Digital Learning highlights my commitment to leveraging technology-enhanced strategies and tools to create engaging, accessible, and future-ready learning experiences.
Digital Learning
Digital Learning highlights my commitment to leveraging technology-enhanced strategies and tools to create engaging, accessible, and future-ready learning experiences.
Philosophical Alignment
While some have utilized constructivist strategies and narratives on humanizing learning as a means to remove technology from learning, I continue embrace the use of technology in all aspects of my practice. I do so, however, by focusing on notion of “designing with intent”. This brings a more purposeful exploration of technology in learning that is sometimes overlooked when new approaches are integrated within our teaching.
This enables me to use concepts such as SAMR, Community of Inquiry, and TPACK to support the use a modern digital taxonomy of learning.
Examples of Practice
Selecting EdTech - Theory & Practice
Description
I have develop many lessons over the years that promoted meaningful integration of digital learning technologies in teaching. With that said, I have opted to share one short example in this narrative that best encapsulates my philosophical approach to this very complex discussion. In this session, I would use different frameworks such as SAMR to gauge how we intentionally design our learning environments by increasing the complexity or rather the creativity of our lessons with EdTech.
What worked?
The session would typically include a quick overview of SAMR and other frameworks that attempt to explain the integration of EdTech in teaching from a theoretical side. This would be followed by meaningful discussions on how faculty integrated technology within their teaching environments and enabled them to truly question the use of these technologies. As a result, some faculty realized they were creating unnecessary complexities or providing little rationale for the inclusion of new EdTech.
What didn’t work?
The session thrives on participation so I learned to flip the model a bit by first engaging educators in discussions about tech without using any theoretical rationale. Moreover, I also used existing vocational learning outcomes from current programs to examine how we could incorporate technology in an particular assessment strategy. This not only enhanced the structure using practical examples but it also personalized the learning experience using diverse programming examples.
How would I continue to use this practice?
The essence of this practice remains valuable but I would continue including new models and use this as a bridge to further discussions on the use of generative ai in teaching/learning.
Reference
Digital Transformation - LMS Strategy
Description
While my course design process has always included the infusion of technology, my passion for digital learning has also been instrumental in launching larger institutional initiatives that challenged contemporary teaching practices. For the sake of brevity, I have chosen to share one example that highlights my approach to change management in implementing digital learning technologies at a larger institution.
Example: LMS Upgrade & Change Management
In a previous role, I played an instrumental role in enabling an institution to adapt their digital learning environments by leading the change management process for a new LMS. This work required me to create an official report for senior executives outlining a sense of urgency and need to innovate while upholding all prescribed timelines to student/faculty populations about the system upgrade. As the academic lead for the initiative, I created an implementation plan that included training/development, strategic communication, and new policies that would govern usage of the new technology.
What worked?
Relationships. Transparency. Active Listening.
I leveraged these pieces throughout the project by elevating the voices of interested students, passionate faculty, and dedicated ITS professionals to build a strong case for change. The implementation plan was aggressive with a one-year turn around but was also intentional as the need for innovation was increasing given the current climate with generative Ai.
What didn’t work?
Communication was a key aspect of the implementation plan as we identified champions to lead change as both practitioner and mentor. This would coupled with frequent news articles, focus groups, and open sessions. With that said, it became challenging to reach all users given that this project was launched during a tumultuous time with collective bargaining and other non-tech related matters. While the communication efforts were well documented and were provided to all parties, the outreach used by the institutional platforms was hindered by the labour relations outside of this project.
Luckily, the narrative could be reshaped at any point in time as it was well documented and contained all aspects of the story.
How would I continue to use this practice?
I leveraged many components of Kotter’s change management model in this digital learning project. The most significant step was the creation of a “sense of urgency” to inspire change and the subsequent identification of champions that would carry this message for change. While I continue to adapt this model to fit various projects, it was well suited for initiatives focusing on digital transformation.
Reference
