- 51社区黑料
- Events
- Inquiry Support
- Workshops & Programs
- SoTL 101: Introduction to SoTL and Teaching + Learning Inquiry
- SoTL 102: Formulating an Inquiry Project
- SoTL Thoughts
- Coffee + Conversation
- Tools for Inquiry: Conducting Inquiry Using CES
- Amundsen Fellowship Program
- Decolonial Teaching + Learning Seminar Series
- Decolonizing and Indigenizing Curricula
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments: An Integrated Seminar Series + Grants Program
- Inquiring into Your Multilingual Classroom: An Integrated Seminar Series + Grants Program
- New Ways of Teaching, New Ways of Learning: Supporting Learning in Online Environments
- Open Education Grant Pilot Program
- Teaching and Learning Development Grant Program
- Project Archive
- Amundsen Fellowship Program
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments Program
- Inquiring into Your Multilingual Classroom Projects
- New Ways of Teaching, New Ways of Learning
- Teaching and Learning Development Grant Program
- Scholarship of Teaching + Learning Projects
- Conferences & Calls for Proposals
- FLO MicroCourse: AI-Resilient Assessment Design Sprint [April 27 - May 1, 2026]
- 2026 Dalhousie Conference on University Teaching and Learning [Deadline: May 01, 2026]
- Cfp: 2026 SoTL Symposium [Deadline: May 04, 2026]
- 2026 Graduate Students in Teaching Conference [May 05-06, 2026]
- Teaching with AI: May 5, 2026 [May 05-14, 2026]
- Brave Conversations: Revisiting and Rethinking "Risk" in SoTL [May 07, 2026]
- 2026 Teaching and Learning Innovations Conference [Deadline: May 08, 2026]
- 3rd Annual Thompson-Okanagan Teaching and Learning Conference [May 13-14, 2026]
- Supporting vs. Doing Student Work: Experiments with Offline AI In the Classroom [May 14, 2026]
- Panel Discussion: Research Ethics and SoTL [May 15, 2026]
- SoTL Canada Journal Club: Developing a SoTL Identity [May 19, 2026]
- FLO MicroCourse: Write your Teaching Philosophy Statement [May 19-26, 2026]
- Teaching with AI: May 19, 2026 [May 19-28, 2026]
- 2026 Annual STLHE/SAPES Conference [Deadline: May 25, 2026]
- Cfp: Graduate Students/Post-docs Teaching in Higher Education Conference [Deadline: May 25, 2026]
- ETUG Spring 2026 Workshop: Collaboration, Co-creation, and Creativity in EdTech [May 28-29, 2026]
- Teaching with AI: June 1, 2026 [June 01-10, 2026]
- Cfp: 2026 Global Students as Partners Roundtable [Deadline: June 29, 2026]
- Graduate Students/Post-docs Teaching in Higher Education Conference [August 07, 2026]
- 2026 DPI Conference [August 18-20, 2026]
- 2026 Global Students as Partners Roundtable [October 01-02, 2026]
- 2026 SoTL Symposium Conference [October 22-24, 2026]
- For Research Personnel
- News + Stories
- AI as learning coach: project explores ChatGPT integration beyond plagiarism concerns
- Investigating the motivations and perceptions of undergraduate students using AI for assignments
- Faculty teaching confidence soars through peer observation program
- Research proves role plays work: evidence-based approach transforms history and labour studies teaching
Teaching Text Encoding, and Testing TAPAS, in an English Graduate Course
Grant program: Teaching and Learning Development Grant (TLDG)
Grant recipient: Michelle Levy, Department of English
Project team: Ashley Morford, Alex Petryszak, Lindsey Seatter, Emily Seitz, and Kandice Sharren, research assistants
Timeframe: December 2015 to December 2016
Funding: $4,562
Course addressed: ENGL 832 鈥� Studies in Eighteenth-Century Literature (Spring 2016)
Final report: View Michelle Levy's final report (PDF)
Description: In 2014-5, I held a Teaching and Learning Development Grant to investigate existing digital publication tools and to design a new one to teach students how to use the Text-Encoding Initiative markup language (TEI-XML) (view Michelle Levy鈥檚 previous TLDG project here). However, based on my initial assessment, I felt that the barriers to teaching text markup language were too high, particularly for undergraduate students who already struggle with some elements of basic digital literacy. As a result, I taught students how to use/adapt WordPress for their digital projects.
Recently, a tool called has been developed to make TEI-XML more accessible. This spring, I am teaching a graduate course which will offer an ideal opportunity to both teach text encoding and test . A graduate-level course will allow me to explore the benefits of teaching encoding skills to this more advanced set of students.
Questions addressed:
- How valuable is teaching TEI-XML to graduate students in terms of enhanced learning outcomes?
- How valuable is teaching TEI-XML from the perspective of the students?
- In comparison to WordPress, does TEI-XML provide (a) better understanding of literary texts; (b) enhanced opportunities for textual analysis; (c) improved final projects?
- How effective is TAPAS in storing, sharing, and publishing TEI-XML data?
- Is TAPAS an appropriate tool for students to use in their projects?
- Would teaching TEI-XML be possible/valuable at the undergraduate level?
- Are there extended benefits to students of learning TEI-XML and using TAPAS beyond the specific course?
Knowledge sharing: I am actively involved (and co-founded) the SFU-UBC Digital Salon. I will encourage students to present their projects at this venue, and at other local events (like the annual student conference organized by English graduate students and DHSI, the Digital Humanities Summer Institute held in Victoria each June).
Levy M. (2016, August). Usefulness of teaching Lyrical Ballads with the online edition. Presentation at the North American Society of the Study of Romanticism Conference, California, CA.
Keywords: text encoding; English language; graduate course