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Creative-in-Residence
by Aaron Liu-Rosenbaum in collaboration with Susan O’Neill, Diane Dagenais, Angel Lin, Daniele Moore, and Cindy Xin
Guests are invited to creatively explore the interconnectedness of word, image, sound and meaning through an interactive audiovisual soundscape installation.
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Engaging Minds with Cognitive Tools and Multimedia
Responding to Mayer’s (2014) call for a research-based understanding of how to design multimedia instruction that promotes learning, a team of 18 graduate students co-authored and designed an interactive, multi-touch eBook (published on Apple Books).
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Defining Course Keywords in Augmented Reality Learning Environments
We propose a novel way for enriching curriculum and building collabboration diversity by leveraging augmented reality (AR) technologies to transport learning beyond the traditional barriers of university classroom screens.
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Engage Students in Deep Learning with the Dialectical Map
In this demonstration, you will be introduced to an open-source tool called the Dialectical Map (DMap) that provides an innovative solution to teaching argumentation and engaging students in deep learning.
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Experiencing multiplication with TouchTimes
We will invite guests to play with and solve tasks in TouchTimes, our new, multi-touch application. Guests will be asked to share their prior experiences of multiplication (at school) and to help us generate ways of describing multiplication as they experience it in TouchTimes.
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Scribjab: Ecologies of multilingual and multimodal story creation
Scribjab enables users to produce online stories. It is distinctive in inviting authors to showcase and develop their multilingual and multimodal competence. We offer to guide you through the application and the website by showing a few stories written in different languages and also by creating a story with you.
Aaron Liu-Rosenbaum is an artist, researcher and associate professor of music technology at Laval University in Quebec City, where he also serves as Director of the digital audio production certificate programme. He holds degrees in music composition (PhD, City University of New York; BMus honors New England Conservatory), music theory (MA, Columbia University), and French comparative literature (BA cum laude, Columbia University), and certificates in interactive technology and pedagogy (City University of New York) and audio engineering (The New School University). His research and creative interests address the nexus of sound, culture and technology through a variety of approaches. Through his writing, he discusses diverse topics such as noise and intangible cultural heritage, the technologization of women in technopop music videos, and recording studio aesthetics in heavy metal music. As an artist-researcher, he has received funding and/or commissions to create interactive sound and audiovisual installations that simulate auditory perception, recreate the undersea soundscape of whale calls, and raise awareness of the “technophony” (the technoogized sounds of today’s soundscape). As a performer, he composes and improvises music on computer, often in collaboration with other artists, at festivals and conferences in Canada and abroad. During the 2017-2018 academic year, he was a guest researcher and artist at Simon Fraser University, working with renowned composer and pioneer in soundscape studies Barry Truax at the Sonic Research Studio of the World Soundscape Project. In the coming year, he will be part of an international research team seeking ways to improve digital literacy and quality of later-life using music technologies in an intergenerational context.
Experiencing multiplication with TouchTimes
Demonstrators Name: Sandy Bakos
We will invite guests to play with and solve tasks in TouchTimes, our new, multi-touch application. Guests will be asked to share their prior experiences of multiplication (at school) and to help us generate ways of describing multiplication as they experience it in TouchTimes.
Engaging Minds with Cognitive Tools and Multimedia
Demonstrators Names: Leila Amouzandeh, Paula MacDowell, Avneet Sandhu, Quincy Wang
Video Producers: Alex Sirbu, Erika Ram
This interactive demonstration focuses on how creating a course eBook can enhance students’ learning experiences and build a classroom community focussed on inquiry. Responding to Mayer’s (2014) call for a research-based understanding of how to design multimedia instruction that promotes learning, a team of 18 graduate students co-authored and designed an interactive, multi-touch eBook (published on Apple Books). What distinguishes this research is the thought-provoking integration of cognitive tools and compelling media-rich content designed by the authors, including 360° panoramic images, infographics, interactive data visualizations, photo galleries, popover widgets, scrolling sidebars, quizzes, timelines, tutorials, videos, and more. Immersive, interactive, and informative, this eBook is an experience designed to engage minds as readers explore the 13 leading-edge chapters.
Scribjab: Ecologies of multilingual and multimodal story creation
Demonstrators Names: Diane Dagenais, Geneviève Brisson, Gwénaëlle André, Magali Forte
Scribjab is an original and free iPad application and website accessible at www.scribjab.com. Created by a team of researchers at SFU, Scribjab enables users to produce online stories, using English or French and another language of their choice. While there are diverse online resources for children and adults to publish writing, Scribjab is distinctive in inviting authors to showcase and develop their multilingual and multimodal competence by (a) writing stories in two languages on the same page, (b) illustrating and recording a narration of their stories, and (c) reading, listening to, and commenting on stories written by others. We offer to guide you through the application and the website by showing a few stories written in different languages and also by creating a story with you.
Defining Course Keywords in Augmented Reality Learning Environments
Demonstrators Names: Rain De Guzman, Alexandra Kasper, Paula MacDowell, Juliana Wong
We propose a novel way for enriching curriculum and building collaboration diversity by leveraging augmented reality (AR) technologies to transport learning beyond the traditional barriers of university classroom walls and screens. We developed an interactive assignment that challenges students to define the key terms in a course by coding authentic and meaningful AR experiences. Each code extends and enhances learning with a series of well-designed scenes that integrate digital information with the real-world environment in real time. To invite people to interaction with the codes, we used sustainable materials to build an oversized AR Abacus. The students’ designs were reassembled to make vibrant prisms that slide across and around the abacus rods, thereby creating a playful augmented space for exploring and envisioning. Not only is the AR Abacus an innovative teaching tool that promotes active learning about educational media, but it also builds community by bringing people, art, story, knowledge, and technology together.
Engage Students in Deep Learning with the Dialectical Map
Demonstrators Names: John Nesbit, Joan Sharp, Qing Liu
Argumentation is an essential intellectual skill, important in all academic subjects and for any engaged citizen. Enhancing students’ ability to construct and evaluate arguments is one of the central goals of education. In our demonstration, we’ll introduce an open-source tool called the Dialectical Map (DMap) that provides an innovative solution to teaching argumentation and engaging students in deep learning.
Improving Fluency, Conversations with digital characters
Demonstrators Names: Anne Rimrott, Jordan Brighton, Faye Maidment
Argotian (“Ar-GO-shen”) is a VR open-world adventure game designed to teach conversational language to late beginner and early intermediate foreign language learners. Given the focus on spoken language practice, instead of traditionally written menus, throughout Argotian, players use speech to communicate within the game and initialize actions. Currently in pilot phase, Argotian will be available late August 2019. In this demonstration you will be able to play Argotian in an Oculus Go headset.
Dr. Susan O’Neill
Professor, Faculty of Education
Associate Dean, Academic and Research
Research Hub at Faculty of EducationAssociate Dean, Academic and Research
Dr. Aaron Liu-Rodenbaum
Creative-in-Residence
Research Hub at Faculty of Education
Dr. Diane Dagenais
Professor, Faculty of Education
Research Hub at Faculty of Education
Dr. Angel Lin
Professor, Faculty of Education
Canada Research Chair in Plurilingual & Intercultural Education
Research Hub at Faculty of EducationCanada Research Chair in Plurilingual & Intercultural Education
Dr. Danièle Moore
Professor, Faculty of Education
Research Hub at Faculty of EducationRefugee wellbeing in Surrey’s schools and community at large
This project examines refugee resettlement through the lens of multiple stakeholders in Surrey and explores a process of coordinated problem-solving for refugee mental health, wellbeing, education, employment and access to services.
Mechanisms of social attention
This research examines how children, adolescents, and adults attend to and interpret social information and how mechanisms of social attention and perception operate differently in individuals with Autism Spectrum Disorders (ASD).
Embodiments of mathematical thinking in undergraduate students
This study identifies, classifies, and analyzes various manifestations of mathematics anxiety amongst a large cohort of first-year university undergraduates as they progress through their respective programs through to degree completion in an attempt to understand the manner and extent to which mathematics anxiety affects these choices.
Ecologies of multilingual and multimodal story production
This research identifies the conditions that best enable youth to leverage their multilingual knowledge to learn school languages while developing competencies in multimodal literacies with the use of Scribjab, an original and free iPad application and website which provides multilingual learners with a digital tool for producing written, narrated and illustrated stories.
Context and challenges of using open data for teaching in secondary education
This project examines the nature of context-related information included in open datasets and how open data resources are utilized by teachers for teaching and learning in secondary schools in BC.
Indigenous language reclamation and reconciliation
This study explores Indigenous perspectives on the meaning of reconciliation work through the cultural linguistic vistas afforded in an Indigenous language dialogue to redress the silencing of Indigenous cultural perspectives by means of English-language reconciliation discourses. It engages these perspectives through Anishinaabe social dialogue involving four Anishinaabemowin (Ojibway language) speakers and to document and preserve the language through video of Anishinaabemowin dialogues so that the tone, gestures, rhythm, and socially dynamic interactions in the language can be captured.
Intra-group dynamcs and social exclusion: Experience of Mainland Chinese immigrants to Canada
This research identifies the explicit and implicit dynamics of interactions between Mainland Chinese immigrants and members of other Chinese communities in the context of settlement, adjustment, and intracultural race relations.
Youngsters 2: On the cultures of children and youth
Youngsters 2 brings together dynamic theoretical and methodological perspectives to current trends in child and youth studies, specifically with a focus on themes of: queer and trans childhoods; Indigenous youth; Black girlhood; youth activism; and community-oriented collaborative research.
Halq’emeylem language teacher/consultant
This research proposes a holistic intergenerational approach toward reconciliation and reclamation of traditional education practices through Halq’emeylem language revitalization, the upriver language of the Sto:lō and Sts’ailes people, in order to build capacity in language and cultural leadership and reclaim foundational familial models of language transmission that move beyond the institutional confines of the classroom and school.
Creating augmented reality experiences with students position at SFU to enrich curriculum and build community
This project evaluates how integrating augmented reality (AR) experiences with a course curriculum transforms the student learning experience and impacts engagement, inclusion, and the development of a collaborative learning environment, drawing upon themes of culture, diversity, and inclusion.
Field Feasibility and acceptability testing of action-based psychosocial reconciliation approach in a post-genocide rural community in Rwanda
The project expands early stage research undertaken in Rwanda to develop, implement and evaluate areconciliation intervention, the Action Based Psychosocial Reconciliation Approach (ABPRA)to support interpersonal/psychosocial recovery and growth in rural villages in Rwanda.
Teaching students to argue with the dialectical map
This project explores the development of the Dialectical Map (DM), a web-based visualization tool that scaffolds argumentation. The DM is currently being integrated with Canvas and augmented with administration features so instructors can more easily manage and grade the DM files created by students.
Mapping Out of School Time (MOST) programs, services, and needs
Drawing on an ecological framework of human development, this research examines the kinds of Out of School Time programs that are available to students across the Lower Mainland, the distribution of these programs, and the gaps between parent/guardian preferences and offerings.
Learning together: A multiple case study of intergenerational multimodel literacy curricula
This research combines the innovations of intergenerational (IG) learning and multimodal literacy to develop, implement, and examine IG multimodal curricula that leverage digital technologies to benefit children and elders in today’s digital age.
Sidaxgat’ini?hl Gagoodi? (Our ability to strengthen ourselves, our hearts through the wisdom of our language and our own way of life).
In collaboration with Nisga’a Lisms government and the Council of Elders this project examines the feasibility of extending Nisga’a language revitalization efforts in the Nisga’a Nation’s traditional territories in the Nass Valley, and also in urban centres in BC which have large Nisga’a populations.
Understanding Indigenous ethics and wholism within academic and Aboriginal community research settings
This international comparative research investigates the nature of relationships of Indigenous philosophies of wholism from the perspectives of Indigenous faculty and graduate students, as they operate within, and beyond, research academic ethics policies in Canadian and New Zealand contexts, as acts of cultural responsibility and decolonization.
Investigating educational leadership for reconciliation: Can non-aboriginal female principals decolonize aboriginal education?
The study investigates non-aboriginal female principals’ capacity to develop authentic pedagogic and leadership approaches to meet the cultural and educative needs of Indigenous learners as they work in a predominantly Aboriginal educational context in Yukon schools.
Gestural Arithmetic: Introducing early multiplicative thinking using mobile technology
This research aims to help children develop a richer understanding of multiplication that enables more advanced mathematical reasoning by generating new evidence about mastering mathematical concepts, developing new teaching methodologies, and producing research-based, multimodal resources.
Project CARS-2 (Classwide Augmented Reward System-C2)
This project uses an alternating treatment (ABAB) design to investigate efficacy of student behavior change and teacher fidelity to protocol under two conditions: traditional token economy and the prototype iPad-based token economy.
Project REVEAL-HS: Fostering student computational thinking in data analysis
Project REVEAL-HS focuses on harnessing the data revolution by using learning analytics to guide student development of computational thinking during data analysis in science investigations. It addresses the development of typically underrepresented populations in STEM by targeting high schools in Loudoun County Public Schools that serve diverse populations and have high levels of economically disadvantaged students, reaching roughly 9,000 students.
Mobilizing mathematical knowledge in secondary school teaching: towards enhanced mathematics teacher education
This research articulates the kinds of advanced mathematical knowledge (AMK) used in teaching to strengthen the preparation of secondary mathematics teachers, as well as the mathematical preparation of students and their readiness to pursue studies towards careers in STEM (Science, technology, engineering, and mathematics).