Dr. Paul Leslie

Dr. Paul Leslie

Wednesday, 05 January 2011 22:14

English, Arabic... or French?

Recently, the local paper and the CBC have been running articles about language issues in Education: what language should we use? My classes have been discussing online and in person various issues surrounding language as they pertain to both the UAE and Canada. The similarities and differences provide ample discussion.

Wednesday, 05 January 2011 22:10

Communities of Inquiry

As my students prepare to go out on teaching practice, I have been discussing with them the Communities of Inquiry model upon which I relied quite heavily for my thesis. I'll expand on this in the blog.

Wednesday, 05 January 2011 22:08

Goals - 2005 - 6

Paul Leslie

Goals – Academic Year 2005 – 2006

(October 2005)

Goal Statement

To improve my capabilities as a Web designer (Personal / Professional)

Wednesday, 05 January 2011 22:06

LSU Team Goals 2005-6

Foundations LSU – Goals and Overview:2005 – 2006
For details, refer to LSU Technology plan
On-going LSU responsibilities include:
  • Operate as a drop-in centre to support the technology and learning needs of Foundations.
  • Deliver Comp 100 with 3-4 classes/week per section.
  • Attend departmental, English, Comp 100, Math, cluster, Ed-Tech meetings.
  • Provide extra help for faculty from FND and other departments.
  • Support activities of special groups (fast-track, RFS, F-18, Extra-help, yearbook) through regular training.
Tuesday, 11 August 2009 14:06

Technology Strategy 2008-2010

As Technology team leader, I was the main author of the following strategy. I collaborated and consulted on various parts of the strategy with the technology team. Also, the strategy has been presented to the leadership team and the Dean to ensure that the strategy fits the school goals and plan. This strategy has been adopted by the school and at the time of writing is being implemented.

Putting the “E” in E-Learning

The Technology Strategy for 2008 - 2009

Moving Forward


Introduction. 1
Communication in the School of Access. 2
General Actions. 2
Roll-out Strategy: 3
School Plan Goals Table. 5
Courses designated for immediate development in TLM: 6
Appendices. 7
Definitions. 7
Technology PD Plan – 2008 - 2009. 8
E-learning Development Proposal 11


The School of Access has determined that every course will have access to e-learning resources, and that implementation of this goal will start immediately. Another goal of the School is to develop on-line courses for all Academic & Career Connections courses, the immediate priority being Math and Science. While this work is happening, we believe that we can have the resources available to all faculty for use in a blended format. This availability means that the resources can be tested, and the feedback incorporated into the resource development process in a ‘rapid cycling’ model. We believe that we can use TLM (The Learning Manager) as the college standard course management system in a flexible manner that allows faculty and students to access these resources as they are developed.

To achieve these goals, a series of activities have been launched, including TLM training for faculty, online, ‘bare-bones’ courses developed for ACC Chemistry and Biology, and the purchase of a TLM server dedicated to the School of Access.

The following outlines the e-learning resource strategy for the School of Access.

Communication in the School of Access

Feedback indicates that communication is the largest challenge facing the School of Access. NSCC has a variety of modes of communication at its disposal. While this variety may enable us to share a wide range of documents, ideas and resources, it may also create some confusion over the most appropriate mode for any given item. In general, one means of sharing amongst faculty and staff may be through SharePoint where we can share comments (discussion boards and announcements), documents (document libraries), links (link webparts, announcements, discussion boards or lists), videos (page viewer webparts), and lists such as book orders (list webparts which are web-based spreadsheets).

While draft and private documents may be shared via email, colleagues should use SharePoint to both distribute and save ‘important’ documents.

TLM and its tracking features is an attractive and effective method of managing ‘e’-interactions with students. TLM can track much of a student’s progress through a course and can receive assignments and track scores in practice tests and assessments. Some sharing of resources between teachers will occur through TLM, especially in the case of such things as test banks, where the resource does not exist outside of TLM. However, draft documents, assignments and so forth may be shared via SharePoint until they are ready for distribution to students.

Finding times to meet is also a challenge. All members of the school should be encouraged to use Outlook Calendar. This will greatly facilitate scheduling and help us find each other.

General Actions

1) Support for E-learning and Technology.

a. We need to create a forum in which the integration of technology into teaching and learning strategies can be discussed, and the Teaching and Learning (T&L) Team will address means of doing so. The Technology Team is building a basic level of familiarity with technology to help us understand the tools we have at our disposal.
i. An e-learning orientation package has been developed that gives Academic Chairs the ability to pick and choose the areas of training that are most relevant to their faculty.

ii. Advanced training for faculty in TLM will be delivered in cooperation with On-line Learning.

b. We wish to create an “Access Model” of collaboration between Online Learning and the School of Access in which we provide an appropriate level of support for all users of TLM and Webboard.

c. An Instructional Designer (ID) has been assigned to Access with time allotment to be determined. Tasks that might be expected of the instructional designer include:

i. Assistance with editing of images, html, Flash, other content

ii. Assistance with TLM based tools

iii. Assistance with other e-tools commonly used by On-line Learning.

iv. TLM course design advice

d. Access will purchase a Server. This will:

i. Facilitate the upload of content in the form of web pages with images etc.

ii. Facilitate management of grade book and student records.

2) Inspire faculty to embrace e-learning:

a. Sharing of documentation through SharePoint.

b. Have a site dedicated to general information with course specific content located on those course sites. For example, providing regular fare of videos and articles via SharePoint site.

c. Staff and Faculty list crucial to helping faculty find each other across campuses to share ideas and information.

d. Campus visits by members of the Technology Team.

3) Create TLM repository (master course) for every course within ALP, EAP, ACTP and ACC:

a. Establish process for sharing of ideas and materials in SharePoint. Faculty are encouraged to share materials through course sites. Clear file and folder naming is needed to provide easy access. The T&L team will provide guidance in this process.

b. Create mechanism for vetting of exemplary practices and their incorporation into ‘master’ TLM course. The T&L team will provide guidance in this process.

4) Design Technology PD plan (see Appendix A).

Roll-out Strategy:

1) TLM - Considerations
a. TLM Sessions dependant on the knowledge level of instructors. In order of difficulty and need, they will include:
i. Naming conventions – to ensure that faculty can navigate the e-resources available to them.
ii. How to create units.

iii. How to upload documents, html pages and other course content.

iv. How to attach documents and content to announcements and TLM ‘units’.

v. How to create questions using the available formats.

vi. How to create quizzes and how to access student results.

vii. How to create and manipulate the course map.

b. TLM Taster: This has two parts. The first is a short ‘course’ which gives faculty a ‘taste’ of TLM, including content and quizzes, from a student perspective. The second part looks at the administrative features including a preview of the grade book. The participants will be able to see how to retrieve results and edit content.

c. On-going TLM training beyond the taster, with people that are interested, will be delivered in situ as much as possible with the DST and Online Learning.

d. Each course and each campus will have leads who can assist and train other faculty and develop resources for courses.

e. FWG members will be first source of course leaders in the development of materials for individual courses.

f. Each Access TLM course will have a ‘master’ course. Upon request, any faculty can be given a copy to do with what they will.

i. Need to create a vetting process to review faculty documentation and activities incorporate them into the master course.

2) SharePoint:

a. All faculty should have an understanding of the basic functions of SharePoint including:

i. Document library use

ii. List creation and use

iii. Discussion board use

iv. Alerts

v. ‘My Links’

3) Outlook:

a. Email

i. Managing email with folders

ii. Exposure to Webmail

iii. Distribution Lists

b. Calendar

i. Sharing

ii. Scheduling

4) Further training and exemplary practices sharing sessions can include (these activities will happen in conjunction with the T&L team, and the Faculty PD Team):

a. T&L strategies

b. Identification of needed content and other resources

c. Use of hardware including smart boards, in-class computers etc.

School Plan Goals Table


Action Item

Resources / Abilities / needs / comments

Create “Access Model” of collaboration between Online Learning and School of Access

Work with delivery strategies team and Greg S to develop working model.

Needs to incorporate suggestions and actions outlined below.

Tap into other on-line learning expertise i.e. student supports

Inspire faculty to embrace e-learning

Provide opportunities for faculty experience the benefits of e-learning

- sharing of documentation through SharePoint

- Make model courses available to faculty to try.

Provide interesting articles and videos for perusal.

Share videos and articles on SharePoint

Provide means of contacting other instructors

SharePoint faculty list to be updated and maintained by faculty and Admin assistants.

Campus visits by Delivery Strategies team members

These will coincide with other initiatives requiring campus visits.

Create TLM course for every course within ALP, EAP, ACTP and ACC

Training for lead faculty in TLM

- General use of TLM

- Understanding of importance of naming conventions for questions in test bank

Training for lead faculty in basic html

- Access file manager for course

- Software for faculty e.g. Adobe Suite of Products

Training in simple image & video editing

- Access to ID / graphic designer for images etc.

Training for all faculty in TLM

- Started in 2008/9 year.

- See roll out strategy

Establish process for sharing of ideas and materials in SharePoint

- Curriculum Institute

- Use existing sites and clarify procedures through FWGs / institutes / road shows

Create mechanism for vetting of exemplary practices and their incorporation into ‘master’ TLM course

- DST to manage.

Create On-line courses for all ACC

Training for on-line faculty in delivery of on-line courses

- Will be duplication with lead faculty

- Lead faculty can be used in training

Courses designated for immediate development in TLM:

Please refer to the DST site in Share point.




On-line course: This term is defined by Online Learning and so carries certain implications. At NSCC, an online course is delivered completely online and at a distance. TLM is used as the medium of interaction. Online courses benefit from Online Learning support for faculty and students involved in the course.

Blended Course: This term is also defined by Online Learning and so carries certain implications. At NSCC, a blended course is delivered face-to-face, but which uses online resources, housed in TLM.

E-learning resources: any electronic resource, including documents, lists, links, hardware and software that can be used to help students.

TLM: The Learning Manager – this is a course management system (CMS) software containing testing features, content delivery, and student grade book functions. Similar systems used in colleges and universities include WebCT, Moodle, and BlackBoard.

Webboard: A proprietary discussion board software that is commonly used instead of the TLM based discussion board.


Technology PD Plan – 2008 - 2009


E-learning Development Proposal

School of Access – NSCC


The NSCC’s mission is, “Building Nova Scotia’s economy and quality of life through education and innovation”. The School of Access contributes to this mission by preparing students for post-secondary education at NSCC or other educational institutions in the province.

The School’s clientele includes:

· Nova Scotians without a high school diploma (Adult Learning Program),

· Nova Scotians with high school diplomas who nevertheless are still not prepared to enter post secondary education (Academic and Career Connections),

· African Nova Scotians without high school diplomas who are transitioning back into the education system (African-Canadian Transition Program),

· Immigrants who need to upgrade their language skills before they can progress into post secondary education (English for Academic Purposes)

To meet the vision of “education without boundaries” and fulfill the NSCC flexibility agenda, the School of Access believes that a strong e-learning resource base in the form of online courses will allow for and support a much greater range of alternate delivery options including location (at workplaces, designated communities), time (evenings, weekends, summers), and mode (blended, face to face, online, distance).

By the Numbers

The School of Access currently serves 1660 students with the following approximate breakdown:

· 1100 students in the Adult Learning Program

· 500 students in Academic and Career Connections

· 36 students in English for Academic Purposes

· 18 students in the African Canadian Transition Program


This project focuses on the development of e-learning materials and the creation of a course and outcome-based framework within the college course management software system, The Learning Manager (TLM). The proposal is based on an operational duration of one semester, or 15 weeks.

The School of Access will be ready to begin this development project in September of 2009, with a planning phase starting in the spring of 2009. The newly developed e-learning materials and TLM framework will be ready to pilot in the Winter, 2010 semester, with a full implementation in September 2010.

Development Table

Faculty / Staff1





Instructional Designer

Full-time for 1 semester

Coordinate and direct development of courses in TLM, provide training and IT support



Physics Faculty

9 hrs / week for 1 semester

Direct development for ALP and ACC Physics courses in TLM

PHYS 1050

PHYS 1046


Math Faculty

12 hrs / week for 1 semester

Direct development for ALP Graduate and Academic Math courses and ACC Math (different streams) in TLM

MATH 1025

MATH 1046

MATH 1047

MATH 1050


Communications Faculty

9 hrs / week for 1 semester

Direct development for ALP Graduate and Academic Communications courses and ACC Communications in TLM

COMM 1000

COMM 1040

COMM 1041


Computer Faculty

9 hrs / week for 1 semester

Revise ALP and ACC Computer courses already developed in TLM

COMP 1210

COMP 1217

COMP 1218


Global Studies Faculty

6 hrs / week for 1 semester

Direct development for ALP Graduate and Academic Global History and Geography courses in TLM

ARTS 1017

ARTS 1018


Biology Faculty

3 hrs / week for 1 semester

Create ALP Biology course from existing ACC Online Biology

BIOL 1050


Chemistry Faculty

3 hrs / week for 1 semester

Create ALP Chemistry course from existing ACC Online Chemistry

CHEM 1050


ESL Faculty

12 hrs / week for 1 semester

Direct development for ESL based courses in TLM including EAP and ESL for ALP

ENGL 1001

ENGL 1002

ENGL 1003

ENGL 1004


Science IV Faculty

3 hrs / week for 1 semester

Direct development for ALP Science IV.

SCIE 1020





1) Faculty hours may be split between faculty members, although for consistency one faculty member with a larger development role would be better than two with smaller roles, unless they are able to work closely together.

2) One semester consists of 15 weeks. Our development formula is 3 hours per week for 15 weeks given that:

a. the course materials are mostly developed and aligned with the course outcomes,

b. the instructional designer is able to do much of the actual design in TLM.

3) “Course Development” involves:

a. designing a TLM course map based on the course outcomes,

b. cataloguing and attaching a robust set of materials to each outcome,

c. providing a range opportunities for interaction including directions and suggestions for discussion boards, blogging, assignment submission via TLM,

d. providing a range of test bank questions with feedback for student practice.

4) Costs are based on a top faculty hourly rate of approximately $47.78 and an instructional designer top rate of $36.84. Experienced faculty should be used for the development with their positions back-filled.

Monday, 09 March 2009 05:55

Professional Goals - 2009

    Paul Leslie - Professional Goals - 2009
Tuesday, 18 May 2010 18:50

Professional Goals - 2010



1) Gain more experience of administrative duties. I would like to move into a leadership role in the college system in the next few years.
2) Lead a team to explore a wider use of SharePoint in the quest for a “Portfolio Learning” approach I believe that a portfolio approach to learning will enable students and faculty to make greater use of their resources and time. I have written about this at various points through this extract.
3) Set up a Student team tasked with creating opportunities for cross-departmental and cross-curricular activities designed to provide greater engagement and motivation. Attrition is one of our largest obstacles. I think this goal will speak to many levels of college life.

These goals have been written in conjunction with my annual PEP plan for the HCT.

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