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Sharing is Caring

CUEBC #PSADay Oct. 22/2021

Technology Integration Through

Co-creation, Community,

and Openness

Dr. Valerie Irvine @_valeriei

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Co-Located Land Acknowledgement

For me in Victoria, I would like to acknowledge the lək̓ʷəŋən peoples, and the Songhees, Esquimalt and W̱SÁNEĆ peoples, on whose traditional territory I and my family, and my work is situated. I recognize my privilege to be here and the impacts of colonization. I try to do my part to support truth and reconciliation.

�Enter in chat those Indigenous peoples local to you that you would like to acknowledge.

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�ABOUT ME

Dr. Valerie Irvine�EdTech Professor

Co-Director, TIE Research Lab�University of Victoria�

��@_valeriei�virvine@uvic.ca

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Professionally

Teach #edci336 to preservice teachers

blended (face-to-face and online consecutively)

Coordinator/Supervisor of #tiegrad MEd cohort

mix of online-only courses & multi-access courses

Supervise MA/PhD in Educational Technology
President of OTESSA: Open/Technology in Education, Society, and Scholarship Association

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Personally

Full-time single mother of two girls
Navigated:

public school
homeschooling
elite private school
homeschooling (again)
small independent school �(Pacific School of Innovation and Inquiry)
successful return to public school

Technology is key for flexibility and inclusion

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Participation Tips

Zoom chat �
Google Doc for Responses to Prompts, Q&A or Resources to be Shared�
Post-session debrief in my personal Zoom room (Link in Google Doc)

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Let’s Talk Pandemic Teaching

Flop
Terrible
Overwhelming
Regret
Embarrassment
Exclusive

Transformational
Empowering
Exciting
Access
Innovation
Inclusive

...and Digital Tools

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No Significant Difference Phenomenon

Clark vs. Kozma Debate

(see blog post by Elementary VP Emily Miller)

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PROMPT #1

What were some of the �

flops you experienced or observed or
some of the transformational opportunities that digital tools afforded you and/or your learners?

(minding confidentiality)

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F.A.I.L

If you fail, don’t quit. F.A.I.L means:

First Attempt In Learning

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Active

Passive

Face-to-Face

Online

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Computer Anxiety

2,740,000

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For integration of technology,

We need to support:�

Co-Creation
Collaboration
Openness

meaningful

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Co-Creation

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#tiegrad – MEd Program Cohort in EdTech – July 2020

Photo shared with consent. Further, cohort has given consent for sharing personal information on Google.

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Co-Creation

Summer Course & Website

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Synchronous Strategies

(Dale, SD61)

Assessment Strategies

(4 teachers, UConnect, Langley)

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Synchronous Strategies

Posts by Benjamin, Manitoba teacher, & Mackenzie, Rural BC teacher

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Web Accessibility

Posts by Nicole (UVic orientation coordinator) & Joanna (SD61)

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Co-Creation of Curriculum

(gr. 9 example using Trello)

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Collaboration

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MEd Projects Collaboration

Development of multi-access learning in 2009, which increased MEd collaboration and enrollment �

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F2F

ONLINE

MULTI-ACCESS

Similar but different models: blended synchronous, synchronous hybrid, hybrid flexible (hyflex), etc.

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13

on-campus learners

12

online remote learners

25 learners (max) & 5.0 teaching evals

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SYNC

Whole Group Video Classes

with

Breakout Groups

1 HOUR

SYNC

Decentralized Learning Pods

1 HOUR

ASYNC

- Blogs

- Annotating resources

- Forums or backchannel

- Reviewing video resources

1 HOUR

Blending Synchronous and Asynchronous

Creating the blend within “instructional hours”

When exploring multi-access designs, one has to consider two layers. The first is merging modes, where one supports learners connecting in any modality. The second is blending synchronous and asynchronous class time. For what would be a typical 3-hour class face-to-face, we do not recommend simply replicating a 3-hour class online via synchronous video. Instead, we recommend mixing whole group synchronous time, synchronous time for decentralized learning pods, and asynchronous activities, such as blogging, backchannel or forum conversations, annotating documents, reviewing videos and other resources. For example, those there hours of “instructional time” per week could be executed as follows in a multi-access course: 1 hour of whole group synchronous time, 1 hour of decentralized learning pods connecting synchronously, and 1 hour of asynchronous activities. Should a learner have a time zone issue, they could always watch a recording of a whole-group class and connect synchronously in their small pods.

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Guests! For whole group, pods, or 1-1

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1-1 Synchronous Connections

Learner-to-Guest
Learner-to-Learner
Instructor-to-Learner

Office hours
Assessment interviews***

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MEd Projects Collaboration

Previously framed as an individual activity �
#tiegrad cohort MEd Project Description

approved by FGS Associate Dean
Allows for collaboration in full to complete all components

pairs
pods of 3
pods of 4

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Tech integration enables Collaboration

Collaboration enables Tech Integration�

better

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Between Teachers Locally

Joanna & Hayley:�

A pair of teachers in Victoria (SD61 & W̱SÁNEĆ Leadership Secondary)�
Project: Facilitating Online Learning with the 5R's: Embedding Indigenous Pedagogy into the Online Space

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Between Teachers Across Districts

Heidi & Jarod (SD61 & SD43)

between teachers/admin across districts�
Project: New citizenship for a digital age

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Between Rural and Urban Teachers

Jane & Melody �

SMUS & SD85�
Project: Capturing, assessing, and communicating student thinking in a digital world

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Increased Access to Education

For:

rural (Fort St. James teachers)
remote (Manitoba teacher)
equal access (teachers with accommodation needs)

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Project Examples

Inquiry-based collaborative learning: Supporting a paradigm shift towards a technology-integrated shared classroom

by Deirdre Houghton, Gary Soles, Andrew Vogelsang

Truth & Reconciliation Project Video Documentary� (only project that completed ethics review for documentary interviews)�

Facilitating Online Learning with the 5R’s

Joanna Lake & Hayley Atkins

Pressbooks link

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Openness

(with consent and care)

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Open Sharing of Course Materials�(*no* LMS)

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Open Licensing of Course Materials

Creative Commons License

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Open Sharing of Learner Journeys

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K12 Needs This Wordpress Blogging Infrastructure in BC.

See BC Post-Sec Shared Service/Collaborative, called the Open EdTech Collaborative: https://opened.ca

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Mott, J., & Wiley, D. (2013). Open for Learning: The CMS and the Open Learning Network. In Education, 15(2). Retrieved from http://ineducation.ca/ineducation/article/view/53

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Mott, J., & Wiley, D. (2013). Open for Learning: The CMS and the Open Learning Network. In Education, 15(2). Retrieved from http://ineducation.ca/ineducation/article/view/53

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Learning Environments & Tools

Learning Management System

Teacher-centric

Content-centric

Institutionally-owned

Temporary

Closed

Blogging network �

Learner-centric

Network-centric

Learner-owned

Permanent

Closed or open

Portable

MP

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Open Access to Resources

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Open Licensing of Resources

Through Creative Commons

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Additional MEd Projects Focusing on EdTech (2021 grads)

Locate them at UVic Space

Implementing Indigenous Education with Technology Education in British Columbia - Jeremy O’Shea (SD62 Sooke), with Jean-Paul Restoule
*Teaching to Engage Asynchronous Online Learners - Rochelle, Leanne, Jerry, Rhyanon, UConnect (SD35 Langley)
Incorporating Reflective Practice as a Means of Improving Student Self-Regulated Learning in a Digital Learning Environment - Ben Storie (Manitoba), with Mariel Miller on committee
Determinants of change and technology adoption in K-12 schools - Emily Miller (VP from SD45 West Vancouver)
Digital Literacy for Kindergarten - Tracey Westwood (SD63 Saanich)
Designing Online Mathematics Resources - Cheryl Tradewell (GNS) w/ Jennifer Thom
Parent Engagement: Communication, Impacts, Influences, and Resources - Sean Gorman (SD61 Victoria)
Designing Effective Online Orientation Programs for First-Year University Student - Nicole Crozier (UVic)
3D Printing and Design as a Supplement to Traditional Curriculum - Clayton Howlett (SD61)
Student Engagement in Synchronous Video Meetings: Exploring Changes in Instruction - Dale Sakiyama (SD61)
Pandemic Restrictions and the Live Audience-Performer Relationship: Respecting the Essential Ingredient in Performing Arts Education - Rene Marcel Schwarz (SD61) w/ Monica Prendergast
Game-Based and Gamified Learning Within the Elementary Classroom - Faune Nicholas (SD35 Langley)
Fractals: A Natural Model Technology Supported Learning Outside - Lawrence Weston (SD79 Cowichan)
Classroom Engagement with Knowledge Holders-Through Video Conferencing - Trevor Hood (SD57 Prince George)
Teaching Digital Etiquette in the Primary Grades: An Inquiry Approach - Heather Crossley (GNS)
Applying Universal Design for Learning and the BC Digital Literacy Framework to Science Inquiry Projects - Heidi Dyck (SD61)
Whole Group Response Strategies to Promote Learner Engagement and Participation Equitably in the Elementary Classroom - Mackenzie Guadagni (SD52 Prince Rupert)

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PROMPT #2

In closing, feel free to ask questions or add comments in the Google Doc�
Consider sharing what are some of the ideas you have for implementing digital tools using co-creation, collaboration, and/or openness.�
I will review and respond after this session (~9:55am)

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Thank you!

See you after this session via the Google Doc and/or my personal Zoom room.

virvine@uvic.ca