D3

Exploring the use of Social Media in Universities to Enhance Student Retention and Engagement

Social media can be a great tool to increase student retention through creating a strong sense of community and belonging, which is known to have an impact on students' decisions to enroll in and continue their education. A pilot content analysis was done as part of a major research paper in august 2024.

Through a content analysis on Toronto Metropolitan University’s Creative School and Master of Digital Media Departments' Instagram and Tik Tok platforms, this research seeks to understand current social media strategies, goals, and metrics for success. By creating a more inclusive and supportive campus environment, students are more likely to continue.

Presenters

Using a Method to Produce Theoretical Syntheses for Inquiry-Based Learning of Scientific Theories

I created a method to produce theoretical syntheses to deal with the ever-changing context-dependent nature of scientific theories (see paper attached). Recently, I proposed and investigated a course structured around the method’s steps which develops into a Inquiry-Based approach to learn about theories. The steps of the method are: (i) defining a phenomenon of interest, (ii) defining a collective of scientists from whose point of view one wants to understand the phenomenon, (iii) identifying the conceptual bases used by this collective to carry out their scientific activities, (iv) track how this collective uses these concepts, (v) synthesizing based on these concepts models, (vi) analysing the models.

In class, students work as a team to carry out an actual investigation of a field of study of their choice. By executing the steps, students have to make decisions, research literature, analyse citation networks, read text, synthesize models and make sense of their chosen field of study. As a result students learn the most relevant publications in a field, how members of the focal collective refer to the publications, the main models proposed in these publications, the concepts that constitute each model, and how the models relate to one-another to build the theory of the field.

This approach provides students with a more balanced experience with the conceptual, epistemic, social and material dimensions of scientific literacy. This is a change from the typical view of science teaching, which is heavily focused on the conceptual dimension and provides very few opportunities to explore and discuss the other dimensions.

This system is efficient because students never feel the content of the course is irrelevant, they have an immediate opportunity to use it and understand its role in the further development of knowledge and technology. The team project gives them a sense of authorship of the course outcome, keeping them caring about their learning journeys. This often can affect the structure of the course, which is a way to create a sense of responsibility for what they are learning.

Presenters

Modernizing Digital Fashion: Autonomy, Flexibility, and Collaboration Through a Flipped Classroom Approach

The relationship between digitized learning, collaborative studies, and the implementation of autonomy-based technology was highlighted during the emergency remote learning period of the pandemic. As an educator, it is vital to consider how these learning techniques can be applied post-pandemic to foster an empowered and progressive learning experience for each student. Supported by the 2023 Learning and Teaching Grant, the delivery of course content for FFD 300, Fall 2024 term, adopts a Flipped Classroom Approach, which prioritizes engaging students in pre-recorded video tutorial demonstrations they can complete at their own pace and time.

To reinforce learning and encourage deeper engagement with course materials, students were required to apply newly acquired technical skills in a collaborative, real-world project for external clients. This approach ensures that students actively implement their knowledge hands-on, interactively, while working alongside peers. The integration of collaborative projects not only strengthens technical proficiency but also enhances problem-solving abilities, teamwork, and critical thinking.

By shifting the focus from traditional lecture-based instruction to a more autonomous learning model, students gain flexibility in managing their learning processes while developing the ability to work independently and collaboratively. The course structure aims to balance self-paced study with a final structured group assignment, ensuring that students receive the necessary guidance and peer support to solidify their understanding.

This model aligns with educational practices that implement digital learning methods emphasizing competency-based learning and the practical application of skills to promote independence and collaboration. By embedding project-based assignments into the curriculum, FFD 300 fosters an engaging and interactive learning experience that prepares students for real-world applications of their skills. 

This pedagogical approach accommodates diverse learning styles and leverages digital education's benefits to cultivate a dynamic and adaptive learning environment. Students will develop technical expertise and essential professional competencies through structured collaboration and real-world projects, ensuring a well-rounded and practical learning experience.

Presenters