In this workshop, the LLED 368 class joined us at our new Studio B – Discovery Lab to explore virtual and augmented reality technologies. This exploration was followed by a discussion on the educational applications and implications of extended reality (XR) technologies.
Session Date:
Wednesday, October 9 | 4:30 pm – 5:30 pm
Location:
Neville Scarfe, Room 1008
Facilitators:
LDDI Team
In this workshop, we explored AI in a language learning context. We discussed how AI is already being used in English language learning classrooms, and demonstrated some tools with utility for language learning, as well as their limitations. We demonstrated:
We also facilitated critical conversations surrounding ethical AI use, student privacy, language accuracy, AI literacy, confidence building and how certain types of English are privileged over others in the AI sphere.
Session Date:
Friday, September 20
Facilitators:
Faeyza Mufti, Gabrielle Coombs and Eduardo Rebagliati
In this in-class workshop, we explored generative AI in education contexts with Teacher Candidates in the B.Ed. Program. We discussed how Teacher Candidates are using AI and demonstrated and experimented with Micosoft Copilot. We explored how AI works, and some of the ethical issues of using this technology, looking specifically at the BC K-12 context. We also invited critical conversations about using AI for course work and in K-12 classrooms.
Session Date:
Thursday, September 19
Facilitators:
Faeyza Mufti and Gabrielle Coombs
New and returning KIN TAs were invited to join us for a workshop that showcased the learning technologies available at UBC. They learned how to use these tools to enhance student engagement in both synchronous and asynchronous settings and discovered how to streamline their workloads by keeping interactions organized on platforms beyond email. Participants also explored practical tools and strategies for creating interactive and efficient learning environments, helping them stay connected with students while managing their time more effectively.
Session Date:
Monday, September 16 | 11:30 am – 1:00 pm
Facilitators:
Eduardo Rebagliati
Maryam Danaei Ababin
Christina Park
This session offered advice and answers for Faculty of Education faculty members, sessional instructors and TAs who had questions about course design strategies or were looking for additional insights and support. Our experienced learning designers answered design-related questions and empowered instructors with guidance and resources for creating engaging learning experiences.
Session Date:
Tuesday, August 13 | 12:00 pm – 1:00 pm
Facilitators:
The LDDI Team
In this session, we explored AI in Video Production for Teaching and Learning. We looked at how to use Camtasia Rev, the AI feature in Camtasia that allows you to transform recordings and screencasts into a completed product with backgrounds, effects, and filter template selections. We also explored other video production AI tools such as Descript and Luma Dream Machine.
Session Date:
Tuesday, July 23 | 12pm – 1pm
Location:
Neville Scarfe, Room 1008
Facilitators:
LDDI Team
The Technology Enhanced Classroom (TEC) Expo is an annual event designed to showcase and celebrate interesting and innovative uses of technology in face-to-face, blended and online classrooms in the Faculty of Education and across UBC. TEC Expo is open to all members of the UBC community, across disciplines and university locations.
The 12th TEC Expo was three-day long celebration, from November 18 to 20, 2025.
TEC Expo 2025 consisted of a combination of engaging in-person and virtual conversations.
See the previous TEC Expo pages below:
TEC Expo 2024
TEC Expo 2023
TEC Expo 2022
TEC Expo 2021
TEC Expo 2019
TEC Expo 2018
TEC Expo 2017
TEC Expo 2016
TEC Expo 2015
TEC Expo 2014
Please scroll down to read a description of each presentation. Video interviews with the presenters will be posted here after the event.
Developed in collaboration between the Education Library, Teacher Education Office (TEO) Community Field Experience program and the Office of Indigenous Education, the StoryWalk installation brought the pages of the children’s book When We Are Alone by David A. Robertson and Julie Flett to life along an indoor–outdoor pathway. Sections of the text were accompanied by reflective prompts encouraging participants to pause, read, move and connect with the story’s themes of identity, family, language and resilience.
This initiative offers an accessible, multimodal experience that blends literacy, movement and visual storytelling. Our StoryWalk engaged learners in digital and multimodal literacies through QR codes linking to audio readings, background on the author and illustrator and classroom extensions designed by teacher candidates.
Grounded in Indigenous Storywork (Archibald, 2008), this project situates story as a living pedagogy—one that activates body, mind and spirit through movement and reflection. Participants will learn how StoryWalks can be adapted for online, blended, or school-based contexts to promote literacy, cultural understanding, and belonging.
Emily Fornwald (she/her/hers) has been an Education Librarian at UBC since 2018. Originally from Treaty 6 territory, she now resides and works on the traditional, ancestral, and unceded territory of the xʷməθkwəy̓əm (Musqueam) people. In addition to an MLIS from UBC’s School of Information, Emily has a B.A. (English) and a B.Ed. (Secondary Education). In her role as an Education Librarian, Emily assists Education faculty and students with research, creates information literacy programming, and co-develops the library’s Education, curriculum, and children’s & YA literature collections.
Jessica Knott is the Director of the Offic of Indigenous Education in the Faculty of Education at UBC.
This project seeks to showcase a variety of virtual resources, such as Polypad, Desmos, GeoGebra, Amplify, Slow Reveals and more, that support multiple ways of learning math. These tools invite students to engage through visuals and interaction. By offering different modalities, they help teachers meet diverse learning needs and make mathematical thinking visible in creative ways. Kelly will share how these platforms can be used to explore math concepts, spark curiosity, and create inclusive spaces where every student can see themselves as a math thinker.
Kelly Davila is an elementary school teacher and Adjunct Professor in the Department of Curriculum and Pedagogy at the University of British Columbia. She holds a Master's degree in Curriculum Studies from UBC. Her work focuses on inquiry-based math and making mathematics accessible and meaningful for all learners. Kelly teaches in both public and independent schools and, as an Adjunct Professor, mentors teacher candidates in developing engaging and inclusive approaches to teaching mathematics.
The aim of this project is to showcase a digital platform entitled “Newcomer Youth in the Classroom”. This platform was designed to allow for in-depth, multi-layered, contextual understandings of newcomer experiences throughout the process of school integration. During their presentation, Anusha, Zahra and Linnea will display how the platform can be used to train teachers to incorporate multicultural and diverse newcomer perspectives in their classrooms, and to facilitate dialogue between newcomer and non-newcomer secondary students. The platform is also accompanied by a “how to” guide, which includes instructions on ways to move through the content. This resource helps equip teachers to facilitate diversity-related conversations in the classroom. The content of the digital platform was informed by ten years of qualitative and arts-based research with newcomer youth in various educational contexts. This platform can be distributed through various public Boards of Education in British Columbia. Further, it will be available through the Edith Lando VLC website as well as that of the principal investigator (anushakassan.com).
Anusha resides on the traditional territories of the people of Treaty 7 in Southern Alberta and Métis Nation of Alberta (Districts 5 and 6), and she works on the territories of the Musqueam People. Her pronouns are she / her. Anusha is an associate professor in the School and Applied Child Psychology program at the University of British Columbia. She holds a High-Impact Position in Child and Youth Mental Health and the Myrne B. Nevison Professorship in School or Counselling Psychology. Anusha’s program of research is influenced by her own bicultural identity and is informed by an overarching social justice lens. She is presently studying the impact of immigration across different communities. She is also conducting teaching and learning research, investigating cultural and social justice responsiveness in professional psychology. Anusha is a Fellow of the Canadian Psychological Association (CPA), and she recently received the 2025 CPA Award for Public, Community Service and Human Rights and Social Justice in Psychology.
Zahra is a recent graduate with a Master’s degree in Developmental Psychology from Simon Fraser University. She is passionate about interdisciplinary collaborations that bridge developmental science, education, mental health and community impact. She is currently a Research Assistant in the Allergy group at BC Children’s Hospital, where her work focuses on improving the health and quality of life of children with allergies, with attention to the mental health and well-being challenges that often accompany chronic conditions. Zahra has also worked directly with autistic children as a Behavioural Interventionist, and she brings additional experience as a teacher and community case worker supporting newcomer youth and families in their adjustment to life in Canada. She has further contributed to the academic community as a reviewer for scholarly journals. Alongside this work, Zahra collaborated with the Vividhatà Research Group at the University of British Columbia under the supervision of Dr. Anusha Kassan, contributing to the design of a digital platform and teacher’s manual to support newcomer youth in the classroom. This project reflects her broader commitment to educational accessibility, social justice and culturally responsive learning environments.
Linnea is a Ph.D. candidate in the School and Applied Child Psychology program (SACP) at the University of British Columbia (UBC). Before beginning her graduate studies, Linnea was a secondary school teacher who lived and taught abroad in Melbourne, Australia, for three years. During her degrees in SACP, she has worked in schools, university clinics, BC Children’s Hospital and private settings to deliver psycho-educational assessments and interventions to children and adolescents with behavioural and neurodevelopmental differences as well as mental health challenges. She is currently a Clinical Child Psychology Resident at the Ron Joyce Children's Health Centre and McMaster Children's Hospital in Hamilton, Ontario. Her research focuses on newcomer young women's experiences of school integration through critical social justice and transnational feminist lenses. Linnea has also served as Chair of the Section for Students in the Canadian Psychological Association, is a founding member of CCSJ in SACP, and sits on the board of directors for True North Aid.
Danil and Joy will demonstrate an innovative agentic AI application designed to enhance conceptual understanding in students. This tool allows users to upload course materials such as books, notes and presentations, which it then transforms into bite-sized mini-lessons that students can progress through at their own pace.
Each lesson is facilitated by specialized AI agents, each assuming different educational roles: one for narrative descriptions, another for Socratic questioning and one focused on interactive coding exercises. Together, these agents create a multi-persona conversational experience that encourages critical thinking and broader understanding of the subject matter—similar to how debugging agents assist developers in troubleshooting code.
Seamlessly integrated into the Jupyter computational environment, this system not only assists confused students in navigating their coursework but also provides constructive feedback, fetches relevant datasets and enhances visualizations on-demand. It can even retrieve real-time images from the internet, ensuring proper attribution.
The prompts generated from course materials are transparent and easily accessible to instructors, fostering better oversight. Students can modify and delete messages, enabling them to steer their learning experience and avoid potential misunderstandings.
Danil Platonov graduated from UBC with a Bachelor in Physics and Mathematics. He has served as a teaching assistant across four departments and worked as a distributed systems engineer at a fintech company. Now the Founder of Socratic Learn, Danil is dedicated to using AI to improve education, motivated by insights from Bloom's 2 Sigma Problem and literate programming. He engages in Kaggle competitions and game jams and explores programming languages like Lean and Prolog.
Joy Case, M.Ed. is the Founder of AIforAll.live, a global social network and resource hub advancing human-centric AI. As a Chief AI Officer, educator, author and speaker, she is recognized for her leadership across emerging technologies including AI, blockchain and digital assets. Joy serves as Lead Instructor in AI Career Development at Charisma University and sits on the Executive Board of GAFAI.org, where she helps shape global education and workforce policy for responsible AI adoption. She holds a Master of Education from the University of British Columbia and brings over 20 years of experience in media and real estate, blending creativity, strategy and systems thinking. A graduate of the Sauder School of Business, Joy bridges sectors to champion ethical innovation and digital inclusion.
This presentation illustrates the proliferation of publicly available educational discourse on GenAI in higher education, focusing on how twenty-nine Canadian universities frame GenAI and its applications. Drawing on an analysis of institutional guidelines, it explores how universities define “ethical” and “responsible” AI use, which tools are included in their policies, and the expectations set for instructors and students. The presentation also highlights gaps and overlooked areas in current guidelines, offering insights into how higher education institutions in Canada navigate the challenges and opportunities posed by rapidly evolving AI technologies.
Irina Tursunkulova is a PhD candidate in the Department of Language and Literacy Education at the University of British Columbia. Over the past four years, she served as a research assistant at the Edith Lando Virtual Learning Centre and worked with teacher candidates at UBC. She currently works with master’s students at the university. Irina is conducting research on digital technology use among secondary humanities teachers at a school in Vancouver. Her research interests include digital technologies in secondary humanities classrooms, educational policy, and the use of AI in education.
An interactive demo of GENRx, an innovative proof-of-concept project that harnesses the power of generative AI to transform pharmacy education. Designed as a web-based platform, GENRx simulates realistic virtual patient consultations, giving pharmacy students opportunities to practice history taking, communication, physical assessment and documentation in a safe, engaging environment. Participants can interact with AI-driven patient personas or explore the dashboard for creating and managing cases and student progress.
Brie Weir is Manager, Educational Technology in the OETLD at the Faculty of Pharmaceutical Sciences at UBC. She is focused on integrating innovative platforms with effective learning design to drive engagement and impact. Her work bridges pedagogy and technology to create meaningful, accessible learning experiences in spaces where people can build confidence, experiment with new tools, and apply their learning in real ways.
Jon-Paul Marchand is the Director of the Office of Educational Technology and Learning Designs at the UBC Faculty of Pharmaceutical Sciences, leading innovation in digital learning, AI-enhanced simulation, and curriculum technology integration. His work focuses on advancing teaching excellence through scalable, data-driven learning systems and strategic academic technology initiatives.
Come explore Seatr, UBC’s enterprise seating and attendance platform for teaching and exams, built to integrate with CWL/Student Card identity and Academic APIs. It generates room-specific seat maps, supports accommodations and group seating, and verifies attendance in real time—reducing manual effort and errors for instructors and invigilators. Role-based dashboards and exports provide auditable records that strengthen academic integrity and quality assurance. Aggregated analytics can inform space utilization and operational planning across Vancouver and Okanagan campuses. Designed with data minimization and FIPPA-aligned retention, Seatr improves efficiency, equity and compliance while delivering a smoother and more efficient experience for students and staff.
Brie Weir is Manager, Educational Technology in the OETLD at the Faculty of Pharmaceutical Sciences at UBC. She is focused on integrating innovative platforms with effective learning design to drive engagement and impact. Her work bridges pedagogy and technology to create meaningful, accessible learning experiences in spaces where people can build confidence, experiment with new tools, and apply their learning in real ways.
Jon-Paul Marchand is the Director of the Office of Educational Technology and Learning Designs at the UBC Faculty of Pharmaceutical Sciences, leading innovation in digital learning, AI-enhanced simulation, and curriculum technology integration. His work focuses on advancing teaching excellence through scalable, data-driven learning systems and strategic academic technology initiatives.
This is an open educational resource that can be used to allow students to hear different varieties of French across Canada and to answer some questions about what they think about language and how they see others using different varieties. It is currently in French only, but we will be working on an English translation. Explore the resource.
Dr. Amanda Cardoso is a sociolinguist in the Linguistics Department, University of British Columbia. Her research focuses on language attitudes (i.e., different opinions about the way that people use language, e.g., dialects) and language variation (e.g., differences in sentence structure, word choice or pronunciation). Language attitudes relate to associations that people have to the specific groups that use these dialects or languages and may have real-world effects. Part of this research program is investigating Bias in Language Technology and unequal opportunities in employment. Dr. Cardoso frequently incorporates these topics in her teaching as a Lecturer in the Linguistics Department. She is interested in knowing whether there are differences in the accents (mostly in English) spoken in different areas and by different groups of people, whether people think there are accent differences, how accents change over time, and do these changes relate to population changes, and how these differences affect technology?
As generative AI becomes increasingly embedded in education, it’s crucial for both teachers and students to build capabilities and understanding of its critical issues. Through guided challenge activities, you’ll learn how to integrate generative AI into your workflows and use it responsibly and ethically in your teaching and learning practices. These challenges will help you navigate the complexities of AI, ensuring that you engage with these tools thoughtfully and effectively.
Sonya Woloshen has 15+ years of experience in education, including K-12, French Immersion, and roles with the Ministry of Education. She holds a BA in French and Art History, a BEd, and advanced degrees in Educational Technology and Learning Design from SFU. Her research focuses on Learning Analytics and Artificial Intelligence and she is dedicated to creating anti-oppressive learning environments. Sonya is the Learning Design Program Manager in the Teacher Education Program at UBC, helping learners and faculty integrate digital literacies and competencies into their pedagogical practices.
As a Senior Education Consultant at UBC, Lucas Wright brings over 14 years of experience, specializing in educational technology, instructional design, and open education. With a Master’s in Adult Education from UBC and certifications in digital storytelling, instructional skills, and online learning, his focus is on integrating Generative AI (GenAI) to create dynamic, engaging learning environments. Lucas is known for leading over 150 hands-on workshops on tools like Zoom, WordPress, Pressbooks, and EdX, with a particular emphasis on GenAI’s transformative role in education. His mission is to inspire faculty, staff, and students, fostering thriving learning communities and empowering them to leverage GenAI for enriched educational experiences.
Please scroll down to read the description of each presentation. Recordings will be posted here after the event.
Discover how the H5P Documentation Tool can transform the way learners reflect, plan and document their learning journeys. You’ll see how its intuitive interface allows educators to create structured, interactive templates that guide learners through meaningful reflection and goal-setting activities. Best of all, setup is quick and user-friendly and can be easily shared with others. Whether you’re designing for online, hybrid or in-person learning, this session will show you how to harness the H5P Documentation Tool to enhance learner engagement and autonomy.
Ross McKerlich is a dedicated instructional designer with over 20 years of experience in post-secondary education. He specializes in technology-mediated learning, instructional design and faculty development. Ross has led major initiatives in course redesign, hybrid learning and open educational resources across institutions including Okanagan College, BCcampus and UBC. He holds a Master of Education in Distance Education and brings a strong foundation in learning theory, educational technology and UX design. Known for his collaborative approach and creative mindset, Ross continues to support innovative teaching and learning practices in higher education.
Danil and Joy will demonstrate an innovative agentic AI application designed to enhance conceptual understanding in students. This tool allows users to upload course materials such as books, notes and presentations, which it then transforms into bite-sized mini-lessons that students can progress through at their own pace.
Each lesson is facilitated by specialized AI agents, each assuming different educational roles: one for narrative descriptions, another for Socratic questioning and one focused on interactive coding exercises. Together, these agents create a multi-persona conversational experience that encourages critical thinking and broader understanding of the subject matter—similar to how debugging agents assist developers in troubleshooting code.
Seamlessly integrated into the Jupyter computational environment, this system not only assists confused students in navigating their coursework but also provides constructive feedback, fetches relevant datasets and enhances visualizations on-demand. It can even retrieve real-time images from the internet, ensuring proper attribution.
The prompts generated from course materials are transparent and easily accessible to instructors, fostering better oversight. Students can modify and delete messages, enabling them to steer their learning experience and avoid potential misunderstandings.
Danil Platonov graduated from UBC with a Bachelor in Physics and Mathematics. He has served as a teaching assistant across four departments and worked as a distributed systems engineer at a fintech company. Now the Founder of Socratic Learn, Danil is dedicated to using AI to improve education, motivated by insights from Bloom's 2 Sigma Problem and literate programming. He engages in Kaggle competitions and game jams and explores programming languages like Lean and Prolog.
Joy Case, M.Ed. is the Founder of AIforAll.live, a global social network and resource hub advancing human-centric AI. As a Chief AI Officer, educator, author, and speaker, she is recognized for her leadership across emerging technologies including AI, blockchain, and digital assets. Joy serves as Lead Instructor in AI Career Development at Charisma University and sits on the Executive Board of GAFAI.org, where she helps shape global education and workforce policy for responsible AI adoption. She holds a Master of Education from the University of British Columbia and brings over 20 years of experience in media and real estate, blending creativity, strategy, and systems thinking. A graduate of the Sauder School of Business, Joy bridges sectors to champion ethical innovation and digital inclusion.
In this presentation, Kari will describe the changing expectations and needs of master’s students in the fully online, asynchronous Adult Learning and Global Change (ALGC) program. Kari will share how the learning management system (LMS) the program has used for the past 20 years (Lisam) is no longer serving students’ needs and discuss the challenges the program faces as they transition to a new LMS (Canvas).
Dr. Kari Grain is the author of Critical Hope and teaches in the University of British Columbia’s Faculty of Education, where she leads the Adult Learning and Global Change (ALGC) Master’s of Education Program. Her scholarship on social justice, experiential learning, adult education, and climate action has been featured in peer reviewed journals, books, and podcasts. Dr. Grain works with school districts, universities, and non-profit organizations to engage practices of critical hope toward systemic and personal transformation. Kari was the 2024 recipient of the Killam Lecturer Teaching Prize in UBC’s Faculty of Education.
Please scroll down to read the description of each presentation. Recordings will be posted here after the event.
The aim of this project is to showcase a digital platform entitled “Newcomer Youth in the Classroom”. This platform was designed to allow for in-depth, multi-layered, contextual understandings of newcomer experiences throughout the process of school integration. During their presentation, Anusha, Zahra and Linnea will display how the platform can be used to train teachers to incorporate multicultural and diverse newcomer perspectives in their classrooms, and to facilitate dialogue between newcomer and non-newcomer secondary students. The platform is also accompanied by a “how to” guide, which includes instructions on ways to move through the content. This resource helps equip teachers to facilitate diversity-related conversations in the classroom. The content of the digital platform was informed by ten years of qualitative and arts-based research with newcomer youth in various educational contexts. This platform can be distributed through various public Boards of Education in British Columbia. Further, it will be available through the Edith Lando VLC website as well as that of the principal investigator (anushakassan.com).
Anusha resides on the traditional territories of the people of Treaty 7 in Southern Alberta and Métis Nation of Alberta (Districts 5 and 6), and she works on the territories of the Musqueam People. Her pronouns are she / her. Anusha is an associate professor in the School and Applied Child Psychology program at the University of British Columbia. She holds a High-Impact Position in Child and Youth Mental Health and the Myrne B. Nevison Professorship in School or Counselling Psychology. Anusha’s program of research is influenced by her own bicultural identity and is informed by an overarching social justice lens. She is presently studying the impact of immigration across different communities. She is also conducting teaching and learning research, investigating cultural and social justice responsiveness in professional psychology. Anusha is a Fellow of the Canadian Psychological Association (CPA), and she recently received the 2025 CPA Award for Public, Community Service and Human Rights and Social Justice in Psychology.
Zahra is a recent graduate with a Master’s degree in Developmental Psychology from Simon Fraser University. She is passionate about interdisciplinary collaborations that bridge developmental science, education, mental health, and community impact. She is currently a Research Assistant in the Allergy group at BC Children’s Hospital, where her work focuses on improving the health and quality of life of children with allergies, with attention to the mental health and well-being challenges that often accompany chronic conditions. Zahra has also worked directly with autistic children as a Behavioural Interventionist, and she brings additional experience as a teacher and community case worker supporting newcomer youth and families in their adjustment to life in Canada. She has further contributed to the academic community as a reviewer for scholarly journals. Alongside this work, Zahra collaborated with the Vividhatà Research Group at The University of British Columbia under the supervision of Dr. Anusha Kassan, contributing to the design of a digital platform and teacher’s manual to support newcomer youth in the classroom. This project reflects her broader commitment to educational accessibility, social justice, and culturally responsive learning environments.
Linnea is a Ph.D. candidate in the School and Applied Child Psychology program (SACP) at the University of British Columbia (UBC). Before beginning her graduate studies, Linnea was a secondary school teacher who lived and taught abroad in Melbourne, Australia, for three years. During her degrees in SACP, she has worked in schools, university clinics, BC Children’s Hospital, and private settings to deliver psycho-educational assessments and interventions to children and adolescents with behavioural and neurodevelopmental differences as well as mental health challenges. She is currently a Clinical Child Psychology Resident at the Ron Joyce Children's Health Centre and McMaster Children's Hospital in Hamilton, Ontario. Her research focuses on newcomer young women's experiences of school integration through critical social justice and transnational feminist lenses. Linnea has also served as Chair of the Section for Students in the Canadian Psychological Association, is a founding member of CCSJ in SACP, and sits on the board of directors for True North Aid.
The Studio B Podcast, created by the Learning Design & Digital Innovation team, explores how technology — especially AI — is shaping teaching and learning. This presentation will highlight key insights from an episode featuring researcher Laia Alguacil, who discusses research conducted at the Autonomous University of Barcelona on how and why post-secondary educators choose to use — or not use — AI. Eduardo and Laia will share the multi-institution survey data covered in the episode, summarize the main trends and challenges the study reveals and explain the implications and possible responses for teaching and learning with AI.
Laia Alguacil Mir is a predoctoral researcher in the Department of Applied Pedagogy at the Autonomous University of Barcelona. She is currently pursuing a PhD in Education, and her thesis focuses on researching the organizational digital competence of elementary schools in Catalonia. At the CRiEDO research center, she participates in various research and innovation projects related to educational technology, among other topics. She is currently part of the team working on the national project EdU-InA: Generative AI Policies and Practices in University Education. As a university professor, she teaches digital education to future education professionals. At the moment, Laia is doing a predoctoral research stay with the UBC Faculty of Education's Learning Design & Digital Innovation (LDDI) unit, where she is learning how other international higher education organizations use digital technologies for teaching and learning.
Eduardo Rebagliati has worked extensively with technology throughout his professional life in a wide variety of contexts, including higher education, multimedia production and advertising. He completed the Master of Educational Technology (MET) at UBC, and currently works as the Learning Technology Specialist in the Learning Design & Digital Innovation (LDDI) unit at the Faculty of Education. Here, he identifies, analyzes, and coordinates educational technology initiatives with other members of the LDDI team and educational stakeholders to maximize affordances in learning experiences.
This session offered advice and answers for Faculty of Education instructors and faculty members who had questions about course design strategies or were looking for additional insights and support. Our experienced learning designers answered design-related questions and empowered instructors with guidance and resources for creating engaging learning experiences.
Session Date:
Tuesday, July 16 | 12:00 pm – 1:00 pm
Facilitators:
The LDDI Team