In Thailand they have a word for what education should be: in English script, this word is "sanuk," and refers to a sense of enjoyment. Imagine a classroom where students truly and outwardly enjoy their learning, share their findings with enthusiasm and increased mastery, and critically assess their findings with increasing ease, clarity, and accuracy. How can we create out-of-class experiences that feed back into the classroom and are not only valuable learning experiences but also incorporate "sanuk?" Creating such learning activities is challenging. We may question whether there are increased benefits over the more traditional out-of-class research paper. We may be concerned about management issues, and also wonder what students actually learn, and even how to measure the learning.

Participants will explore the issues first hand, and will also examine examples of authentic and enjoyable out-of-class learning opportunities I have used successfully in my own classes, including photography, poster conference presentations, a variety of field work, and various forms of "the scavenger hunt." Participants will create an activity for one of their own classes as we work through what the research says about such learning, and look at how to integrate this out-of-class learning within the classroom experience.

Recently the Brock University Senate approved a pilot course in service learning for 200 students at the first-year level. The course has several novel features, such as being taught downtown on a Saturday and requiring students to engage in 12 out-of-classroom learning opportunities during its 24-week duration. The presenters at this roundtable describe the course's inception from our distinct vantage points as a faculty member who co-authored the course proposal and volunteered to teach it, and as a doctoral student research assistant to the AVP of Student Services, who has been instrumental in formalizing and expanding Brock's service learning offerings. Our story highlights how the new Service Learning course came about through a combination of pedagogical re-visioning and specific institutional exigencies. However, the story also unfolds within a larger context of changes in the university as a whole: imposed budgetary cutbacks, a shortage of teaching space, a $75 million fundraising campaign, and the first year in which student tuition fees, not state grants, comprise the largest source of revenues. Hence, the inauguration of the Service Learning course at Brock challenges us to situate institutional developments toward learning outside the classroom within broader trends such as the privatization of higher education and shifting conceptions of the societal role of the university.

The presentation discusses the design of e-learning environments outside the classroom by applying didactic principles to the evaluation of blended learning in the teaching of German as a foreign language at university level. The larger focus is on the common blended learning situation where face-to-face teacher/learner interaction is complemented with out of class activities that utilize virtual resources. In this context optimizing the virtual spaces made possible by computer technology depends on effective streamlining of in class- with out of class activities and digital media.

A historical overview of traditional teaching methods and an introduction to blended learning models serve to filter out important didactic principles and best practices that can be applied to the design of virtual spaces and their evaluation. Under these criteria we examine the integration of a learning management system (Moodle) with a courseware application (GECO) and the integration of e-learning content: online-supplementary course materials (Passwort Deutsch), didacticised readings (jetzt.de), a complete online course (Redaktion-D), a Web-quest (Berlin) and the possibilities offered by exercise modules created with authoring software (Hotpotatoes and Telos Language Partner).

Virtual worlds present a unique opportunity for lifelong learning and learning outside of the classroom. Second Life, which is a 3D virtual space open and free for everyone to use, offers the chance for educators to provide students with places to experience things that they might not be able to experience in the classroom or additional time in which to practice things learned in class in a more authentic context.

This presentation will introduce participants to the idea of using virtual worlds as classroom activities or extension activities outside of the classroom. Some of the educational places that already exist in Second Life will be summarized and visited, and participants will learn some of the nuts and bolts of Second Life, including how to make an avatar, how to find places of interest, and an overview of buying land and building. Finally, participants will discuss the pros and cons of using virtual worlds both in the classroom and outside of it.

The goal of the panel discussion is to contribute to faculty and university administrators' knowledge regarding learning outside the classroom from the student perspective. The panel will consist of four students who are engaging in experiential learning initiatives. Student panelists will come from a diverse background: peer coaching, study abroad, community service learning, student leadership and co-operative education.

Using the Residence Life Staff training as an example, this presentation will outline the process in which to create a multi-faceted competency-based training program for student leaders. It will review the various theoretical frameworks behind the program as well as the wide variety of learning styles and types of learning opportunities and activities incorporated throughout the training program. The benefits and challenges of this type of a training program will be reviewed. We will share the importance of the 'flow' of the program and how this is created. Overall this presentation will give the participants the information needed to successfully create a similar program to fit the needs of the student staff they may be training should they choose to do so.

More than just scrapbooks of mementoes, learning portfolios are flexible, evidence-based tools that encourage students to reflect on learning. Moreover, many teachers, educators, and researchers believe that portfolio assessments are much more effective than "traditional" testing methods for measuring academic skills and development and informing pedagogical decisions.

Moving us away from single-occasion testing to valuing samples of work over time, from mere acquisition of knowledge to reflection, the portfolio as a process and as a product is changing how we think about assessment.

LINKS, a literacy intervention program developed by the Learning Disabilities Association of Nova Scotia, is designed for elementary age children who are experiencing difficulty in literacy development. At Acadia University, the LINKS program is delivered by pre-service teachers enrolled in the Bachelor of Education degree. This unique service learning program provides pre-service educators, as literacy instructors, with a course credit through a combination of course work related to current research in the area of learning disabilities, as well as the opportunity to apply this research while working with children from the community.

This presentation will provide: a) a description of the components of the service learning program and how this experience, in combination with related coursework, enriches students' learning as they apply and elaborate on their knowledge outside the classroom by explicitly connecting theory and practice; b) information on the impact of the LINKS 2008-09 service learning program, through a qualitative analysis of three data sources: participating students' literacy assessment results, parent /guardian focus group interviews, and literacy instructor focus group interviews; and c) an opportunity for participants to explore the potential of service learning experiences, such as the LINKS program, to create partnerships that benefit our students as well as the broader community.

Learning doesn't stop outside the classroom door. Campus non-classroom spaces play an essential role in the student learning experience, and can enhance or diminish it significantly. Applying Torin Monogan's notion of 'built pedagogies' (that physical spaces in learning institutions reflect the pedagogy of the educative effort), this session explores ways for institutions to create a physical environment that encourages and supports out-of-class learning. The session will examine examples of such spaces from Dalhousie University and elsewhere and will present a student-designed conceptual framework for spaces aimed at promoting social interaction, collaboration, and the development of community.

Engaging through your keyboard with a digital resource can be a very rewarding and highly educational experience. A good example of this is the World Digital Library (WDL), an initiative led by UNESCO that was launched in 2009. The WDL demonstrates that the best digital libraries have three characteristics: they are online, free to access, and contain objects of cultural significance. This session will present ten examples that highlight cultural content within a digital environment. If you are unfamiliar with the wide variety of collaborative projects that are currently available, here is an opportunity for you to dip yours fingers into the digital waters.

This workshop asks how university instructors can help students guide each other more effectively in their thinking and writing outside the classroom. Our classes are embedded in a world of student interaction and dialogue about their studies. We know anecdotally that students often ask their friends to help them clarify their ideas or improve the grammar in their writing assignments. We also know that this iterative process of writing, feedback and re-writing is the groundwork for becoming a good thinker and writer. This workshop will ask participants to share their ideas and experiences in giving students peer review tools and assignments that support their out-of-class research, thinking and writing. Learning to collaborate with each other in this way is a valuable skill in university and future workplaces.

The learning objective of this workshop is to provide participants with a range of ideas they can use to enhance iterative, peer-based learning of writing skills outside the classroom. Of particular interest will be a discussion of how peer-learning techniques can be taught and practiced in a range of classrooms—from small-enrolment seminars to large-enrolment lecture courses. Workshop participants will share their experiences of process-based methods to enhance links between learning inside and outside of the classroom.

Share initiatives, successes, and challenges with other educators interested in integrating technology to support learning outside of the classroom as a means to increase student success, engagement, and retention. This session will include a presentation of an on-line writing resource Essay-Zone developed by Learning Skills Services, Brock University, to engage and support large numbers of students in a cost-effective educational environment. The resource aims to build students' confidence and interest in writing in a self-directed supportive online environment, providing students with an opportunity to explore, learn, and practice in their own time. Presenters will share the Essay-Zone story: its development, delivery, assessment, challenges, successes, and future at Brock University and at other educational institutions.

Research on retention, student motivation and confidence, and the challenges and potential of online learning environments will be included to facilitate a rich discussion on the benefits and challenges of online resources to support student success.

Encourage your students to learn outside the classroom by creating engaging and innovative projects and assignments that instill active participation by providing choices and unconventional assessment activities. Participants will be invited to bring samples of class syllabi, class assignments and project specifications, and written tests for improvement planning and peer-critique during the workshop. Together, we will develop assignment improvement plans to increase student commitment to course work designed for completion outside the classroom, and to maximize meaningful retention of intended course concepts. Discussion around managing efficient and fair assessment of student work, providing students with choices without compromising the integrity of the course content, creating articulate assignment and project specifications for best possible student work submissions, and entertaining the option for resubmissions when feasible and practical will be integrated throughout the workshop. Plans for practical implementation of innovative and student-centred learning opportunities will be considered. This workshop is for any instructor interested in improving teaching to adult students, regardless of the discipline or level.

A community-based learning experience was recently expanded upon in response to focused research, reflection and feedback. Community Nutrition students were charged with conducting a 'community resource assessment', a modification of the standard 'needs' assessment process with the aim of focusing on the more positive attributes, contributions and outcomes of participating communities. Students began their project by initiating contact with their chosen community partner while highlighting the reciprocal benefits of the proposed initiative. Subsequently, student groups defined the opportunity that existed to enhance food and nutrition related knowledge, attitudes, behaviours and/or practices in programming, education and policy. Next, a sequential process of establishing community parameters, data collection and analysis, and sharing findings was carried out. Sustainability considerations were emphasized at the outset. To further opportunities for learning, students focused on innovative means of elevating and sustaining community resources by thinking beyond those commonly cited limitations of time, funding and human resources. Students consistently reported a sense of pride and accomplishment in their mutually beneficial community-based learning experience. Moreover, in a short period of time, students were able to positively impact the communities they served. Student projects are highlighted and recommendations for further enhancing student learning processes and outcomes are examined.

As educators explore different technologies to encourage students to demonstrate scientific concepts, the use of multimedia strategies in science classes is becoming more and more dominant. This study involved the creation of interactive on-line learning resources to be used by students outside the classroom in the laboratory-based courses (biology, chemistry, physics). "SOS Labos" is an example of such a resource. It is comprised of 60 original pdf files (examples of topics: How to write the introduction to a scientific paper...); 26 original Flash videos, with or without audio narration (example: making a serial dilution), 3 original Powerpoint shows (example: how to cite your sources), and a French-English glossary specific to the biology, chemistry and physics courses for which the resource was designed. Although the content of the resource is related to the in class content, the use of the resource is geared to outside the classroom. The students' satisfaction and perceived effectiveness of the new tools was assessed through various learning management systems. The outcomes were not what we expected and allowed us to rethink the use and design of technological tools. Examples of the tools created will be demonstrated and then discussed among the participants at the session. This session is relevant to all secondary and postsecondary educators.

Marratech is a well-known computer program used in business and learning institutions that I am using to teach an on-line course to university level students and French teachers in Nova Scotia. The aim of this presentation is to show participants how this "on-line" teaching tool can be used by all students by providing resources "live" in all aspects of the language learning process (listening, speaking, reading, and, writing). This program is currently being used to teach a on-line full credit course (FRAN 1223 Open Acadia), and can also be used as reference tool for teachers and students. Commentaries from past participants will help generate a discussion around the benefits or barriers to using this teaching technique.

Please note: This session will be presented in French.

Should a university's writing centre be central to its academic curriculum? Staff members at writing centres often feel as though they and their mandate are peripheral to the academic core. However, there are positive examples of writing centres (namely, at George Mason University) where the instructors are tenured faculty, and the writing centre is embedded within the curriculum. Two questions thus present themselves:

1. Does the structural framework (that is, the situation of the writing centre within the university) affect the service that students receive?
2. How can writing centres migrate from the periphery to the centre of the academic core?

This workshop will call on participants to offer thoughts on improving the relationship of the writing centre to the rest of the academic community, and their own experiences with these issues. This collaboration will aid in the development of ways in which the writing centre can become enveloped within each student's writing process, especially at Canadian universities.

The objective of this poster presentation is to illustrate a student-led initiative that has taken place in the Department of Spanish and Latin American Studies over the course of the last two academic years. This program was developed and put into place by a group of undergraduate students with little guidance from the faculty. It consists of two projects that operate simultaneously. The first is an organized schedule of tutors who volunteer their time to assist fellow students with basic language queries, revision of writing assignments and oral conversation. The second component of the program is a lunch-hour instruction of Spanish language in local primary schools. Several times a week, a group of Dalhousie students visited elementary schools to teach Spanish to children between eight and ten. Guided by a professor, these students met regularly to plan classes and activities and to discuss their progress.

The benefits to the students who participate in this program are evident, to themselves and their professors, and in this poster they will illustrate their experiences as well as trace the evolution of this program as it moves into its third year.