In Conversation with Kathryn Shoemaker: Illustration and Teaching for the Online World

By Emily Weldon — Posted on: Aug 23, 2016

In the Education online course LLED 446 “Teaching with Illustrated Materials, K-12: From Picture Books to Information texts”, Kathryn delivers her immersive and image-driven teachings through the use of informative and instructional videos. Previously, Kathie has used this engaging medium to demonstrate illustrative techniques such as watercolour, paper cutting, and gouache. In her most recent series of videos that will be integrated into future offerings of the course, she delves into the world of illustration for educational purposes with explorations in areas such as storyboarding, printing processes, and wordless books.

ETS supported the production of this latest series of instructional content. After her time on set, we spoke with Kathie to discuss the experience of developing and teaching with instructional video content, suggestions for instructors creating video for their own curriculum, and the possibilities that educational video could hold for the future.

What were your first impressions from filming this series of videos over the last two weeks? How did you find it?

Kathryn demonstrates how instructors and students can create simple ‘dummy’ books to create a story outline.

“Now, we did four sessions this time, and in the four sessions, I think we may have created another nine YouTube clips. What I learned even more closely this time was the sense of how much information or how much sharing to do that would last about twelve minutes. So because of that, in the last two sessions […] we accomplished so much more, so much more smoothly. So that was really good.

I learned to look at the camera. It is different than talking or speaking to a class, where you are trying to include everyone, or in an audience […] primarily in my life of speaking, which I enjoy doing, I’m in a workshop setting or a classroom, and it’s quite different. With a crew like this, you can’t be talking to them. It’s no good if I get you folks to laugh. In a classroom situation, if you’re a bit of a goof […] there is a temptation to sort of, so to speak, play to the group. I imagine if I filmed longer I would get a better sense of how to incorporate that kind of liveliness into it. On the other hand, it is about teaching, sharing, conveying some information, and not just being an entertaining speaker, which is lovely, but it’s not the point.”

I want to jump back in time a bit. How do you decide what the topic matter is going to be for your videos? Was there a different thought process choosing your topics for the second series because you had filmed previously?

“Around the beginning when I decided to do this, I wanted to be able to visually show things that I would normally do in a classroom. There is a lot of content that has to do with how illustrations are created, and the step-by-step process of creating different kinds of books […] In an online course, we really needed some visuals, some live action visuals, where we could talk about what the materials were.

The response from the students taking the class was that they really did appreciate [this], especially some of the step-by-step visuals that we did on art methods that they could use in classrooms. And the fact that [the videos] are now on YouTube means that a teacher, because both classes are about using literature in the classroom and visuals in the classroom, can go back to these and refresh their memory. Because in a way, it’s modeling a bit of how you would present the materials.

I think I’ve gotten a little smarter about it. I’m just wondering if the step by step processes, if they are clear enough, because one thing that happens in a live classroom is that they can ask a question […] and so [you are] learning to break it down into the right steps. Showing enough but not too much. It’s always a fine line. Especially with things like art methods, in a situation which I’m hoping teachers will go in and do in a fairly open way. I’m giving them some ideas about the materials that they usually have on hand, that they can use for a very creative program and very creative projects in which children’s individual points of view and ideas will be shown.”

Once you’ve decided on the concept of what you will be filming, how do you prepare that step-by-step process? Do you prepare as you would for the classroom, or is it different with online media?

Kathryn walks through the steps of publishing a book from outline to print.

“I think initially, the first [series of videos] I did a little more ‘off the cuff’ and in the way I would have walked in and done them because I’ve done them so many times. But this time, I did stop and think about it […] I thought about how many materials, and how much I could get done in twelve minutes. So, how many steps, and does this particular topic need one, two or three sessions. Then, I outlined it, and made notes for myself, and went through the key steps, bit by bit. And I think that was a good thing to do.

I would recommend [that process] if you are planning on filming something like this. The whole point of using the video here, in my view, is that we are doing something that cannot just be verbally conveyed. I have been involved in writing these two courses, and from the get go, I wanted to figure out what things would replace what I would have done in lecture mode, and what things can be interactive, and what things would be visual. I personally wasn’t interested in doing any videos where I was just a talking head. But, in these videos, we’ve shown something.

As I become clearer about what this resource is, I get a better sense of how to do it. And I just think maybe you have to do it a bit. I think for people who may not be as visual as I am, and may not have as much experience doing storyboards […] that reminding people that actually doing a storyboard is a very good idea. Because it breaks it down, and then you look at where do you need a visual, a prop, or where you need to demonstrate something.”

Do you have ideas of what you could do with instructional media in the future?

“In my area, which is the analysis and multi-modal text, you’re looking at picture books, walking through the book, or even just one image, and being able to point at it and talk about what’s going on, and also to look at the rhythms and the patterns that are created from one page turn to the next. [This] would be a very good video to do. Now, I know you could do it in a series of still images with text, but I think there’s still something more dynamic about actually looking at it as though we’re reading the story and talking about it as we go. One of the things we did for both courses is film ‘read alouds.’ So in that case, I’m reading the book, and we’re turning the pages.

I think in terms of visual literacy, there are probably a number of walk-throughs or visual materials that would be interesting. So a walk-through, looking at information books and how the visuals contribute and what kinds of information they’re particularly good at. There are a number of things that I have written to do with understanding and analyzing picture books, and looking at what I call “The Six Systems” that come into illustrated literature. All but the verbal language, what’s actually printed on the page, all the other five systems are highly visual. So there are also things that could be shown visually in a walk-through. I think for a lot of people interested in writing and illustrating books, it would be very helpful.”

Have you noticed any point where after you’ve filmed these videos, that it has informed the way that you deliver other media in your course? Has it contributed to other parts of your practice?

On set with Kathie Shoemaker

“I don’t know that it’s changed what I’d do in the classroom, but this is the reason why— because I’m very sort of devoted ‘John Dewey’ kind of educator, I believe in a lot of interaction and a lot of hands on materials, and I do that as much as possible […] It’s interesting because I don’t actually, in the classroom, use PowerPoint or slides because I have invested in getting a lot of actual books because I find handling the actual materials is important. I suppose a lot of people could say ‘Wow, you’re not using much media in the actual classroom,’ and I guess it’s mostly because I have access to a lot of primary sources. If I didn’t, then I see the value of using these other things.”

Do you have any suggestions or advice for instructors who would like to create instructional videos for their own courses? Any tips, tricks or thoughts?

“If it’s the first time they’ve worked in this way, I think one of the most important things is to remember that while you’re the one who is the face of what’s going on, it is a team effort. These [videos] work really well when everyone is listening to each other. I certainly have really appreciated the support of everyone working on these, and I think that they’re successful because it has been such a great community of people working on them. And when I’ve miss stepped, it’s great to have someone say wait a minute, could you explain that? That was very helpful, and I welcomed all those suggestions.

I think you can’t take it in any fashion, don’t feel criticized, just feel it all as ways of helping you make the best presentation, or best visuals. And in thinking about it, it is important to plan out, or time what you’re planning to do. It’s just like you’re giving a presentation. If you just put some notes down, and you’re a very relaxed speaker, you will easily go over the time, and not hit the main points.

So, I think a little planning, a little timing, and then going in and acknowledging that maybe the first couple of times you do this, it’s going to be a learning experience and you’re going to get better at it.

The other thing I must say, for those people who may be self-conscious, one of the things that is a happy surprise is because they take so much time to get the lighting right, people look nice on these things. So don’t worry about that.”

Thank you to Kathryn Shoemaker for sharing your experiences, expertise and insight with us! We look forward to many more collaborations to come.

If you are interested in creating your own instructional video materials or on working with new media in your course, ETS is here to help! Meet with an instructional designer for a drop-in consultation, or contact us at 604-822-6333 or ets.educ@ubc.ca to learn more.

Additional Resources

Simulating Visual Impairments in 360 Degrees

By Emily Weldon — Posted on: Aug 09, 2016

UBC Teacher Candidates working with virtual reality.

Google Cardboard VR headsets are accessible, affordable, and DIY-friendly.

Teacher Candidates exploring virtual reality.

Teacher Candidates worked in pairs or groups to analyze the experience.

Dr. Elizabeth Jordan and her students.

Teacher Candidates recording their experience with virtual reality.

Teacher Candidates recording their experience with virtual reality.

The presence of Virtual Reality is undoubtedly on the rise. Examples of this futuristic technology making its way into our lives are all around us: the popularity of both high-tech and “DIY” VR headsets, YouTube and Facebook supporting of 360 degree video as of 2015, and of course, there is the unavoidable Pokémon Go app that has virtual monsters popping up all over our globe.

Last year, ETS explored Virtual Reality in a blog post that featured the Oculus Rift and other technologies with their potential educational purposes. This dive into the future of VR outlined the possibilities of this new and upcoming dimension. Now, 2016 has brought a new VR development— this technology is being applied to teaching and learning in the Faculty of Education.

What is Virtual Reality, and Why is it Significant?

Virtual Reality allows users to be completely immersed in a computer-simulated, heavily sensory world. This alternate place can be created through either recording live footage with a 360 degree camera, or programming a computer generated environment.

In either case, opportunities for learning have been cited and are being actively explored. Educators can consider the potential for VR to take student on virtual tours, better understand the flexibility of narrative structure, create an increased engagement with school curriculum, or even immerse students in a unique point of view that they would not be able to understand otherwise.

Virtual Reality Meets the Faculty of Education

With this in mind, ETS supported and collaborated with ECPS Instructor Dr. Elizabeth Jordan in the introduction of educational virtual reality in her classroom. EPSE 312: Introduction to the Study of Exceptional Children, was chosen as the course to explore this technology. This implementation aimed to recreate visual differences, allow students to experience the unique challenges that students with visual impairments may face in their future classrooms, and have them consider how they can accommodate these challenges better through their own virtual-reality-enhanced understanding.

Development of a 360 Degree World

VR footage was recording using 360 degree camera in multiple everyday environments, such as at a coffee shop, going up or down stairs, or crossing the street. Then, eight pairs of Google Cardboard Headsets were fitted with unique lenses that aimed to simulate five different visual impairments: hemianopsia, glaucoma, macular degeneration, diabetic retinopathy, and cataracts. On July 18th, the visually-altered headsets were then brought to the EPSE 312 classroom for Teacher Candidates to view these everyday scenarios with a new point of view.

Virtual Reality in the Classroom

Students rotated around the class, where each new station offered a chance for Teacher Candidates to enter the virtual world and experience what it might be like to live with a visual impairment. Students used the headsets to freely look around the simulated environment, and try to place themselves in the world while also understand the impairment that they were experiencing.

Those who explored the virtual reality shared their thoughts on the experience as they looked through the lenses. Highlighting the positive elements of this technology, students noted that generally, the virtual reality lenses had an intense disorienting effect, though that this attested to the accurate and effective portrayal of the impairments. They explained how they were able to overlook that they were staring into a simple cardboard headset, as this accessible technology was able to provide a real enough simulation. What was possibly the most exciting for the students was that unlike understanding the impairments only through textbooks or pictures, the virtual reality experience completely immerses the viewer into another person’s point of view unlike any other demonstration. At the same time, students identified aspects of the virtual reality that could be improved upon, such as their difficulties in determining if the visual distortion was accurately representing the impairment.

When asked to consider potential applications for 360 degree video in their future classrooms, Teacher Candidates could picture this technology fitting into their classes. They could see VR offering the experience of stepping into the point of view of someone with a visual impairment, or introducing their students to other new experiences and ideas. They also speculated how in the future, virtual reality could be part of an online classroom through the ease of developing one’s own Google Cardboard headset. More developments could also be made in creating goal-driven footage to increase the realism of the experience, or adjusting the form of the headset itself.

Instructor Insight

After facilitating the VR demonstrations, Dr. Elizabeth Jordan offered her insight into the development and implementation of this media in her course.

“I thought it went really, really well. [The students] talked about it. I didn’t see anybody negative. Not one negative comment. The comments that they had I thought were right on the spot.

It was when I came down to talk to Sharon [Hu] about something else and she said something about VR and said ‘Let me show you what it is’ and I went ‘Oh, yeah!’ So it wasn’t part of the planned course, I juggled my course around.”

Once Dr. Jordan had made the plans to incorporate the technology, she admits that she saw its potential right away.

“I thought it would go over really big, to be honest. There were a couple of students who made comments, how really great it was […] It’s one thing to talk about something, it’s a totally different thing to experience it.”

She also reflected on the possibilities of making Virtual Reality part of a curriculum, and where she sees room for the growth of educational VR in the future.

“I think it’s a plus to the learning experience. I think it’s a positive. It took us a long time on that one Monday […] but if you’ve got this option to incorporate it into your class, then it would be totally different. Because it would be set up different.

[The students] knew it was part of the curriculum because the first day I told them about it. And actually they were quite excited to try it […] everybody was there, everybody was on time as possible.

I’m not quite sure how we could do this, but it would be really nice to be in the middle of a classroom, and that brings up all kinds of other issues in terms of permissions and all kinds of other stuff. I think there’s all kinds of other places where you could use it. For example, with behaviour issues. So you could see it from the teacher’s perspective. Because up until this point all we’ve had is a video.

Dr. Jordan offered her recommendations for instructors who are considering using VR in their own classrooms.

“[Virtual Reality] has uses. I think you just have to really think it through. I think you have to plan around that. Not so much that you’re changing what you do, but how you do it. Your approach.

First of all you needs more units. I really think people would be much happier to have their own cellphone right there… So, they need to have enough of those.

I used a worksheet with [this activity]. It has to have very specific guidelines around what it is that you’re doing with it…. it doesn’t mean necessarily that you have to have that beforehand but maybe have them do the Virtual Reality and then have them go on to a series of directed questions. What did you see? What were your observations? And so forth. Maybe have them go and do it twice. Answer these questions and then go back and have another look at it, now that you’re keener for what to look for. Did you notice such and such?”

In the same way, Dr. Jordan offered some considerations for Teacher Candidates who are interested in using this technology in their practice.

“I think that’s the important part. How could I translate that into my own work? I was really impressed with what [one of the students] had said: Wouldn’t it be great to walk through a battlefield with that camera? You could talk about social studies, you could talk about history, and have them experience that same immersion […] it would be so powerful you’d have to be careful how you’d use it.

I guess the big thing right now is trying to get things with a classrooms focus. But again, that can be so difficult with permission and privacy issues […] But I can see it being used for even hearing impairment. Because then you could have the hearing impairment, and have this kid sitting doing his work, but not have any idea of what’s going on around him in terms of sound. There was also the things with the vision, of showing the room as it is with 20/20 vision, and then sliding into the other one […] I see all these little places where it could be used.”

Lastly, Dr. Jordan closed with her final impressions of this evolving learning technology.

“I think it has a lot of potential. Really, a lot of potential. I think it’s just a matter of figuring out where it will work, and how you’re going to do it so that it becomes an integral part of the class, not an add on. It has to be part of what you do. Otherwise, it becomes ‘Here, we’re just going to do this today, and isn’t this fun, and then we’re going to move on to something else’. It’s got to be incorporated. This is what I told my students- I said, the only drawback you can have is your own imagination with this.”

Thank you to Elizabeth Jordan and the students of EPSE 312 for participating and engaging with this technology. We look forward to further exploration of Virtual Reality in the classroom and of how this immersive learning can enhance our understanding and our education.

Additional Resources

TEC Expo 2016 Photo Gallery

Browse the event description, event schedule, and presenter information on the TEC Expo 2016 webpage.

Photo Gallery

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On July 6th and 7th 2016, faculty, staff and students from the UBC Faculty of Education and beyond filled the Neville Scarfe foyer for our third annual Technology Enhanced Classroom Expo. Each year, our event aims to celebrate innovations and achievements in the use of learning technologies in the FoE. We strive to encourage, connect, and engage communities of teachers and learners across UBC with tech-enhanced approaches to pedagogy and course designs. This year’s event was a success with over 25 presenters and facilitators showcasing their work through either interactive presentations or hands-on maker stations. Attendees on our opening day discovered how technologies ranging from automated transmediation to Connect integrated CLAS or Collaborate can transform online learning. Participants had the opportunity to explore Google Collaboration tools, delve into the world of Virtual Reality, and better understand the potential of tech tools such as Lightboard, video conferencing, and the Scarfe Digital Sandbox (just to name a few). Attendees were able to meet members of the faculty who shared interests and educational goals, and presenters engaged browsing guests with the potential of the technologies that they are passionate about. To kick off the afternoon, we began with a segment called ’60 Seconds of Fame’, where each presenter summarized their presentations on our stage in one minute or less. This provided attendees with an overview of the technologies that each booth would be exploring, and gave every presentation its time in the spotlight. Presenters proudly showcased their work with PowerPoints, demonstrations, and videos as they tried to finish quickly before the clock ran out! Our second event day was Educational Maker Day, focusing on technological or creative making that has valuable applications to the classroom environment. Facilitators dove right into their hands-on demonstrations, drawing attendees into their stations to learn how to weave, create a self-portrait, experiment with robots and circuit boards, and code offline. Throughout the afternoon, Faculty, staff and students alike crowded around the wide variety of booths to explore everything from an augmented reality sandbox, to learning with food, to the art of collage-making, and much more. Maker Day held something for everyone, and provided many event-goers with a new skill or project idea to take away with them to the classroom and beyond. Some attendees participated in our first-ever Maker Day video contest, where they could tweet a video of the event to #TECexpo2016 for a chance to win. Our lucky prize winner went away with 50 dollars to the UBC Bookstore and Google Cardboard virtual reality glasses! Thank you to our presenters and attendees for making this event a great success. On both days, the Scarfe hallways were busy and eager as participants shared ideas, explored new applications for learning technology, gained hands-on experience with innovative pedagogy, and were inspired to further the achievements of technology-enhanced learning within our faculty. Congratulations to everyone who participated in TEC Expo 2016. We hope to see you again next year!

Check out the 2016 TEC Expo Day 1 in 360 degree video!

Check out the 2016 TEC Expo Maker Day in 360 degree video!

Interested to learn more?

Keep up to date on ETS events throughout the year by visiting our events calendar! You can also reach out to ETS by contacting us at 604-822-6333 or ets.educ@ubc.ca

Ideas for a Flipped Classroom Model

By Bruno Bachmann — Posted on: Jun 30, 2016 Rather than argue if one teaching approach is more effective than another, this article seeks to develop some ideas around the flipped classroom model and perhaps provide some guidance or inspiration for further research.

How can a flipped classroom model influence and inform instructional design?

The Idea

The classical flipped classroom model is one where students can acquaint themselves with material in their own time, at home usually, and engage in active learning during class time with the support of their teacher. Nevertheless, there are a number of other ways one can create a flipped classroom. At UBC, for instance, French-immersion teachers would spend 6 hours in class learning synchronously, while the rest of the class’s interactions occurred online. Remote students would also dial in online, achieving a virtual classroom presence. In recent years this teaching model has been gaining traction in educational communities all over the world. So what is all the hype about flipped classroom model and what can teachers do with it? As Khan demonstrates in his TED Talk, the core value behind the flipped classroom method is that students are given the ability to learn in their own time and at their own pace, allowing them more personalized time with their teachers. Learners can take the time they need to master the material at home before coming into class instead of trying to keep up during lessons. Learning in the comfort of their own homes also means students can review previously covered material and strengthen foundational knowledge without falling behind or having to push forward on shaky foundations. Allowing students to recognize and fill holes in their knowledge means learners can boost students’ feeling of responsibility for their own learning, an important skill in higher education. When students return to the classroom they can be encouraged to further explore content they familiarized themselves with independently. With the use of in-class technology like iPads teachers can monitor students in their activities and identify those who need support in certain areas. This way teachers can provide valuable one-on-one time to students in need while allowing others to race ahead, or give the fast learners challenges to build on their existing knowledge and engage their creativity. Faster learners can even tutor their classmates, strengthening student relationships and understanding of material. Often students offer unique perspectives on content that teachers cannot.

Challenges and Considerations

Nevertheless, because the hybrid classroom’s purpose is to adapt teaching styles to varied learners it becomes important to recognize that certain students will be less engaged in self-teaching at home than others. This article makes a number of suggestions on what actions can be taken by teachers to further boost student engagement with course material. Moreover, some students may not have the technological means to access course material at home. For this reason schools may need to provide the required technologies and other resources to all learners to make flipped learning as effective as possible. Many hybrid learning models incorporate methods of student accountability like in-class quizzes and pre-activity recaps of information what was supposed to be learned at home. This way teachers can make sure their students are on the same page, and reward those who took the time to explore the material at home.

Flipped Classroom Ideas

There are a number of ways for educators to create flipped learning environments for their students. The classic approach involves having students watch lecture videos or do readings at home, but there are many others as well.

Teachers can have students do research on certain topics in their subject areas and present them to the class. The project and passion based learning (PBL) models stem from this idea and are explained briefly in this ISTE article. The idea here is that learners are allowed the precious opportunity to explore subject areas and find their passions with the guidance of their teachers. Check out ASCD’s “Seven Essentials for Project Based Learning” for a general approach outline.
Similarly, students can participate in inquiry-based learning. Here a teacher poses guiding questions that the students then investigate and come to understand on their own or in groups under supervision. This way students develop a deeper understanding of the topic in question while developing their leadership and research skills, relying on their supervisors to encouragement and guidance.
Teachers can track student progress using open-source applications like Moodle or learning management systems like Blackboard Connect. This software allows teachers to customize their students’ learning environments, monitor the work they are doing, and the content they are interacting with, and the frequency and manner in which they do so.

Flipped Learning at UBC

Some professors at UBC are flipping their classrooms. This website showcases their experiences in doing so.

Interested in a flipped classroom?

If you are a UBC educator looking to incorporate a hybrid learning model feel free to contact Educational Technology Support at ets.educ@ubc.ca for help!

Additional Resources

Makerspaces Redesign Everything from Technology to Our Own Classrooms

By Emily Weldon — Posted on: Jun 17, 2016 Want to build a robot? Want to print a 3D model, or program virtual reality? Want to film, design, sew, machine, glue— all in the same space— and build something that nobody has ever thought of before? At first thought, this kind of creative freedom may seem out of common reach. But for makers, this DIY utopia is already in their grasp. Makerspaces are events, formal or informal, held in physical locations— lab, workshop, classroom, or any combination of the above— where participants come to innovate, invent, and collaborate on the creation of self-directed hands-on projects. Here, creators acquire knowledge through trial and error, explore the possibilities of the tools at their fingertips, and gain confidence in their abilities to invent original works. One of the greatest appeals of the makerspaces is that their scope and resources can vary widely and endlessly, from arts and craft to welding, robotics, and 3D printers: Make Magazine has project suggestions ranging from a Wi-Fi drone disabler to a transformed Ikea side table that becomes a music visualizer.

In fall of 2015, Maker Spaces were held for Teacher Candidates in the Scarfe library to encourage problem solving through a direct, hands-on approach.

How did the maker movement begin?

Makerspaces foster and drive the desire for technology enthusiasts to take innovation into their own hands. This is likely because Makerspaces are inspired by hacker culture, giving many of the spaces their programming-driven edge. These activities rose to popularity in the 1990s and 2000s, as materials and resources for making tech-oriented projects became cheaper and easier to access, and as it became feasible (and intriguing) for the average work space, classroom, or community center to start introducing computers and robots.

What is possible in a Makerspace?

More and more, Makerspaces are being considered for their teaching potential and inregrated into K-12 schools, libraries, and universities. In these settings, making can range from the digital media lab at Umass Amherst, which supports multimedia creation and 3-D printing with 27 iMacs, sound recording and green screen rooms, to High Tech High — twelve k-12 schools in San Diego where the curriculum is entirely maker based and students take charge of their own multidisciplinary inventions by blending mechanics and electronics with social studies and music. Community- driven making opportunities are also being introduced in our own city: The Vancouver Mini Maker Faire in June of 2016 hosted over 125 artists, tinkerers, performers, inventors, crafters, and other makers who showed off their projects and spread the exciting potential of these environments.

How can a makerspace enhance a learning environment?

By developing a deep engagement between students and their curriculum: When students physically work with their chosen materials, and learn by doing instead of only listening or reading, it provides a practical and memorable way of learning a new skill or subject matter. As well, the experience of creating something new through one’s own problem solving is often incredibly rewarding.

The TEC Expo 2015 Maker booth, showcasing DIY starter kits such as Raspberry Pi and Makey Makey. In 2016, the booth is expanding into its very own event.

By creating a learning space where student interest comes first: While learning in a makerspace, students are motivated by their own curiosity and are encouraged to follow through with self-started projects from initiation to completion. Projects in the spaces arise from what is relevant to the students, so that the students have a deep connection with what they are working on. Therefore, gaining knowledge or skills to complete the project becomes an extension of this personal drive.
By meeting goals of teaching collaboration to students: In makerspaces, participants learning to work in groups and create something that would not have been possible otherwise is an inherent raison d’être of the space. Makerspaces insist on the value and importance of teamwork, meaning that makers aren’t just learning with the tools they hold, but with the team they create with. The interpersonal skills that can develop through these team-oriented projects are transferable to any and every aspect of a participant’s future endeavors.
By allowing students to act as both leaders and team members: As mentioned, teamwork is instrumental to the appeal of makerspaces. This is collaboration at its strongest- every member of the maker space can be a mentor and mentoree to each project if they want to, constantly being asked to think in a multidisciplinary way and problem solve on projects that are invented by both themselves and their peers. As well, leadership becomes necessary in these self-driven settings, as makerspaces allow for informal leading of peers as the projects continues to develop and requires new demands.

The UBC Centennial Maker Faire in April of 2016 featured maker communities at UBC who specialize in areas such as knitting, solar energy, and robotics.

By building a sense of community: Makers are not just working in a team, they are working in a community of like-minded inventors. Thinking about oneself and one’s work in a greater context of thinkers is a desirable habit across disciplines, and it leaves opportunity for strong community connections for the future.
By being a work in progress: Even with makerspace development well under way, some other innovation is almost ready to launch. For example, how can contributions be graded for assessment, or be part of a portfolio? Can remote participation be a part of the the future, stretching the horizons of how these spaces can be incorporated virtually and recorded or catalogued? Regardless of the answers, what is important is that makerspaces still have plenty of room to be molded and defined by their makers.
By becoming cheaper and easier: Technology is getting better and increasingly geared for a DIY mindset as makerspaces gain popularity. The time has never been better to get involved and participate in or create a maker space. What is more is that the ideas around ‘what is a makerspace’ are constantly broadening.

How can I initiate making in a learning environment?

You don’t necessarily have to buy 3-D printers or unpack your hot glue guns to bring the maker spirit into a classroom or learning space. Consider just a few of the other ways that this kind of educational tool is accessible right at UBC:

TEC Expo 2016 is encouraging engagement during its Educational Maker Day through a crowd-sourced video competition.

Camtasia: UBC students and instructors have access to this software for free through UBC Connect. With this tool, participants can shoot and edit their own videos that can be distributed either within a course or over the Internet (such as through YouTube).
Blogs and Wikis: Students and instructors also have access to UBC Blogs, so that they can design and write original blog posts through WordPress. Similarly, UBC Wikis allows both parties to synchronously work together and develop a written project or document while fully online.
Collaborate: As the name suggests, this web conferencing tool built into Connect allows students to engage in remote, in-depth collaboration as they share ideas and discuss course topics over the web. Much like in a maker work space, it also provides the option for students to take on the role of teacher or presenter in the discussion, by either speaking to the entire session, screen sharing their computer, or uploading their own files or documents into the session for review.
Maker Kits: A variety of DIY starter kits are available to Teacher Candidates in the Education Library. TCs can experiment with Raspberry Pi, Makey Makey, Squishy Circuits, Paper Circuits, Scratch Introductory Programming and more!

Want to check out a makerspace for yourself? Join us at TEC Expo 2016! On July 7th, we will be holding an Educational Maker Day, where students and instructors will be presenting and facilitating hands-on demonstrations on examples of educational ‘making’. Not only can you check out the diverse hands-on booths, but we will also be holding a Maker Day Video Competition, where participants will compete in the creation of short event-day videos. We hope to see you there!

Additional Resources

TEC Expo 2016

TEC Expo 2016 was held on July 6th and 7th. Thank you to all presenters, facilitators, and attendees for a successful and inspiring event. See you next year!

Event Information

Date: This event was held on July 6th and 7th, 2016. Please join us next year! Location: Scarfe foyer Time: 1:00 – 2:30pm Registration: not required. The event is free and open. Participation: If you are interested in presenting or facilitating, please submit a proposal to ETS.

Check out TEC Expo Day 1 in 360 degree video!

Check out TEC Expo Maker Day in 360 degree video!

TEC Expo Archives

View our TEC Expo 2016 Photo Gallery
View our TEC Expo 2015 Video
View our TEC Expo 2015 Photo Gallery
View our TEC Expo 2014 Photo Gallery

Event Description

On July 6^th and 7^th this year, ETS hosted its third TEC Expo event in the Scarfe building foyer at 2125 Main Mall. The Technology Enhanced Classroom (TEC) Expo is an annual event designed to showcase and celebrate creative and innovative uses of technology in face-to-face, blended, and online classrooms within the Faculty of Education.

July 6th featured:

Instructors and students presenting educational technology they are passionate about

Presenters describing their topics in a fast-paced feature event 60 Seconds of Fame.

July 7th was Educational Maker Day:

The facilitators and audience had the opportunity to experiment with technology-based tools and engage in non-technology creative making. They played around with Squishy Circuits, Google Cardboard, Raspberry Pi and science of food at the hands-on stations!

TEC Expo uses technology to enhance the traditional poster session format, with presenters able to dynamically showcase their courses or learning spaces on electronic displays. While browsing between the tables, visitors are able to view demos and engage in conversation with presenters.
Our goals are to encourage presenters and visitors to learn about new and emerging ways of teaching and learning, share their experiences, engage in meaningful conversations about pedagogy with colleagues, and to be inspired by various projects and course designs.
The 2015 TEC Expo was a success with over 20 faculty members and students participating in celebrating technology-based educational tools at UBC and abroad!

This event is free and open to all UBC students, staff and faculty.

Maker Day Video Contest

Show off your Video Making Skills!

July 7th is TEC Expo’s first-ever Educational Maker Day, so get ready to start making and show off your experience at the event. Simply record and Tweet your video of TEC Expo Maker Day with #TECExpo2016 and you will be entered into the draw for a $50 UBC Food Services gift card and Google Cardboard virtual reality glasses! Not sure which app to use? Be sure to stop by our video making booth and check out how to use VivaVideo— a free app that allows you to edit your video directly from your phone.

Need Help?

For more information, please contact the ETS office at ets.educ@ubc.ca or by phone at 604 822 6333.

Presenter Information

Automated Transmediation & Creative Pedagogy

Dr. Kedrick James, LLED with Liam Doherty and Ernesto Pena

This presentation explores the possibility of using automated transmediation as a literacy practice that opens the way for more creative pedagogical approaches to knowledge creation. Transmediation encompasses a range of analogue and digital practices in which data in one medium is converted into a different medium, e.g. by the use of software. Emphasizing the use of open source applications, presenters will demonstrate some simple examples of the pedagogical uses of transmediation as a means of creative inquiry enhancing digital learning and literacy. These will include exemplars of some of the main transmediation “routes” that are in the process of being mapped out through this work, such as turning images into sound, turning text into music, turning speech into text and turning video into still images. At each juncture, the presenters will discuss contexts in which these activities can be applied in content-based classroom activities.

Collaborative Learning Annotation System in Teacher Education

Dr. Marina Milner-Bolotin, EDCP

Marina will share how she used Collaborative Learning Annotation System (CLAS – https://ets.educ.ubc.ca/clas/) to help physics teacher candidates to improve their teaching. As she teaches Physics Methods Courses, her goal is to support teacher candidates in implementing innovative pedagogies discussed in class into their teaching. In order to do that, they are asked to teach at least four mini lessons during the term. They record these mini lessons and upload them into CLAS. Then each one of the teacher candidates is asked not only to watch their presentations, but also to provide constructive feedback to their peers. After receiving peer and instructor feedback, teacher candidates reflect on it and prepare a modified and improved version of their mini lesson. At the end of the course, Marina and the teacher candidates have a collection of mini lessons with peer feedback. This is a great resource for teacher candidates to draw upon not only during the Physics Methods course, but also during the practicum. It also prepares them for acting upon the feedback they will receive from their School and Faculty Advisors during the practicum and later in their career. To learn more, see: https://clas.sites.olt.ubc.ca/marina-milner-bolotin-in-curriculum-and-pedagogy-uses-clas-for-mini-teaching-by-teaching-candidates/

Information Literacy Development through Hands-on, Minds-on Activities

Jo-Anne Naslund, Education Librarian

In this session, together with Yvonne Dawydiak, Jo-Anne will highlight educational technologies that they used in library sessions for teacher candidates this year within LLED 350, LLED 351 and EDST 401. Educational technologies such as QR codes, padlet, Kidspiration, Inspiration, iclickers and Maker Faire activities will be shared. They will discuss how they modeled pedagogical approaches for teacher candidates and enriched connections with these educational technologies. Finally, they will share their experience of how hands-on, minds-on activities in a pop-up makerspace can develop the dispositions that set the stage for effective information literacy development.

Learning to “Loosen Up” in Collaborate

Dr. Michael Marker, EDST

In this presentation, Michael describes his experience using the Collaborate program and the discussion board to conduct a seminar discussion of readings in two Indigenous content courses. This was his first effort to create a blended version of the courses and he scheduled two online meeting sessions for each group. The students in both groups found ways to develop “voice” and a sense of humour while learning to respond to each other’s ideas and the ideas of the authors from the assigned articles for the session. Some of the questions that he still has are about ways to respond to a wide range of attitudes regarding the use of a video representation of themselves versus simply using the audio. Some students regarded the use of the video as “appearing on camera.” Some felt uneasy with this prospect while others seemed unconcerned about it as a mode of representation. Some students turned off the camera portion and simply used the audio. The responses that Michael received informally about these first efforts to bring some of the discussion online were positive in the following weeks face to face meeting following the Collaborate session.

Learning Technology Rover Support in the Faculty of Education

Christine Kim, Learning Technology Rover, Sauder School of Business

Learning Technology Rovers are student staff hired by each faculty and educated on the technologies used in each faculty. Rovers are available to lend immediate support when you come across a technical issue, want to learn how to use learning technology more effectively, need assistance setting up an online course, and so much more.
Troubleshooting does not have to be a stressful or long process. It can be as easy as contacting your faculty’s respective LTR for immediate assistance.

Mixing Virtual into Classroom Reality

Kyle Stooshnov

A demonstration of the steps towards virtual reality in the classroom. A cardboard headset combined with a smartphone is a relatively simple method to immersion into cyberspace, allowing for an experience where a viewer’s gaze, gesture and ultimately interaction with other people becomes a literacy teaching tool. From learning to make a cardboard viewer to exploring free downloads such as the National Film Board’s Cardboard Crash and sharing views headset-free with a tablet and Ricoh 360º panorama camera, this presentation will give teacher candidates a taste of the latest in educational virtual reality.

Pedagogical benefits of a Lightboard Lecture Capture tool

Masayuki Iwase, Graduate Teaching Assistant

Masayuki’s presentation discusses pedagogical benefits of a ‘lightboard’ lecture-capture tool, which enables the user to integrate both analog and digital modes of instructions into his/her lecture videos available online to the student viewer. The discussions draw on Dr. Robert Tierney’s incorporation of the technology into his graduate course for which Masayuki was a teaching assistant. The lightboard technology cordially responded to Dr. Tierney’s preference of writing and drawing as part of his accustomed presentation methods, while simultaneously realizing his wish to integrate graphics and related materials as part of his digitally enhanced class lectures, which were accessed and viewed by his students who had to participate in them online. The lightboard technology is most effective and valuable when it is utilized by UBC faculty and staff who wants to pursue both typographical (analogue-based) and post-typographical (digitally-enabled) forms of text production and meaning making.

Supporting Professional Communities with Google Collaboration Tools

Stephen Price

At the beginning of the 2015-2016 school year, the KippMo (Kindergarten and Primary / Montessori) cohort took on the task of creating a cohort ‘hive mind’ to support technology-based collaboration and information sharing throughout their education degree. Using free collaboration tools like Google Drive, Docs and Sheets created the ability for the cohort to share and collaborate much more efficiently. Using this case study, this session will explore how the cohort built a community of professional collaboration and will also include an introduction to how to use Google tools effectively for learning, projects, and information management. It is recommended for people who have not used the Google suite before or those with some experience who are hoping to learn to use the tool more effectively. To get the most out of the session, bring your laptop so you can try out the tools!

Tech Integration in Teaching

Bruno Bachmann and Melissa Liang, Web Programmers, TLEF Project

A presentation about the TLEF and its proposal, the work Yvonne Dawydiak, Melissa and Bruno have done as part of the project, and their tentative plans for the future. Melissa and Bruno will be exploring the Scarfe Digital Sandbox and some of the resources for teaching and learning showcased on the website and informing visitors of other on-campus teaching resources such as the library, drop-ins, and maker sessions.

Using Technology to Increase Athlete and Coach Performance

David Hill

Medals do matter! In high performance sport, the Olympic and Paralympic games are a pinnacle event for many athletes and help to inspire all Canadians to live a healthy and active lifestyle. Who are the people behind the scenes that help to make this dream a reality… coaches. UBC Faculty of Kinesiology is in its second cohort of a professional graduate certificate geared toward enhancing Canada’s top coaches and technical leaders. The certificate is a partnership of UBC, Canadian Sport Institute Pacific and the Coaching Association of Canada, where coaches can obtain dual accreditation in National Coaching Certification Program and university credential. The graduate certificate seeks a competency based approach where technology is used to help coaches can build knowledge, skills and attitudes across several content areas. The program is a blend of residential and online delivery and takes advantage of many UBC educational support technologies including Connect, CLAS and UBC Blogs. Central to the program structure is ongoing reflection on coaching and leadership practices which help coaches and their athletes progress in the high performance sport pathway and contribute to our Olympic and Paralympic successes were medals do matter.

Video Conferencing as an Instructional Tool

Tobi Maass, AV Technician

Tobi will showcase the possibilities that contemporary video-conferencing offers for instructional and collaboration purposes. The audiovisual equipment available in brand-new rooms like PCOH 1008 and 1306A has already proven to be a great asset to the Faculty, and Tobi will share an insight into possible uses with TEC Expo attendees.

Virtual Presence in an Online Course

Dr. Natasha Boskic

A feature of online learning that is most frequently reported as the weakness of this approach is the lack of human presence and the ability to emotionally connect with each other. The easy creation of video clips inside Connect shell, especially in the discussion forums bridges this gap. The presentation will focus on the student experience and increased engagement due to the opportunity to meet each other through video.

Wikispaces

Jolene Loveday

Jolene will provide a short demonstration of Wikispaces, which she previously presented as part of the Technology in Transit series. Wikispaces is an open-classroom management platform that facilitates student-teacher communication and collaboration. Using Wikispaces, teachers and students can write and edit pages together, create and edit group or individual projects, communicate in a private social network, and participate in real-time formative assessments.
https://ets.educ.ubc.ca/tech-in-transit-wikispaces/

Presenter Information

Collage as a multimodal response activity across the curriculum

Dr. Kathryn Shoemaker, LLED

This will be a hands on demonstration of the supplies and processes of collage for classroom teachers k-university. It is the live hands-on experience of one of the new videos filmed for the online course, LLED 446 Using Illustrated Literature in the Classroom, k-12. Participants may make a quick small collage or take home a small selection of papers to play with later.

Easy As Pi: Computational Thinking With Teens and Preteens

Dr. Eric Meyers

The Raspberry Pi, an inexpensive, credit card-sized circuit board developed by computer science educators in the UK, serves as an ideal platform to teach young people “computational thinking,” the skills and attitudes that software engineers leverage to design many of the digital tools we use every day. This program will demonstrate how we are using the Raspberry Pi with preteens and teens in informal learning programs in several public library systems, as well as adapting these activities for middle grade students as an enrichment activity at Norma Rose Point Elementary.
Eric Meyers is an Associate Professor at the School of Library, Archival and Information Studies–The iSchool@UBC. His recent work has focused on how crafting and prototyping activities in informal learning settings, specifically Maker Camps and library-based coding and crafting programs, support the development of design literacies and computational thinking, the skills and attitudes that facilitate understanding of today’s complex information and communication technologies.

Makey Makey

Madeline Oreziak and Darrien Kellock, PLTech Teacher Candidates

Makey Makey is an invention kit that allows you to turn any conductive object into a touchpad or controller. Drop by to explore some of the possibilities of the ‘Makey Makey’. Play the bongo drums with bananas. Play piano with tinfoil and playdough. Make your own controller and view some project ideas you might use with students.

Mixing Virtual into Classroom Reality

Kyle Stooshnov

Mobile Video Production

Bruno Bachhmann and Melissa Liang, Web Programmers, TLEF Project

This maker station demonstrates how to record and edit video using VivaVideo editing software for mobile devices. Melissa and Bruno will be working with visitors and showcasing the features of the software, helping attendees to use the tool to create their own content. Visitors will be encouraged to enter the video making competition by submitting their videos to ETS with #TECexpo2016

Diceware

Liam Doherty

We are constantly demanded to create and remember passwords in order to conduct even the simplest daily transactions – and all of these passwords are expected to be unique, strong, and unguessable. However, expert advice on creating strong passwords is often seemingly contradictory, and many critics have pointed out that familiar rules for creating passwords may have conditioned us to create passwords that are particularly difficult for human beings to remember, but also weak enough to be easily cracked by modern computers. Using online demos and newly-developed password strength checkers we will take a look at three different methods of generating strong passwords and compare their relative strengths and weaknesses. Participate in a hands-on demonstration of a simple technique called Diceware for generating very strong passwords using only paper, a pencil, and some dice.

Unplugged Coding

Vicki Glover

Computational thinking and an understanding of the language of computers can be developed using both plugged and unplugged coding activities. Drop by the unplugged coding table to explore some of the lessons available from code.org including ‘binary bracelets’. Make and take a beaded bracelet of your initials written in binary and get to know some of the resources available on code.org!

Weaving Across Subjects and Cultures

Audrey Sargent and Flora Andy

Weaving is a traditional creative activity that has a long tradition in local first nations and around the world. Drop by to experiment with simple weaving activities that participants can bring to a classroom of students of any age. Experience first hand the terms ‘warp’ and ‘weft’ as you explore art and math concepts including: pattern, line, angle, contrast and texture.

Sphero Chariot Challenge

Matthew Geisler

With the new ADST curriculum recently introduced, finding ways to engage students in designing, creating, testing, and critical thinking can be overwhelming for many educators. Orbotix ‘Sphero’ robot is a powerful tool that can be used with students in many ways including design and prototyping, programming and logical thinking, and hands on, collaborative work. Participants will have an opportunity to learn about possible uses for Sphero with students, and try it out themselves.

Non-sewn Bookmaking

Hannah Mckendry, Conservation Technician, Technical Services, UBC Library

The art of bookmaking is a wonderful making activity for students of most any age. Come by to see examples of bookmaking structures and perhaps even try your hand at it!

Secret of Portrait Drawing Workshop

Samantha Weaver, Class of 2016 Teacher Candidate, ABC cohort

Try your hand at the art of portraiture. Learn how to make self-portraits and see that this isn’t such a scary thing to do (for yourself with your class)!

Sensational Food

Dr. Kerry Renwick

Food is a great way to begin many opportunities for learning.
We use our five senses to discover and explore.
When you visit this display you will have an opportunity to become a ‘food detective’, to consider ways to describe food, and to think about key understandings about food in inclusive ways.

Scarfe Digital Sandbox

Jo-Anne Naslund, Education Librarian

Joanne Naslund and Wendy Traas, Education Librarians and Yvonne Dawydiak, Technology Integration Mentor, have been exploring “making” as a way of developing the habits of mind essential for today’s educators. Drop by our table to play and discuss how making might fit into your context! Make a button while you’re at it!

Event Schedule

Day 1: July 6

1:00pm — Welcome from the Dean
1:05pm — Sixty Seconds of Fame
2:15pm — Door Prize Draw

Day 2: July 7 Maker Day

1:00pm — Welcome from Dr. Wendy Carr
2:20pm — Announcement of Maker Day Video Contest Winner

High Performance Coaching & Technical Leadership Orientation 2016

On June 6th and 8th 2016, coaches in School of Kinesiology’s Graduate Certificate in High Performance Coaching & Technical Leadership attended orientations and training on Connect, Blackboard Collaborate, and UBC Blogs. These sessions were designed to prepare the coaches for taking on their upcoming challenge of completing the HPC certification program in a fully online environment. Over these two days, ETS supported this training and ensured that the coaches gained access to the tools and developed the skills needed to excel in this web-based program. On Day 1, coaches had a full orientation to Connect and learned best practices in using its communication and assessment tools, such as the discussion boards and assignment drop boxes. Then, the web conferencing component of their program was introduced, as coaches joined and participated in a Blackboard Collaborate session where they became familiar with how they will view and effectively contribute to online conferences throughout the duration of their program. On Day 2, coaches received an in-depth orientation to UBC Blogs, where each participant created their own blog that will be used to share assignments and demonstrate their ongoing progress as the program continues. During this part of the session, coaches worked on mastering both the design and the functionality of their blogs and gained an understanding of the many content creation and organizational tools that they will have access to in their new sites. As well, coaches were excited by the potential that their WordPress-based blogs would hold in the future: even after the HPC program is completed, these sites will be able to serve as professional or personal websites for these coaches over the many years of their careers to come. Thank you to the many organizers of this orientation, and thank you to the coaches for your enthusiastic participation in the training. With these powerful online tools now in action, we wish you an exciting and successful journey in your program! Good Luck!

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Kathryn Shoemaker Illustrates the Possibilities of Online Curriculum

Kathryn presents illustrative techniques to her online class.

Kathryn Shoemaker is the illustrator of over forty books for children and the author of four books for teachers. She has broad experience as an art teacher, curriculum specialist, filmmaker, and as an exhibit/display/event designer, and she is a current instructor in the Faculty of Education at UBC. In the online course LLED 446 “Teaching with Illustrated Materials, K-12: From Picture Books to Information texts”, Kathryn explores the use of illustrated children’s materials in k-12 classrooms and ways illustrated materials support the instructional goals in K-12. To put a personal touch on this online course, Kathryn worked with ETS and produced a video series on various techniques, such as illustrating with pencil & ink, making scary pictures, using watercolour and gouache, and creating collages. Through these videos, her online students can develop a deeper understanding of the topic and feel a closer connection with Kathryn. Kathryn has reimagined the way to deliver her teachings and successfully created an engaging and creative curriculum for her online students. This multi-media course has allowed Kathie to truly illustrate her point. View the playlist of Kathryn’s videos on our ETS YouTube Channel!

Orientation to Learning Technologies – May 2016

On May 17^th and 18^th, ETS held its semesterly Orientation to Learning Technologies information sessions. ETS holds these sessions at the beginning of each semester to provide an overview of learning technologies available to Faculty and Staff at UBC, and to provide insight into how learning technologies can enhance both classrooms and curriculum. During the orientation sessions, we provide a general overview of the tools and resources available to Faculty and staff as well as a look at how other instructors are using these technologies to engage with students. We touch on how to integrate technology into existing curriculum, how to engage students with multimedia, best practices for communicating with students using Connect, and how a blended learning model can hold potential for any course plan. We also explore how instructors can successfully maximize their abilities, and we offer advice on how to incorporate these learning practices in their own classrooms. This semester, our Faculty members left the sessions excited about the range of possibilities around how they can get started with integrating learning technology into their new and existing courses. Thank you to our attendees for joining us this semester! The next OLT will be on September 13^th and 14^th, 2016. If you’re an instructor and eager to get started incorporating learning technology into your course, we encourage you to contact us by email at ets.educ@ubc.ca or by phone at 604-822-6333, or attend one of our Drop- in Sessions.

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Welcome to our New Summer Co-op Students

There are some new faces around the ETS office! With the current summer term now in full swing, we have three new Co-op students who have joined our team. Emily Weldon – Learning Technology Rover Emily is in her 3^rd Year of studies at UBC in the Faculty of Arts. She provides Tier-1 or basic educational technology support for faculty members and staff, as well as administrative support for the ETS office. She will be supporting faculty and their use of learning technologies in a variety of ways, including drop in sessions, one-on-one appointments, and special events such as the upcoming Orientation to Learning Technologies (OLT). Bruno Bachmann – Web Programmer – TLEF Project Bruno works at ETS as a web programmer on the TLEF project, contributing to a digital sandbox and engaging Teacher Candidates with classroom technologies. He is beginning his second year of Computer Engineering at UBC in September. He was born in South Africa but has previously lived in Namibia, Ireland, and Chile. Working with people and technology is his passion, and some of his hobbies include game development and modelling. One day, Bruno hopes to develop fun or useful software that is used by people all over the world. Melissa Liang – Web Programmer – TLEF Project Melissa works at ETS as a web programmer on the TLEF project, contributing to a digital sandbox and engaging Teacher Candidates with classroom technologies. She is a music technology student at UBC, and she also has a degree in Computer Science from the Universidade de São Paulo, Brazil. Welcome to our new team members! We look forward to working with you as you bring your expertise and passion to our projects for an exciting summer with ETS.