Integrating technology from the ground up BC TEAL 2016 #WeAreBC16, Brian Wilson: UBC Vantage College

Agenda  Introductions & housekeeping  My assumptions  Building a framework  Questions

My context (UBC Vantage College)  Curriculum Manager  UBC Vantage College is a custom first-year university program that provides full first year credits.  Students can study Applied Science, Arts, Management, or Science.  Students enter with IELTS 5.5 or TOEFL 70iBT.

Housekeeping...or what I’m not going to do  Provide an app dump  Tell you how to use a particular app  Tell you to turn off your device(s)  Provide a quick fix What I will do  Help you define your technology needs  Help you adopt a principled approach to using educational technology  Offer some strategies for implementing your ideas

My starting point  The idea of Digital Natives is mostly nonsense  The traditional computer lab is dead - get the hell out before it’s too late  You already respect your students’ digital footprint…(right?)  No matter what you do, you’ll probably always be behind the technological curve

What will this enable you to do that you could not otherwise accomplish?

Is your class a walled garden? …or a networked public?

Multi-modal Multi-cultural Multi-media The pedagogy of multiliteracies (Kern et al. 1996) Critical Framing Gaining mastery Interpreting in context Extending and applying knowledge Constructive critiques Innovation Enrichment New contexts Learning transfer Overt Instruction Scaffolding Active intervention Gaining conscious awareness and control of what is being learned Collaborative learning Making connections Develop metalanguage Language features awareness Task-based learning Transformed Practices Reflective practice Application and revision Applying meaning to new contexts Theory becomes reflective practice Transfer in meaning- making Student-led activities Novice researchPresentation Situated Practice Immersion Community of learners Engaging in meaningful practice Adopting different roles Guiding learners Designing learning Use previous learning Authentic group learning

Multi-modal Multi-cultural Multi-media The pedagogy of multiliteracies (Kern et al. 1996) Situated Practice Immersion Community of learners Engaging in meaningful practice Adopting different roles Guiding learners Designing learning Use previous learning Authentic group learning

Multi-modal Multi-cultural Multi-media The pedagogy of multiliteracies (Kern et al. 1996) Overt Instruction Scaffolding Active intervention Gaining conscious awareness and control of what is being learned Collaborative learning Making connections Develop metalanguage Language features awareness Task-based learning

Multi-modal Multi-cultural Multi-media The pedagogy of multiliteracies (Kern et al. 1996) Critical Framing Gaining mastery Interpreting in context Extending and applying knowledge Constructive critiques Innovation Enrichment New contextsLearning transfer

Multi-modal Multi-cultural Multi-media The pedagogy of multiliteracies (Kern et al. 1996) Transformed Practices Reflective practice Application and revision Applying meaning to new contexts Theory becomes reflective practice Transfer in meaning- making Student-led activities Novice researchPresentation

Integrate with your method

Building your community ■ Create a Community of Inquiry: i.e. Social presence, cognitive presence, teaching presence (Pierce, Dewey, Garrison, Anderson, Archer)

Embrace BYOD (…well, mostly)  Nomophobia: Fear of being out of mobile phone contact Study of Students and Information Technology. ECAR.  Does that mean students should just text their friends in class whenever they want?  Does it mean instructors should check their during lab time?  Curate a small app garden for students to use regularly in class (e.g. polling, voice, photo, text editor)  …but don’t create a digital divide

Innovate or die (even if only inside a little…) Drawing by Laurent Meurisse ■ What defines success? How will you know? ■ The Lean Startup Model might help you to rethink your planning. ■ Create minimum viable product. Obtain feedback. Iterate.

Design your solution (…don’t just compile it) ■ Curriculum is a design for social futures (Kern et al. 1996) ■ Consider using Design Thinking (designthinkingforeducators.com/toolkit)designthinkingforeducators.com/toolkit ■ Avoid just creating content repositories and link lists Which means… ■ How will your technology choices support student learning?

Questions? #WeAreBC16,

Resources  To watch:  The anatomy of a 21st century educator – an incomplete but illustrated guide, Simon Bates, UBC  To join:   To read:  Kern et al. (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review. 66(1).  Rheingold, H. (2010). Attention, and Other 21st-Century Social Media Literacies. EDUCAUSE Review, v45 n5 p14-16, 18, 20, 22,

Resources (cont’d)  To read:  Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin, Texas: The New Media Consortium.  Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium.  Gross, D, et al. (2015). Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom. CBE Life Sci Educ. 14(4) :ar36. doi: /cbe /cbe  Coughlan, S. (2015). Computers 'do not improve' pupil results, says OECD:  Willis, A. H., Paesani, K. (2010). Exploring the Feasibility of a Pedagogy of Multiliteracies in Introductory Foreign Language Courses. L2 Journal. 2(1).  To do:  Virtual Crash Course in Design Thinking:  Learn Free: