Many post-secondary institutions utilize learning management systems (LMSs) to deliver online, blended, and face-to-face courses. LMSs have a wide variety of built-in functionality that can be used to facilitate innovative teaching. This chapter provides useful information, critical thinking questions, and insights that instructors can use to expand their adoption, knowledge, and usage of LMS tools to build upon innovative teaching practices. Three instructional approaches are discussed: case-based learning (CBL), scenario-based learning (SBL), and gamified learning. Additionally, specific examples are provided to demonstrate how LMS tools can be used to support CBL, SBL, and gamified learning. This chapter invites instructors to critically reflect on how they use LMSs and other educational technologies to carry out ineffective instructional strategies. Furthermore, it provides concrete examples of how LMS tools can help instructors improve their teaching practice and adopt creative instructional approaches with thoughtful use of technology grounded in sound pedagogical practices.

The practice of giving and receiving feedback is an essential element of a wholesome educational experience. As learners are engaged in the vulnerable role of waiting for and receiving feedback, there is a significant and potentially problematic power relationship at play in the feedback dyad. This chapter proposes that the practice of giving feedback offers a great scope for innovation, and that critical pedagogy offers a theoretical lens through which such innovation may be understood. This chapter explores and defines innovation through the lens of critical pedagogy, which calls for the intentional questioning of existing power structures in education. A scan of the literature presents the importance of feedback in the learning process, and supports a move towards a dialogic, student-centered process. The writers share two case studies in appreciative feedback and provide a proposed model for innovation in the delivery of feedback. When viewed as a compassionate, supportive act, feedback is well positioned to benefit learners as viewed through the lens of critical pedagogy.

This chapter explores innovating in scholarly journal publishing through the lens of publishing as pedagogy, an approach where scholarly publishing practices are intentionally designed for learning. Scholarly publishing is described as a learning space with significant scope for innovating, with respect to both the scholarly publishing culture and its practices. Innovating in scholarly publishing is defined as a social, creative, disruptive, and intentional process. The critical intersections to innovating in scholarly publishing are considered and an example of what innovating in scholarly publishing can look like, in practice, is provided—by sharing personal reflections and experiences of conceptualizing, designing, and managing J-BILD, a scholarly journal. In exploring these intersections and the notion of innovating, an innovative model of publishing founded on the principles of open access, transparency, and collaboration is described. This chapter concludes with possibilities for future directions with respect to innovating in scholarly publishing.