Introducing the Presentation

This presentation introduces:

  1. How can I apply Bunkr, a web presentation tool, for online teaching?
  2. Listing of workshops.
  3. Workshop analysis and process of professional development.

Application of Bunkr

As an interactive tool, I can use Bunkr for both offline and online teaching.

  1. In each lesson, I can include text, audio/ mini-lecture, video/video lecture, article, social media, newspaper, pdf file and more.
  2. Simple, interactive and easy to use from anywhere with any device if internet is available (as described in the embedded video).
  3. Student can attend the class from remotely.

Copyright Workshop Analysis

As the embedded video shows, the scope of copyright covers a wide range of areas including literary, intellectual, artistic, dramatic, musical, performative, and communication works.

The workshop clearly helps me define the potential copyright infringement based on six criteria.

Purpose of dealing: copyright may not be violated if used for education purpose. However, usage of any original works for commercial purpose will certainly violate the owner's copyright.

Copyright Workshop Analysis (continued...)

Character of dealing: single use or limited distribution of a creative work may not violate the owner's right whereas multiple use and wide distribution will certainly violate owner's right to the work.

Amount of work copied: limited amount of copy (10 percent) of a work may be permissible, but reproduction and copy of entire work would violate owner's right.

Copyright Workshop Analysis (continued...)

Effect of dealing: if an adopted and modified work is detrimental to the original creation, the rights of the owner will be violated.

Nature of the work: publishing an unpublished or confidential report will violate the copyright whereas using a government report or policy papers for public interest may not violate the copyright.

Available alternatives: instead of using a copyright free work, reproduction of copyright protected work would be a clear violation of the law

Copyright Workshop Analysis (continued...)

Instead of using inappropriate images from google and videos from youtube, for example, I become a conscientious teacher, after the workshop, who can conform to the copyright principles.

As a self-directed learner, I studied other sources such as Canadian Copyright Act and ACCC's Fair Dealing Policy (embedded here).

Integrating Copyright Knowledge

Integrating Copyright Knowledge

First, if I teach in a college/university, it is likely that the college/university has image or resource database (such as Britanica Image Quest of GBC), which I can use for teaching material.

Second, if I need to use google image or youtube video, I can check the license by filtering my search. Owners and creators of certain images and videos permit the usage of their works, if credits are recognised, for education purpose.

Third, there are several web resources, which allows us to find Creative Commons (cc) and Public Domains (PD) works and confirm whether the work is permitted to use for education purpose.

Example of Application

In every teaching segment of Practical Teaching Skill course, I could use copyright free images, videos, and web resources.

During the interview at Humber College, I was able to explain clearly how I can conform to copyright policy of community colleges by referring to ACCC's Fair Dealing Policy, College Policies, and sources of copyright free images, videos.

Copyright Workshop Analysis (continued...)

Example of Copyright Free Online Image Sources**



Free Digital Photos

Free Images

Google Images

** Select appropriate license  Go to “Search Tools”

Morgue File


Artist Server

Copyright Free Music/MP3 Online Sources**

Artist Server

Free Music Archive

Last FM

Professionalism & Lifelong Learning

Learning outcomes lead to my professional development in several areas:

Technical Skills

I am better equipped with the technological tools and equipment to ensure an interactive classroom and online teaching environment. By incorporating these skills in my resume, cover letter, teaching philosophy, teaching dossier, and e-portfolio, I can better present myself as a potential candidate in the academic job market.

Inclusive Teaching Environment

Now I am fully aware of why and how I need to maintain inclusive teaching and learning environments.

Accessibility and positive space workshops, for example, help me integrate new knowledge on inclusive language in the classroom, equal treatment to students irrespective of their gender identities, sexual orientations, social classes, diverse learning learning preferences etc.

Professionalism & Lifelong Learning (Continued...)

Academic Integrity

Now I am more prepared with how to maintain academic integrity, maintain copyright policy of any scholarly and creating works.

Personal Development

The Gallup Strength Workshop, self-reflection, and self-assessment methods of learning have transformed my understanding on my areas of strengths and improvements.

Understanding on the difference between "deficit-focused" and "strength-focused" approach lead me to integrate new traits of personality skills. 

Lifelong learning & Adaptability

Apart from the structured contents of the CTTP program, the hidden curriculum--the everyday involvement in the learning and teaching environment--enhances my “learning to learn” ability. As a self-directed learner, I am deeply motivated to learn not just in the formal education setting but also in various social settings

For example, by being part of the CTTP's learning process, now I am capable of applying equal and fair treatment policy to students, managing students' complains professionally, resolving conflict, managing off-class social cohesion and cooperation etc.


The process of engagement in the CTTP program, through structured and hidden curriculum, enhances

  • adaptability and fitness (personality, linguistic, knowledge, and skills) to Canadian society and teaching environment.
  • the repertoires of social network and capital, which are worth to have for being an academic and teacher.
  • motivation for lifelong learning pursuit in order to adapt with the changing dynamics in higher education.
  •  realisation that expertise and academic qualification do not guarantee the fitness and adaptability in Canadian teaching environment.
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E-Presentation_CTTP George Brown

by kabirjp


Public - 12/13/16, 5:18 PM