Integrating Technology into Education Space

Dr. Leeann Waddington, Associate Vice President Teaching and Learning, Kwantlen Polytechnic University.

Dr. Leeann Waddington, Associate Vice President Teaching and Learning, Kwantlen Polytechnic University.

Dr. Leeann Waddington is the Associate Vice President, Teaching and Learning at Kwantlen Polytechnic University (KPU) where she is responsible for the strategy and leadership of the Teaching & Learning Commons. Previously an experienced faculty member, Leeann holds a Master of Science in Healthcare Administration, Post Masters Certificate in Curriculum Design and Doctorate in Education from Athabasca University. Leeanns background in Nursing and healthcare was instrumental in the development of her leadership style; where transparency, care and teamwork are the foundation. She is also an Appreciative Inquiry Facilitator and Trainer and brings this strength-based lens to her relationships and the projects she leads. Leeann is an advocate for the culture of folio thinking pedagogy and its potential to revolutionize KPU's learning landscape.

Please share with our readers your career journey and current roles and responsibilities.

My professional journey began in nursing, where I gained my disciplinary expertise and later I switched to the teaching and learning stream. Following this, I took on management responsibilities in our learning technology department and later shifted my focus to supporting our faculty development area. Currently, I lead our team at Kwantlen Polytechnic University where my primary is to lead our strategic planning which includes a focus on identifying and implementing technologies that enhance the adult learning experience. While I may not incorporate technologies directly, my responsibility lies in selecting tools suitable for our ecosystem and ensuring that my team is proficient in their implementation, while also providing training to the faculty.

Can you share some of the challenges you notice in the industry?

Numerous challenges exist within the education sector, particularly regarding the development and implementation of learning technology platforms. One of the primary challenges revolves around the financial aspect as the costs associated with these tools have noticeably risen in recent years. Engaging with vendors often reveals that the expenses involved are quite significant, which, in turn, limits the extent to which we can integrate technology and impact the overall learning experience and accessibility. The ethics, privacy and data collection practices are also areas of concern with technology.

"Being a post-secondary leader, I've observed a significant shift in the demographics of learners and in our working environment over the past five years. And I believe they will continue to change in unimaginable ways in the next five, so fostering openness and transparency is crucial to our development."

Another significant challenge tied to the rise of hybrid learning is student and faculty engagement. While everyone looks for flexible learning experiences, many individuals lack the necessary skills to thrive in such environments. Students require guidance and support in honing their learning skills, cultivating self-direction, staying focused, and actively participating in the hybrid space. Faculty members, on the other hand, need assistance in adapting their teaching and assessment methods, especially if they have traditionally followed conventional approaches. Digital spaces need additional scaffolding and more engagement strategies, it is not as simple as moving a course designed for face to face into the LMS.

Addressing the issue of academic integrity poses yet another challenge. Instructors are concerned about verifying whether students are truly learning and if they can provide evidence of their learning. The advent of generative AI further complicates matters, as the impact of such technologies on the skill sets required by individuals remains uncertain, and there are currently no optimal solutions for that. Preparing students for a future dominated by generative AI is non-debatable. Still, the challenge lies in adapting the curriculum and providing tools that keep pace with the rapidly evolving landscape of technology.

In addition, institutional challenges arise based on governmental and systemic requirements. The high demand for online learning sections and our being authorized as a campus-based institution have pivoted us to finding the right balance in the delivery models. It is also important to understand that education is no longer solely about content delivery. We must consider the interplay between teaching methods, learning styles, and technology use. Every learner and educator is different, contributing to the complexity of our educational landscape. In the current era, where information is readily available on the internet, our role needs re-evaluation.

What are some of the strategies you employ to ensure the accessibility of technology and e-learning tools to enhance the adult learning experience?

For enhancing an ideal learning technology ecosystem, several components are crucial. Traditionally, a learning management system (LMS) serves as the platform for delivering learning experiences. And recently, most institutions have integrated conferencing tools to facilitate communication. Content creation tools are equally essential, allowing faculty to develop and distribute materials or engage in co-creation with learners. Using tools like open pedagogy press books, WordPress for material creation, and video editing tools are important for content creation. By implementing a lot of tools, we help learners engage and provide opportunities for practical technology applications relevant to the discipline they are learning in. Accessibility is a vital aspect, influencing our choice of tools and the evaluation of existing ones. We prioritize tools aligned with our single sign-on structure to manage security and privacy effectively. Diversity in tools is also essential to support accessibility, aligning with the principles of open pedagogy and universal design for learning (UDL). In addition, we also advocate the use of e-portfolios as a mechanism to enhance student learning, emphasizing the importance of quality technology that promotes student choice and accessibility.

How do you envision the future of this industry?

I wouldn't categorize it as a technology trend; rather, it's a pedagogical trend that technology effectively supports. Folio thinking and the use of e-portfolios as teaching and learning tools is something I am super passionate about. In the traditional educational timeline, a degree typically spans four years. But the reality for most students is different. Many students now balance work alongside their studies, taking a part-time course load and extending their degree completion to around six years. Leveraging e-portfolios and folio thinking allows students to reflect on their learning experiences over time, providing them with a comprehensive understanding of what they've learned and how they've developed by the end of their program. Encouraging learners to recognize the evolution of their thoughts and knowledge is a significant responsibility. In faculty orientations, I emphasize that many educators tend to teach in the manner they were taught, primarily because we aren't initially trained as educators but as experts in our respective disciplines. However, advancements in science have provided valuable insights into how humans learn, the workings of the brain, and effective teaching methodologies. Navigating the journey to become proficient educators, incorporating technology wisely as a support tool, is an ongoing, iterative process. We must approach our career paths as educators with the same dedication to continuous improvement that we strive to provide for our students.

What is your piece of advice to your fellow peers?

Being a post-secondary leader, I've observed a significant shift in the demographics of our working environment over the past five years. And I believe they will change in unimaginable ways in the next five and so fostering openness and transparency is crucial. Collaborating with peers, sharing lessons learned, and minimizing competition can collectively enhance the educational experience across all institutions. At our institution, we actively pursue this by Creative Commons licensing our work, engaging in partnerships, and recognizing that building comprehensive systems for learners is a gradual process. I believe that one should always think as a leader to develop one's own team or faculty members. I approach this with a supportive, and relationship-centered mindset. This commitment, however, must be balanced with considerations for privacy, ethical dilemmas, IT security, and infrastructure challenges. While we aspire to meet everyone's needs, practical constraints, including manpower and budget limitations, require us to make judicious decisions. As a result, choosing ethical platforms that prioritize privacy and security is paramount.