Bernie Potvin - Academia.edu (original) (raw)

Papers by Bernie Potvin

The focus of this paper is the recent changes to the world of work and the response of workplace ... more The focus of this paper is the recent changes to the world of work and the response of workplace curriculum to these changes. The authors suggest that not only must workplace curriculum change, but the curriculum design process must respond to the changes. Curriculum design in varying workplaces and organisations is discussed. The complete volume, with papers from sections 1-5 listed, is indexed at TD/TNC 71.26; the complete volume, with papers from sections 6-10 listed, is indexed at TD/TNC 71.27; selected individual papers are indexed from TD/TNC 71.28 to TD/TNC 71.75.

Research in Higher Education Journal, Sep 1, 2012

In this paper I address one question asked by teachers who teach online-"How can I build communit... more In this paper I address one question asked by teachers who teach online-"How can I build community among my learners in my class?" This paper provides an answer; in fact, it provides ten possible answers, in the form of ten models for teachers to use to build community in on-line courses. Each model has been tried and tested over ten years of post-secondary experience in designing and teaching twenty-nine online courses at four institutions in Canada. Community can be built in online courses. Each model offers ten unique approaches regarding how to develop community among learners and teachers in a course. The tacit notion hidden within and throughout each model is that courses that develop community and good pedagogic relationships among learners and teachers are those that are intentionally designed to do so. Each model described in this paper includes a unique structure of ideas, a rational for the model's use and some strong theoretical support. Each model is a particular expression of the general concept of constructivism-that thinking is socially constructed, and knowledge a social construction. When intentionally designed to do so, an online class activity of socially constructing some project or collaborating to design a scenario can lead to the development of sound pedagogical relationships. The premise in this paper is that community development in online courses must be designed for and intentionally built into in the architecture of a course. Community is a particular way of being in the world that comes about through right relationships; when we are in the world in particular ways we bring about right relationships, and bring about community. When power is exercised so as to bring about psychological control over a learner, right relationships are not brought about. When forgiveness for a mistake is asked for by a teacher, and in turn offered by an offended student, a right relationship is brought about. As learners in a course recognize a teacher's request for forgiveness, community develops. Particular ways of being in the world (e.g. offering and receiving forgiveness, dignifying each person's answers, truth telling to name a few) and many other right and good attributes in both teacher and learner are created in healthy community and in turn create healthy community, one that comes to be characterized by good pedagogic relationships. Community is essentially dialectical, a verb whose essence is right relationships. Community is sustained by particular attributes and not others. This conceptualization of community, while subtle, is the important basis for this paper and my presentation of the ten models for online course design and teaching. This paper draws from anthropology, psychology and sociology-how theorists in each discipline propose that community is best developed and nurtured. The paper draws heavily from best practices in education in North America. The ideas within each model are also drawn from my analyses of student feedback of twenty nine course evaluations .Finally, the evidence this book draws from includes learning theory and what is known today about how people learn in community and through relationships. The instructional designer with limited teaching experience may need to suspend disbelief regarding a model, to interrogate the methodology within each model until they try and test it in the heat of instructional battle. Each model will ring true for the experienced educator Research in Higher Education Journal Don't waste your time, Page 2 Both the experienced educator and experienced designer of instruction will be able to give that "experiential nod" to what is presented in each model, and know why each model as proposed can develop community among learners. Experienced teachers know not to waste time teaching. They will recognise that each model offers much promise for building community among learners and teachers in on-line courses.

Alberta Journal of Educational Research, Jul 1, 2001

Course Delivery Blackboard/Elluminate Course Description This course will focus on the challenges... more Course Delivery Blackboard/Elluminate Course Description This course will focus on the challenges and opportunities that influence the professional practice of Christian educational leaders (e.g. school Principals, Departments Heads, board members) working in public school systems (public, independent and private). We will examine selected challenges, for example, leading Christianly within state sponsored public schools. The framework for our examination will be leadership theory and practice (historical, contemporary, spiritual and practical), permissible and possible society and cultural accommodations to Christian leaders working within public school systems, and Christian leadership in action-exemplary case studies. The course will include an identification of the tensions that exist in contemporary public society regarding faith-based leadership practices. The tensions will serve as our tools of analyses. At least five tensions will be identified. They are: images imbedded in personal leadership practices; images imbedded in public perceptions of Christian leadership practices; power, control and authority and leadership; gender, ethnicity and complexity in leadership; and, pluralism's promises and Christian leaders' response.

Educators in online and other technology-rich environments consistently ask, "How can I buil... more Educators in online and other technology-rich environments consistently ask, "How can I build community among learners in my class?" Ten Strategies for Building Community with Technology provides proven strategies developed over the authors' combined experience of more than 30 years designing and teaching classes in on-line or technology-rich environments. The ten strategies or approaches demonstrate that technology does not have to impede community -- instead, technology offers tools for building more effective learning enviornments than are possible with traditional, face-to-face classrooms.

This course will focus on the challenges and opportunities that influence the professional practi... more This course will focus on the challenges and opportunities that influence the professional practice of Christian educational leaders (e.g. school Principals, Departments Heads, board members) working in public school systems (public, independent and private). We will examine selected challenges, for example, leading Christianly within state sponsored public schools. The framework for our examination will be leadership theory and practice (historical, contemporary, spiritual and practical), permissible and possible society and cultural accommodations to Christian leaders working within public school systems, and Christian leadership in action-exemplary case studies. The course will include an identification of the tensions that exist in contemporary public society regarding faith-based leadership practices. The tensions will serve as our tools of analyses. At least five tensions will be identified. They are: images imbedded in personal leadership practices; images imbedded in public ...

This study was commissioned by the Professional Standards Branch of Alberta Education to address ... more This study was commissioned by the Professional Standards Branch of Alberta Education to address the question: What competencies do teachers need to support students to be engaged, ethical and entrepreneurial citizens? Based on a selective examination of the research literature, this paper presents a Framework of Effective Teaching for Learning (FETL). The FETL builds on the dynamic, complex and professional conception of teaching expressed in the 1997 Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta. Contemporary research in the areas of student engagement, formative assessment and the learning sciences along with advances in our understanding of technological, pedagogical and content knowledge have contributed to the conception of effective teaching conveyed in the teaching competencies described in the FETL. An important purpose of this paper is to generate dialogue toward the next iteration of the Alberta consensus on effective teaching.

Research in Higher Education Journal, 2012

In this paper I address one question asked by teachers who teach online-“How can I build communit... more In this paper I address one question asked by teachers who teach online-“How can I build community among my learners in my class?” This paper provides an answer; in fact, it provides ten possible answers, in the form of ten models for teachers to use to build community in on-line courses. Each model has been tried and tested over ten years of post-secondary experience in designing and teaching twenty-nine online courses at four institutions in Canada. Community can be built in online courses. Each model offers ten unique approaches regarding how to develop community among learners and teachers in a course. The tacit notion hidden within and throughout each model is that courses that develop community and good pedagogic relationships among learners and teachers are those that are intentionally designed to do so. Each model described in this paper includes a unique structure of ideas, a rational for the model’s use and some strong theoretical support. Each model is a particular expres...

An attempt was made to describe the experience of Christian religious education for its participa... more An attempt was made to describe the experience of Christian religious education for its participants. This research is both ethnographic and hermeneutic. Thick descriptions gathered from ethnographic methods like participant observation, in-depth interviews, and journal keeping served as text for analysis. Weekly visits of one to four hours were made to each school, home, or community setting over the course of one school year. It became evident that for the two students (David and Rena) studied, activities in the home and school played a mom important role in structuring their experiences than did activities in church, youth groups, or their community. Five themes emerged from the research: (1) Story; (2) Community; (3) Growth; (4) Meaning; and (5) God. The findings within each theme were understood as being in dialectical tension with theoretical dispositions. This relationship between findings and theory meant that two questions had to be asked: "How does the life-world of the students inform the initial theory?"; and "What has been affirmed or rebutted in the experience of David and Rena as a result of the theory?" The research is concluded with a definition formed by interpretation of the research themes. That is, Christian religious education is attending to and cooperating with God's activities with others. Such education is characterized by love, trust, responsibility, and discipleship. Its goal is to promote right relationships with God and others. (BZ)

The focus of this paper is the recent changes to the world of work and the response of workplace ... more The focus of this paper is the recent changes to the world of work and the response of workplace curriculum to these changes. The authors suggest that not only must workplace curriculum change, but the curriculum design process must respond to the changes. Curriculum design in varying workplaces and organisations is discussed. The complete volume, with papers from sections 1-5 listed, is indexed at TD/TNC 71.26; the complete volume, with papers from sections 6-10 listed, is indexed at TD/TNC 71.27; selected individual papers are indexed from TD/TNC 71.28 to TD/TNC 71.75.

Research in Higher Education Journal, Sep 1, 2012

In this paper I address one question asked by teachers who teach online-"How can I build communit... more In this paper I address one question asked by teachers who teach online-"How can I build community among my learners in my class?" This paper provides an answer; in fact, it provides ten possible answers, in the form of ten models for teachers to use to build community in on-line courses. Each model has been tried and tested over ten years of post-secondary experience in designing and teaching twenty-nine online courses at four institutions in Canada. Community can be built in online courses. Each model offers ten unique approaches regarding how to develop community among learners and teachers in a course. The tacit notion hidden within and throughout each model is that courses that develop community and good pedagogic relationships among learners and teachers are those that are intentionally designed to do so. Each model described in this paper includes a unique structure of ideas, a rational for the model's use and some strong theoretical support. Each model is a particular expression of the general concept of constructivism-that thinking is socially constructed, and knowledge a social construction. When intentionally designed to do so, an online class activity of socially constructing some project or collaborating to design a scenario can lead to the development of sound pedagogical relationships. The premise in this paper is that community development in online courses must be designed for and intentionally built into in the architecture of a course. Community is a particular way of being in the world that comes about through right relationships; when we are in the world in particular ways we bring about right relationships, and bring about community. When power is exercised so as to bring about psychological control over a learner, right relationships are not brought about. When forgiveness for a mistake is asked for by a teacher, and in turn offered by an offended student, a right relationship is brought about. As learners in a course recognize a teacher's request for forgiveness, community develops. Particular ways of being in the world (e.g. offering and receiving forgiveness, dignifying each person's answers, truth telling to name a few) and many other right and good attributes in both teacher and learner are created in healthy community and in turn create healthy community, one that comes to be characterized by good pedagogic relationships. Community is essentially dialectical, a verb whose essence is right relationships. Community is sustained by particular attributes and not others. This conceptualization of community, while subtle, is the important basis for this paper and my presentation of the ten models for online course design and teaching. This paper draws from anthropology, psychology and sociology-how theorists in each discipline propose that community is best developed and nurtured. The paper draws heavily from best practices in education in North America. The ideas within each model are also drawn from my analyses of student feedback of twenty nine course evaluations .Finally, the evidence this book draws from includes learning theory and what is known today about how people learn in community and through relationships. The instructional designer with limited teaching experience may need to suspend disbelief regarding a model, to interrogate the methodology within each model until they try and test it in the heat of instructional battle. Each model will ring true for the experienced educator Research in Higher Education Journal Don't waste your time, Page 2 Both the experienced educator and experienced designer of instruction will be able to give that "experiential nod" to what is presented in each model, and know why each model as proposed can develop community among learners. Experienced teachers know not to waste time teaching. They will recognise that each model offers much promise for building community among learners and teachers in on-line courses.

Alberta Journal of Educational Research, Jul 1, 2001

Course Delivery Blackboard/Elluminate Course Description This course will focus on the challenges... more Course Delivery Blackboard/Elluminate Course Description This course will focus on the challenges and opportunities that influence the professional practice of Christian educational leaders (e.g. school Principals, Departments Heads, board members) working in public school systems (public, independent and private). We will examine selected challenges, for example, leading Christianly within state sponsored public schools. The framework for our examination will be leadership theory and practice (historical, contemporary, spiritual and practical), permissible and possible society and cultural accommodations to Christian leaders working within public school systems, and Christian leadership in action-exemplary case studies. The course will include an identification of the tensions that exist in contemporary public society regarding faith-based leadership practices. The tensions will serve as our tools of analyses. At least five tensions will be identified. They are: images imbedded in personal leadership practices; images imbedded in public perceptions of Christian leadership practices; power, control and authority and leadership; gender, ethnicity and complexity in leadership; and, pluralism's promises and Christian leaders' response.

Educators in online and other technology-rich environments consistently ask, "How can I buil... more Educators in online and other technology-rich environments consistently ask, "How can I build community among learners in my class?" Ten Strategies for Building Community with Technology provides proven strategies developed over the authors' combined experience of more than 30 years designing and teaching classes in on-line or technology-rich environments. The ten strategies or approaches demonstrate that technology does not have to impede community -- instead, technology offers tools for building more effective learning enviornments than are possible with traditional, face-to-face classrooms.

This course will focus on the challenges and opportunities that influence the professional practi... more This course will focus on the challenges and opportunities that influence the professional practice of Christian educational leaders (e.g. school Principals, Departments Heads, board members) working in public school systems (public, independent and private). We will examine selected challenges, for example, leading Christianly within state sponsored public schools. The framework for our examination will be leadership theory and practice (historical, contemporary, spiritual and practical), permissible and possible society and cultural accommodations to Christian leaders working within public school systems, and Christian leadership in action-exemplary case studies. The course will include an identification of the tensions that exist in contemporary public society regarding faith-based leadership practices. The tensions will serve as our tools of analyses. At least five tensions will be identified. They are: images imbedded in personal leadership practices; images imbedded in public ...

This study was commissioned by the Professional Standards Branch of Alberta Education to address ... more This study was commissioned by the Professional Standards Branch of Alberta Education to address the question: What competencies do teachers need to support students to be engaged, ethical and entrepreneurial citizens? Based on a selective examination of the research literature, this paper presents a Framework of Effective Teaching for Learning (FETL). The FETL builds on the dynamic, complex and professional conception of teaching expressed in the 1997 Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta. Contemporary research in the areas of student engagement, formative assessment and the learning sciences along with advances in our understanding of technological, pedagogical and content knowledge have contributed to the conception of effective teaching conveyed in the teaching competencies described in the FETL. An important purpose of this paper is to generate dialogue toward the next iteration of the Alberta consensus on effective teaching.

Research in Higher Education Journal, 2012

In this paper I address one question asked by teachers who teach online-“How can I build communit... more In this paper I address one question asked by teachers who teach online-“How can I build community among my learners in my class?” This paper provides an answer; in fact, it provides ten possible answers, in the form of ten models for teachers to use to build community in on-line courses. Each model has been tried and tested over ten years of post-secondary experience in designing and teaching twenty-nine online courses at four institutions in Canada. Community can be built in online courses. Each model offers ten unique approaches regarding how to develop community among learners and teachers in a course. The tacit notion hidden within and throughout each model is that courses that develop community and good pedagogic relationships among learners and teachers are those that are intentionally designed to do so. Each model described in this paper includes a unique structure of ideas, a rational for the model’s use and some strong theoretical support. Each model is a particular expres...

An attempt was made to describe the experience of Christian religious education for its participa... more An attempt was made to describe the experience of Christian religious education for its participants. This research is both ethnographic and hermeneutic. Thick descriptions gathered from ethnographic methods like participant observation, in-depth interviews, and journal keeping served as text for analysis. Weekly visits of one to four hours were made to each school, home, or community setting over the course of one school year. It became evident that for the two students (David and Rena) studied, activities in the home and school played a mom important role in structuring their experiences than did activities in church, youth groups, or their community. Five themes emerged from the research: (1) Story; (2) Community; (3) Growth; (4) Meaning; and (5) God. The findings within each theme were understood as being in dialectical tension with theoretical dispositions. This relationship between findings and theory meant that two questions had to be asked: "How does the life-world of the students inform the initial theory?"; and "What has been affirmed or rebutted in the experience of David and Rena as a result of the theory?" The research is concluded with a definition formed by interpretation of the research themes. That is, Christian religious education is attending to and cooperating with God's activities with others. Such education is characterized by love, trust, responsibility, and discipleship. Its goal is to promote right relationships with God and others. (BZ)