Overview

I had the pleasure of presenting at this conference (with two astounding collaborators, Jen Loewen and Julie Maier), and hearing about the work going on across the world in teaching and technology. My brain is throbbing a bit, but I tried to capture some of what I learned today here.

Student Keynote

The conference commenced with opening remarks followed by a panel of current college and university students who then shared their experiences with technology in education, discussing its impact on engagement, motivation, and the challenges faced.

Reflections on Pressbooks included the idea of having “an ebook of one’s own” as opposed to traditional submissions in Blackboard that disappear after grading. This permanence is particularly relevant in a time where AI constantly pushes “new content” and “new ideas,” highlighting the value of sustained engagement with academic work.

Key Takeaways

• Multiple-choice tests need a standardized approach. Clarity of expectations and instructions is essential, as some written tests still use methods that research has shown to be ineffective. This reminded me of a study Valerie Irvine often quotes about how instructor-made assessments have really low validity.
• Online courses should maintain student interaction, even in asynchronous formats. At least one student kept referring to maintaining personhood in courses, specifically asynchronous courses were called out here.
• Students value ownership of their work, and platforms like Pressbooks provide lasting access to their academic contributions, as opposed to the void of submitting to BBL.
• The rapid advancement of AI makes it harder for students to determine what is original or meaningful in their own learning.
• Digital tools should be implemented thoughtfully to enhance student engagement rather than replace critical thinking. Students shared their use of different tools from supplmenting their notetaking to learning how to code in Python rapidly.
• Faculty should involve students in conversations about technology’s role in their education. A few examples of instructors successfully going outside of instituionally supported, but widely used tools like Slack and Discord that enhanced student experience and success.
• Transparency in assessment design helps students understand expectations and reduces anxiety.
• Online courses often had module-based structure that is difficult to navigate; the issue lies in organization and presentation rather than the modules themselves. There are either too many readings or too many videos, making it less user-friendly and not conducive to discussion. This is still an issue decades after we’ve introduced online learning in higher education. Phil Hill reported on a student panel at Athabasca University in 2019 with similar complaints. We should be skeptical of those in our field who say such things as course design should cost zero when we still struggle with such basic things as navigation in online courses.
• The discussion highlighted the need for ongoing dialogue between students and educators about the evolving role of technology in education.

A holistic approach to AI literacy

This session introduced a comprehensive framework for AI literacy, emphasizing not only understanding AI technologies and their ethical use but also addressing the emotional responses they evoke. The approach includes knowledge, skills, morals, values, affect, and interconnectedness, aiming to help educators integrate AI thoughtfully into teaching practices.

Existing AI literacy models (including such domains as knowledge, skills, ethics, pedagogy, values) seemed to be missing something. This session proposed a framework incorporating affect (emotional impact) and interconnectedness (relationships with technology and society). Effective engagement with AI requires emotional intelligence, including self-awareness, regulation, empathy, and social skills. A scenario was presented where two instructors had conflicting views on AI use, prompting discussion on how emotions influence such conversations and the presenter I think will provide a series of such examples after the conference.

Key Takeaways

• AI literacy should integrate emotional intelligence alongside technical and ethical considerations.
• Interconnectedness with society must be acknowledged when discussing AI’s role in education.

I found the conversation interesting and the use of the scenarios particularly interesting from a training/PD perspective. However I’m still not convinced we need AI Literacy frameworks when Doug Belshaw’s Eight Elements of Digital Literacy would sufficiently cover it. We have many modal literacy frameworks, and adding more seems like inefficient use of energy. But that’s just me.

Digital Transformation is People Transformation

Jenni, whom I know from wayback in my own OpenEd journey, has been busy, currently teaching at RRU and Western. Focusing on the human aspects of digital transformation, this talk highlighted the importance of leadership, culture, and addressing stakeholder needs. It emphasized that successful digital initiatives depend on empowering individuals to adapt and thrive amidst technological changes, rather than solely on the technologies themselves.

Digital transformation is essentially change management with a trendy label. Leadership, culture, and adaptability are critical. “Digital where suitable” is preferable to a “digital-first” mindset. Essential skills include analytics, collaboration, communication, and lifelong learning.

Key Takeaways

• People, not technology, drive digital transformation.
• Leadership and adaptability determine the success of digital initiatives.
• She listed a number of essential skills that are familiar: analytics, collaboration, and communication. But what jumped out at me and we should be screaming from the rooftops, “…and capacity to hire supportive team members.” How many initiatives fall down because organizations rip out the human support? She did mention that people are the transformers, not the technology. I keep saying soylent green is people this year. Weird.

Introducing the Teaching Exchange

This presentation showcased the Teaching Exchange, an online platform designed for instructors to share and discover alternative assessment exemplars. By facilitating collaboration and providing concrete examples, the platform aims to move beyond traditional exams, promoting innovative assessment methods that enhance student engagement and higher-order thinking.

It sounds like Trent combined the CTL and Trent Online into a new “Teaching Commons” (I kind of dig this). This is about the teaching exchange. An online space for instructors to share materials. During COVID, educators sought alternatives to traditional exams. The EdDev shared a story where they were able to connect two instructors they’d worked with (catalyst for change) where one had a need, and the other had experience. Serendipity in that they both had spoken to the same EdDev. Teaching Exchange became a way to foster this kind of collaboration. “Commons” because they wanted it to be a shared space where people can connect and exchange ideas and materials. The Teaching Exchange was developed to facilitate sharing assessment strategies. Built using the TRUCollector SPLOT theme in WordPress, it allows user-generated content and tagging. Challenges included clarifying Creative Commons licensing to users.

Key Takeaways

• Open platforms encourage assessment innovation.
• Licensing and content ownership need clear guidelines.

The Accessibility Advantage – Maximizing ROI in Online Learning

This session discussed how inclusive design in online learning benefits not only students but also faculty and institutions. It explored how accessibility improvements can enhance course quality, boost student success and retention, and foster innovation in teaching and learning.

The slides for this session were bullet lists pointing to the literature supporting various arguments for the benefits of integrating accessibility principles across multiple levels, from individual students to entire institutions. For faculty members, accessibility improvements streamline course delivery, reduce the need for later modifications, and lead to better teaching practices. Students gain through improved outcomes, increased access, flexible learning environments, and a stronger sense of belonging in the educational community. Institutions benefit from higher student retention rates, better reputations, easier compliance with standards, and the creation of an equitable learning culture. The presentation outlined practical strategies like using clear language, offering multiple media formats, making navigation simple, and ensuring content works with assistive devices.

Key Takeaways

1. Making courses accessible from the start saves time and resources compared to retrofitting them later.
2. Universal Design for Learning principles make courses better* for all students, not just those needing accommodations.
3. Clear course design with predictable navigation and multiple ways to access content reduces barriers to learning.
4. Accessible design encourages teachers to think more critically about their teaching methods and improve their practice.
5. The business case for accessibility includes improved retention, broader reach, better compliance, and cost savings through proactive design.

*Throughout the presentation there was mention of UDL, accessibility, and inclusive learning design. So I did ask the question if they differentiate accessibility and UDL in their work with faculty. They mentioned most of the research shared is in reference to universal design for learning and that the pitch is that UDL is one way to make your course more accessible. I’ve written about UDL a smidge, but it is one area that I want to exercise some caution around the claims especially for online courses were we have standards (WCAG) and other frameworks (Susi Miller’s designing accessible elearning). Stephanie Moore puts it quite well that if we think of UDL as a learning theory is doesn’t stand up against critique currently, whereas we could look at it as a design philosophy instead. It’s an important distinction to make, especially if we’re making hard claims about its efficacy.

Untangling the entangled: ePortfolios for Higher Education in an AI World

Addressing the challenges of implementing ePortfolios, this talk provided practical strategies for scalable and sustainable adoption. It emphasized the need for a holistic approach, considering philosophical, pedagogical, technological, ethical, and logistical factors, to redefine higher education practices in an AI-driven context.

Portfolios are increasingly seen as a response to AI-driven challenges in assessment. However, effective portfolio practice requires deep work, institutional support, and careful design. The C2L Framework (Eynon, Gambino & Torok) was recommended. Entangled pedagogy was discussed, emphasizing the mutual influence of technology, pedagogy, and institutional context. Kate uses the H5P Documentation Tool as a light touch version to have students reflect and download their reflections. Sounds like Kate has a way for students to see past answers even in the online H5P activity. Positive feedback from teaching staff especially around a small simple thing without having to get fully into online portfolios.

Key Takeaways

• Portfolios require thoughtful integration to be meaningful.
• Institutional support is necessary for widespread adoption.

Portfolios have a special place in my heart overall, but more so lately as I’ve stepped into mentorship-like roles in the field of instructional design. I’ve got a whole other bit of writing to do around my general observations of portfolio implementation in higher education.

Save Lucky! Simulating Veterinary Decision-Making with Scenario-Based Branching Scenarios

This presentation detailed the development of branching scenarios using tools like H5P to enhance critical thinking in veterinary medicine education. By simulating realistic decision-making processes, these scenarios allow students to apply knowledge in a low-stakes environment, receiving immediate feedback and understanding the consequences of their choices. This was a presentation about work I did previously and that my two collaborators continue to do. I wrote about the first scenario I made with Jen back then. If you’d like the highlights here they are:

• The shift from testing-based questions (“what does this ECG show?”) to decision-based questions (“what do you do next?”) better reflects real-world application of knowledge and skills.
• Building a scenario works best by starting with the ideal path first and using placeholders for other choices, rather than trying to map out all possible decisions at once.
• Not every wrong decision needs to end the scenario – limiting “fatal” choices to truly irreversible decisions makes the experience less stressful and more realistic for learners.
• Using other characters in the scenario provides natural ways to give feedback and guidance without relying on direct “correct/incorrect” messages.
• The branching scenario proved valuable both for individual study and group learning, with small group work leading to rich discussions about different possible decisions and approaches.

Civics of Technology

The Civics of Technology project aims to empower educators and students to critically examine the impact of technologies on their lives. This session discussed the project’s approach, which includes conducting research, developing curricula, and hosting professional development to foster critical inquiry into technological effects on society.

Any session that starts with a Chris Gilliard quote is good in my books, “Every future imagined by a tech company is worse than the previous iteration.” Technology is not neutral, nor are the societies it shapes. The project provides resources to critically analyze technology’s impact on individual and collective lives.

Key Takeaways

• Technology should be critically examined, not passively accepted.
• Educators play a role in teaching students how to analyze technological impacts.
• They have a blog I need to check out

The Science of Learning from Failure While Human

Exploring the role of failure in higher education, this session focused on the importance of understanding power dynamics and systemic factors. It highlighted the intersections with pedagogies of kindness and examined how generative AI influences the landscape of learning through failure, advocating for a humanized approach to building resilience.

If a recording of this one becomes available, I need to go back over it. It was stellar, but also really hard to take in after an early morning and long day.

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Feature image includes an illustration by Bethany Brown.