C4
Concurrent Session C4
Teaching with Technology and Navigating an Ever-Evolving Educational Landscape
Session Details
Time: 2:35 - 3:35 p.m.
Location: DCC 709
Rethinking Assessment in Data Analytics: A Three-Phase, Role-Based Approach
This session will introduce an innovative role-based assessment strategy designed for teamwork assignments in data analytics courses. Traditional assessments often emphasize individual performance and summative evaluations, but this approach encourages collaboration, peer learning, and iterative improvement through structured phases: Create, Assess, and Reflect.
Rooted in constructivist learning theory and collaborative pedagogy, this strategy assigns students specific roles within a project. Through a structured process of drafting their work (Create), engaging in peer evaluation (Assess), and refining their submissions based on feedback (Reflect), students improve their technical and analytical skills.
This method has been implemented in two courses within TMU’s Data Analytics Certificate: Python Programming for Data Science (CIND 830) and Data Organization for Data Analysts (CIND 110). The structured peer feedback and role differentiation have led to increased student engagement, improved critical thinking, and stronger collaboration. By using an iterative process, students move beyond one-time submissions and instead refine their work based on constructive input, strengthening their problem-solving skills and confidence.
This session will explore how this approach enhances student agency and assessment fairness while showcasing digital tools like peerScholar for structured peer evaluation. By sharing our experiences and student feedback, we aim to encourage educators to rethink assessment strategies in data-driven disciplines and beyond.
Presenters
Tamer holds a doctoral degree in Computer Science from Concordia University and specializes in Software Engineering. His research focuses on mining historical project data, applying techniques from data mining, artificial intelligence, and statistical analysis. Dr. Abdou aims to create responsible and explainable AI solutions that empower practitioners and researchers to maintain high-quality software processes with cost-effective resources. His work has received notable attention from the industry and has been implemented by leading firms such as Mozilla Corporation and IBM CAS Canada. Currently, Dr. Abdou is employed at Toronto Metropolitan University, where he contributes to the development and instruction of data analytics certificates and data science courses. For those interested in his scholarly contributions, some of his publications can be accessed here: https://scholar.google.com/citations?user=unbgkxUAAAAJ&hl=en. (external link)
A Hero’s Journey in Learning: Gamification, AI, and Literary Growth
This presentation explores how a literature course within an academic bridging program reimagines the first-year humanities experience as a gamified learning journey that integrates Universal Design for Learning (UDL), collaborative learning communities, and scaffolded skill-building assignments. A key feature of the course is the thoughtful integration of a custom AI agent, Sage Aria, who acts as a guide for students, enhancing rather than replacing the learning process.
Through theme-based collaboration (Power and Identity, Technology and Humanity, Storytelling, and Monsters and The Other), students engage deeply with texts while tackling gamified challenges like “The AI Oracle” and “Thesis Forge”. Sage Aria plays a crucial role in this process, offering tailored feedback, facilitating brainstorming, and scaffolding assignments while ensuring students remain the active agents in their learning.
For Spanning the Gaps students, this course structure has proven transformative. Many students have reported that it has not only helped them engage with literature but also taught them how to learn, how to embrace uncertainty, ask questions without fear, and develop confidence in their critical thinking. Attendance has increased compared to previous semesters, and fewer students fall behind, suggesting that the interactive, AI-supported, and gamified approach fosters both academic growth and a sense of belonging in the classroom.
This presentation will address concerns about AI disrupting traditional humanities teaching by showcasing how it can enhance inclusivity, ideation, guided close reading, and individualized learning without crossing into doing the intellectual work for students. Attendees will learn how gamification, UDL, and AI elements can work in harmony to foster growth, creativity, equity, and critical thinking in the humanities classroom.
Presenters
Jenny Sampirisi is a contract lecturer in Spanning the Gaps: Access to Post-Secondary Education, where she has taught various English literature, rhetoric, and learning support courses over the past 17 years. Jenny is a full-time Learning and Inclusion Education Developer in the Academic Accommodation Support (AAS) office at TMU where she trains faculty in accessible and inclusive course design and academic accommodation best practices. She is also a private learning strategist with Awakened Learning where she supports academic skill-building in women and girls experiencing learning barriers or educational trauma.
Teaching with AI Tools at TMU: Let's Share What We've Learned
The Digital Learning and Digital Media Projects resource units From the Centre for Excellence in Learning and Teaching invite attendees to an open discussion about AI tool use at TMU.
After a brief introduction, we look forward to facilitating a casual conversation where you can:
● Share what has (and has not) worked in your use of AI-related tools in your courses
● Learn from and connect with others who are conducting similar exploration in their teaching
● Ask questions about your use or planned use of AI-involved tools in teaching and learning, or for guidance towards best practices within TMU.
Presenters
Hilary (she/her) is an Instructional Technology Specialist at TMU, working across CCS and the CELT. Her focus is on the effective integration of educational technologies within best practices in teaching and learning. Her experience includes research and implementation of new technologies, facilitating faculty learning about tools, and managing digital projects.
Sally works on the design and development of multimedia learning materials and leads production for digital learning projects. She also teaches in the School of Journalism. For 17 years prior to her current position, Sally served as part of the technical support team at TMU's School of Journalism. Her focus was demonstrating and designing visual storytelling through video, graphics, motion graphics, and infographic design. From 2018 to 2019, she designed several learning initiatives for the Creative School including the Faculty’s Level Up platform for students to expand their learning beyond the classroom, a digital art history course, and Accommodating Accommodation – a training course and resource for instructors.
