SIDLIT 2026

The rapid growth of technology is a catalyst for changes in pedagogies. Traditionally, instructors create sequential, linear learning modules.  However, what are the important considerations when incorporating innovative technologies? 

               The driving factor for using any emerging technology should be supporting learning objectives, not showcasing exciting, novel functions.  The SAMR model (substitution, augmentation, modification, and redefinition) proposed by Dr. Ruben Puentedura provides a useful framework for adapting any technology.  When instructors first begin incorporating technologies into courses, they often focus on substitution and augmentation. For example, converting materials to a digital file (substitution) or creating a fun Kahoot game (augmentation).  The primary goal of the substitution and augmentation stages is to use technology to enhance learning.  The last two stages, modification and redefinition levels, aim to incorporate technology to transform learning.

                     Alan Carrington’s Padagogy Wheel (Pedagogy Wheel for apps, so it is spelled as “Padagogy Wheel”) is another useful framework to incorporate technologies to support learning, which incorporates Bloom’s taxonomy, SAMR model, and popularly used tools. The traditional learning design is usually linear and step-by-step. Some simulation and virtual reality settings allow learners to explore several avenues from multiple entry points. Therefore, the modules are now interconnected and require redesign.  Focusing on learner experience (UX), which includes focusing on meaningful, engaging, and inclusive class experiences, is another key consideration.
                     In addition to aligning with course learning objectives, utilizing theoretical frameworks such as SAMR and the Padagogy wheel, prioritizing learner experience, and adjusting pedagogy to the type of technology, it is also important to maintain accessibility compliance.

                     Every class is different, and each instructor is unique. Participants will draft their own personalized technology integration and collaborate by sharing ideas and resources.

Current work in the Scholarship of Teaching and Learning (SoTL) emphasizes partnership with students as a high impact practice that can reshape curriculum design and review, especially in online and hybrid environments. Instead of treating students primarily as sources of survey data, partnership models invite them to co-formulate questions about learning, interpret evidence, and redesign assignments, policies, and syllabus language. This session introduces SoTL as systematic, context sensitive inquiry into student learning that is informed by prior scholarship and made public, then focuses on what changes when students and colleagues are invited into that inquiry as partners rather than recipients in distance learning contexts.
 
To make this concrete, the session highlights two simple online activities that instructors can adapt in their own courses. A feedback partnership map helps faculty move beyond sole reliance on end of course surveys by identifying alternative, dialogic ways to invite students into ongoing conversations about assignments, criteria, and learning experiences in virtual spaces. A mini-partnership studio shows how students can act as co-designers of an assignment or rubric in a shared digital space, suggesting revisions, surfacing bottlenecks, and helping articulate SoTL questions about the impact of the redesign on learning at a distance. Generative tools may appear as optional aids for organizing feedback or exploring alternative wording, but they are not the center of the work. The emphasis is on collaborative SoTL practices that deepen learning, enhance belonging, and build sustainable cultures of shared inquiry about teaching online.