1. Integrating technology from the ground up BC TEAL 2016 #WeAreBC16, #bcteal, @inirregardless Brian Wilson: UBC Vantage College

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

3. 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.

4. 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

5. 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

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

7. Is your class a walled garden? http://en.wikipedia.org/wiki/Banksy …or a networked public?

8. 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

9. 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

10. 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

11. 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

12. 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

13. Integrate with your method

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

15. Embrace BYOD (…well, mostly)  Nomophobia: Fear of being out of mobile phone contact 2014. 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 email 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

16. 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.

17. 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?

18. Questions? #WeAreBC16, #bcteal @inirregardless

19. Resources  To watch:  The anatomy of a 21st century educator – an incomplete but illustrated guide, Simon Bates, UBC http://etug.ca/2015/06/30/spring-workshop-2015-resource-list/ http://etug.ca/2015/06/30/spring-workshop-2015-resource-list/  To join: http://etug.ca/ http://etug.ca/  To follow: @bccampus, @simonpbates, @legaladvert, @eric_mazur, @edconnectCAL, @dreadnought001, @joedale, @muranava, @eltjam, @michellzappa, @envisioning_io, @wetheround, @shellterrell, @ModEngTeacher, @LukeMeddings, @edutopia, @tefltech, @timeshighered, @russell1955, @iatefl_ltsig, @grahamstanley, @ELTchat, @seburnt, @nathanghall, @inirregardless, @eilidhsingh…  To read:  Kern et al. (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review. 66(1). http://www.sfu.ca/~decaste/newlondon.htmhttp://www.sfu.ca/~decaste/newlondon.htm  Rheingold, H. (2010). Attention, and Other 21st-Century Social Media Literacies. EDUCAUSE Review, v45 n5 p14-16, 18, 20, 22, 24. https://net.educause.edu/ir/library/pdf/ERM1050.pdf https://net.educause.edu/ir/library/pdf/ERM1050.pdf

20. 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. http://www.nmc.org/publication/nmc-horizon-report-2016-higher-education-edition/ http://www.nmc.org/publication/nmc-horizon-report-2016-higher-education-edition/  Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium. https://www.educause.edu/library/resources/2015-horizon-report https://www.educause.edu/library/resources/2015-horizon-report  Gross, D, et al. (2015). Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom. CBE Life Sci Educ. 14(4) :ar36. doi:10.1187/cbe.15-02-004010.1187/cbe.15-02-0040  Coughlan, S. (2015). Computers 'do not improve' pupil results, says OECD: http://www.bbc.com/news/business-34174796 http://www.bbc.com/news/business-34174796  Willis, A. H., Paesani, K. (2010). Exploring the Feasibility of a Pedagogy of Multiliteracies in Introductory Foreign Language Courses. L2 Journal. 2(1). https://escholarship.org/uc/item/9rd471cshttps://escholarship.org/uc/item/9rd471cs  To do:  Virtual Crash Course in Design Thinking: http://dschool.stanford.edu/dgift/http://dschool.stanford.edu/dgift/  Learn Free: http://www.gcflearnfree.org/technologyhttp://www.gcflearnfree.org/technology