aspects of the MET Program. To the best of my knowledge, (and to my surprise), I was the first in our cohort to regularly use video in our group discussion forums. I also enjoyed making quick “down and dirty” tutorials to help out other classmates when they needed it.
Below are some examples. The first group of six are videos that I posted in the general group discussion forums. They are followed by a few tutorials that I made in situations where I turned out to be the MKO of the group.
Discussion Forum Videos
Occasionally, I found myself in a situation where I happened to be a more knowledgeable other (MKO) about some aspect of an assignment. Because of an unfortunate situation in one of my first MET courses – in which an MKO chose not to share the knowledge – I made a personal commitment to avoid emulating that mistake and, instead, share whatever bit of extra knowledge I could – whenever it would help someone.
Three Crack Teams of Consummate Collaborators
…and they were all overachievers!
With all the time zone and cultural differences, it was sometimes challenging for us to attain the outcomes we were aiming for. The one thing that made it possible was the mutual respect and trust that we all had for one another.
Extemporaneous Comments on Collaborations - An Audio Reflection (4:33)
ETEC565M Open Educational Resource
DLG @ Case Study Assignment: Online Presentation on Internet Memes
Online Vygotsky Presentation
Turning a Negative into a Positive
In this early MET course, I learned that scaffolding – and group projects – only work when the MKOs use their knowledge to help others than themselves.
In one of my earlier UBC Master of Educational Technology classes, I had the challenging experience of working in a group in which a key member was reluctant to share knowledge about the theme that had been chosen (by that member) for our group WordPress site. This resulted in the marginalization of other group members because only that one more knowledgeable individual knew how to use some specific and hidden “theme options” to edit the all-important front page of the site. Furthermore, when three group members requested that a major change be made to the front page, their requests were ignored. Sadly, the final phase of the project devolved into confusion, frustration, and a fundamentally flawed design project that cannot be used as an artifact for this e-Portfolio.
This difficult experience challenged me to carefully reflect and consider if there might be some way to avoid such difficulty in future group work. According to Palloff and Pratt, group conflicts and crises are not uncommon , but they usually occur much earlier than in the final phase of a project. Eventually, I came to the conclusion that I needed to take a proactive approach and develop effective strategies and methods that would prevent the marginalization of any group members in future collaborative MET assignments.
Now that I have completed the MET Program, including courses that deal extensively with constructivism and higher education, I can confirm that the solution I came up with is supported by Vygotskian theories about the Zone of Proximal Development (ZPD) and more knowledgeable others (MKOs) ; as well as Bates and Sangrà’s contention that, in higher education, it is essential that all stakeholders (faculty or group members) be included as equal partners in the planning and implementation of e-learning initiatives .
This video demonstrates the lesson learned from the unsharing MKO who ignored the suggestions of the majority of our group.
This is the overview video that was buried (and also deleted in our companion LMS!) by the group’s unsharing MKO.