About the Session
Dive into the future of educational research and resource management with NotebookLM. This hands-on workshop is designed to empower educators with the tools and techniques to utilize NotebookLM as a resource tool, research assistant, and source organizer. Together, we’ll explore how to effectively upload, analyze, and synthesize information from diverse sources, transforming raw data into actionable insights. Beyond efficiency, we’ll delve into how NotebookLM can transform the student experience by fostering deeper learning, critical thinking, and research skills.
By the end of this workshop, participants will be able to:
- Setup and navigate NotebookLM
- Upload and organize diverse types of source materials
- Use NotebookLM’s AI-powered analysis tools to extract information
- Use NotebookLM to synthesize information and create resources
- Integrate NotebookLM into the student learning experience
- Create prompts to ask NotebookLM to perform specific tasks
Register Now!
This session may be recorded, archived, and shared after the event. By participating in this session, you acknowledge that your participation will be recorded and the recording may be made available publicly.
About the Facilitator
Driven by a passion for empowering educators, Robin Leung (he/him) is an educational media strategist and ed tech guru who champions meaningful media and learner-created content. He’s a go-to resource for navigating the ever-evolving landscape of educational technology. Robin’s adventurous spirit extends beyond the classroom; he’s an avid traveler and food lover, always ready to share a new journey.
About the Series
Discover the BCcampus EdTech Sandbox Series!
In these 90-minute workshops, expert leaders will introduce and demonstrate cutting-edge, open, and free, or low-cost educational technology tools aligned with the B.C. Post-Secondary Digital Literacy Framework. Participants will experiment with tools, work with fellow educators to review features of the tools, gain insights into teaching activities, and discover ways to integrate these tools into courses.
Focus Areas for 2025-2026
- The AI Sandbox: a space dedicated to experimenting with, and reviewing, artificial intelligence tools and applications in educational settings.
- Other Learning Technologies: a space to explore, experiment, and review emerging learning technologies beyond AI, highlighting their potential impacts and practical applications.
EdTech Sandbox Series Sessions
- September 10, 2025 – Choose Your Own Adventure! Dynamic Branching Scenarios and Game Maps With H5P and AI Tools
- October 8, 2025 – The Intelligent Notebook: Become a Knowledge Expert With NotebookLM
- October 17, 2025 – [Special EdTech Sandbox] Remote Proctoring Through an Ethical Lens: the Case Against Surveillance
- November 26, 2025 – Claude vs. ChatGPT: Choosing the Right AI for the Job
- January 21, 2025 – Build Your Own Teaching Bot: My Story of Creating CITE GPT as a Teaching Tool
- February 18, 2025 – Re-imagining the Past: Deepfake as a Tool for Creative Storytelling and Visual Literacy
About the Event
Sharing facilitation strategies. Growing together.
You are invited to join our “FLO Pod” (Practices of Online Development), a peer-led community of practice for FLO (Facilitating Learning Online) participants.
Building and expanding on the work of Matty Hillman’s BCcampus research fellowship, we invite you to join the BCcampus Trauma-Informed Post Secondary Community of Practice (CoP). Using the Trauma-Informed principles (Carello, 2021) as a foundation, each CoP/Pod meeting will provide space for information and discussion on trauma-informed teaching practices and perspectives.
As the Pod matures, we hope that hosting responsibilities will rotate among the members. This aligns with Wenger’s (1998) concept of a thriving CoP, where mutual engagement, shared responsibility, and the co-construction of knowledge are central. Inspired by models like the POD Network, the FLO Pod is uniquely focused on peer-led online facilitation, i.e., a peer-led space to grow. This is an open Pod, meaning participants can join any sessions that work for them, however, in order to build a supportive and cohesive group, we strongly encourage you to schedule the meetings in your calendar and attend as many as possible.
Sessions
Synchronous sessions will be held from 1:00–3:00 p.m. PT:
- Monday September 22
- Monday October 6
- Monday October 27
- Monday November 17
- Monday December 1
Register Now!
These sessions will not be recorded.
Registrants will be asked to create a SCoPE (Moodle account) where Pod resources will be shared.
References
Carello, J. (2020). TITL general principles 3.20. Trauma-Informed Teaching and Learning
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
About the Facilitator
Matty Hillman is a counsellor, instructor, and educational developer at Selkirk College in the beautiful Kootenay region of B.C., the traditional territory of the Sinixt people. His research interests include sexual violence prevention and response on post-secondary campuses, trauma-informed post-secondary education, and radical youth work. Matty is a regular contributor to various BCcampus projects. As a muralist, he is especially interested in the intersection of youth work and public art, exploring the opportunity these complementary practices create for empowerment, community building, and social justice advancements.
Session Description
Millions of Canadian learners are affected by learning disabilities, yet these challenges often go misunderstood, leading to poorer educational outcomes and repeated negative experiences. This session will provide a brief overview of learning disabilities, how they commonly show up in classroom settings, and evidence-based strategies for supporting these learners.
Register Now!
This notice is to inform you that this session will be recorded, archived, and shared after the event. By participating in this session, you acknowledge that your participation will be recorded and the recording will be made available publicly.
About the Facilitator
Dr. Jennifer Fane (she/her) is the Lead Research Associate in the Education and Skills knowledge area at The Conference Board of Canada. She holds an interdisciplinary PhD in education, public health, and social policy from Flinders University, South Australia. She started her career as a classroom teacher and has worked as a teacher, professor, and educational researcher in the birth-to-five, K-12, and post-secondary systems in Canada and Australia for over 18 years. Prior to joining the Conference Board, Jennifer was the Director of Education at the Learning Disabilities Society of Greater Vancouver, supporting neurodivergent learners ages three-to-adult across BC. Jennifer brings a passion for translating research into practice to her work at the Board.
This session is supported by The Conference Board of Canada.
The Conference Board of Canada is an independent, not-for-profit research organization whose goal is to equip Canadian leaders and decision makers with the integrated and independent research required to enable them to tackle society’s greatest challenges. This session presents research conducted in partnership with the Future Skills Centre on the neuroinclusivity of Canadian post-secondary education.
2025-26 Accessibility Bites Series
- Accessibility Bites: Introduction to Web Accessibility, August 28, 2025
- Accessibility Bites: Supporting Post-Secondary Students with ADHD, September 25, 2025
- Accessibility Bites: Let’s Talk about Learning Disabilities, October 30, 2025
- Accessibility Bites: The Gift of Dyslexia, November 27, 2025
- Accessibility Bites: Access Friction, December 11, 2025
- Accessibility Bites: UDL 3.0 in Practice, January 29, 2026
- Accessibility Bites: An Indigenous Lens on Disability Rights, February 26, 2026
For recordings and resources from previous Accessibility Bites workshops, visit the Accessibility Bites Pressbook.
About the Event
This workshop addresses the importance of linguistic citizenship, cross–lingual practices, and strategies to achieve linguistic justice. The researchers will share findings informing the development of the new PRISM (plurilingual, raciolinguistic, Indigenous, and social justice for multilingual learners) framework for advancing linguistic equity in writing classrooms.
Activities will include introducing inclusive, anti-racist writing practices, research, and theoretical positions via the PRISM framework, sharing sample practices, and building relationships to facilitate application of the framework.
Participants will:
- Develop foundational knowledge and match the framework to design culturally and linguistically responsive activities
- Gain further understanding of linguistic diversity and linguistic justice possibilities in responding to student writing
- Reflect on the research-based framework in relation to professional identities and rethinking practice
Please note that this FLO Friday starts at 10:00 a.m., not 11:00 a.m. like most FLO Fridays. It is also a 90-minute session instead of one hour.
Register Now!
This notice is to inform you that this session may be recorded, archived, and shared after the event. By participating in this session, you acknowledge that your participation will be recorded and the recording may be made available publicly.
About the Facilitators
Anita Chaudhuri is an Associate Professor of Teaching in the Faculty of Creative and Critical Studies at the University of British Columbia (UBC). She has a PhD in English (Rhetoric, Composition, and Linguistics) from Arizona State University and has taught academic writing, communication and rhetoric for more than 15 years. Her research in the areas of identity construction of language learners and their development in writing and communication has been published in academic journals such as TESOL Quarterly, BC TEAL Journal, and Writing & Pedagogy. Anita’s work on linguistic diversity has been published in Interrogating Race and Racism in Postsecondary Language Classrooms. She also co-edited BCcampus Pressbooks’ Discipline-based Approaches to Academic Integrity.
Jing Li is a Lecturer in the School of Engineering at the University of British Columbia, where she teaches undergraduate courses in engineering and technical communication. Jing holds a PhD in Education from the Faculty of Education at Simon Fraser University, an MA in Applied Linguistics, and BA in English. Her research expertise involves using qualitative/ethnographic research methods to examine critical language and literacy practices and pedagogies in relation to equity, power, and social justice. Jing’s work has been published in peer-reviewed journals including International Journal of Bilingual Education and Bilingualism, Language and Intercultural Communication, and International Journal of Bias, Identity, and Diversities in Education.
Steve Marshall is a Professor in the Faculty of Education and Associate Dean of Research and International at Simon Fraser University (SFU). His research focuses on plurilingualism, academic literacy, and international teacher education. Steve was academic coordinator for SFU’s Foundations of Academic Literacy course from 2006 to 2020 and is author of the Advance in Academic Writing series published by TC-Media ELT. Steve has over 30 years’ experience teaching and researching English for Academic Purposes, Academic Literacy, and Applied Linguistics, and he completed his doctoral studies at University College London’s Institute of Education, UK.
Jordan Stouck is a Professor of Teaching in the Faculty of Creative and Critical Studies at the University of British Columbia. She has a PhD from Queen’s University and has taught writing studies and communications for the past 20 years at both UBC and the University of Lethbridge. Jordan has served as Director of UBC’s Centre for Scholarly Communication, 2013-2014, Associate Dean, 2019-2022, and is currently Head of the Department of English and Cultural Studies. She is the co-author of two Canadian editions of the composition textbook, Writing Today, and has published articles in Canadian Journal for the Study of Discourse and Writing and Canadian Journal for the Scholarship of Teaching and Learning, among others.
Ru Yao is a PhD student in the Languages, Cultures, and Literacies program at Simon Fraser University. Her research interests lie in plurilingualism, translanguaging, and new materialist approaches to language and literacy. She is particularly interested in how language practices, multimodality, and ideology shape identity, belonging, and community engagement in multilingual and globalized contexts.
Naeem Nedaee is an interdisciplinary humanities Scholar currently pursuing a PhD in Interdisciplinary Studies at the University of British Columbia. Naeem’s research areas include posthumanism, new materialism, critical animal studies, critical theory, and visual culture studies. He is also engaged in research related to academic integrity and linguistic justice. Naeem’s work has been featured in the Canadian Journal of Film Studies, the Midwest Quarterly, Atlantis, and Bulletin de la Société Royale des Sciences de Liège.
About the Event
Sharing facilitation strategies. Growing together.
You are invited to join our “FLO Pod” (Practices of Online Development), a peer-led community of practice for FLO (Facilitating Learning Online) participants.
Building and expanding on the work of Matty Hillman’s BCcampus research fellowship, we invite you to join the BCcampus Trauma-Informed Post Secondary Community of Practice (CoP). Using the Trauma-Informed principles (Carello, 2021) as a foundation, each CoP/Pod meeting will provide space for information and discussion on trauma-informed teaching practices and perspectives.
As the Pod matures, we hope that hosting responsibilities will rotate among the members. This aligns with Wenger’s (1998) concept of a thriving CoP, where mutual engagement, shared responsibility, and the co-construction of knowledge are central. Inspired by models like the POD Network, the FLO Pod is uniquely focused on peer-led online facilitation, i.e., a peer-led space to grow. This is an open Pod, meaning participants can join any sessions that work for them, however, in order to build a supportive and cohesive group, we strongly encourage you to schedule the meetings in your calendar and attend as many as possible.
Sessions
Synchronous sessions will be held from 1:00–3:00 p.m. PT:
- Monday September 22
- Monday October 6
- Monday October 27
- Monday November 17
- Monday December 1
Register Now!
These sessions will not be recorded.
Registrants will be asked to create a SCoPE (Moodle account) where Pod resources will be shared.
References
Carello, J. (2020). TITL general principles 3.20. Trauma-Informed Teaching and Learning
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
About the Facilitator
Matty Hillman is a counsellor, instructor, and educational developer at Selkirk College in the beautiful Kootenay region of B.C., the traditional territory of the Sinixt people. His research interests include sexual violence prevention and response on post-secondary campuses, trauma-informed post-secondary education, and radical youth work. Matty is a regular contributor to various BCcampus projects. As a muralist, he is especially interested in the intersection of youth work and public art, exploring the opportunity these complementary practices create for empowerment, community building, and social justice advancements.
About the Session
This hands-on session is designed to help post-secondary educators explore and compare two of the most widely used AI tools for teaching and learning. Participants will test both Claude and ChatGPT using the same prompts and tasks to observe the differences in tone, depth, and usability, and reflect on how each tool might support their own teaching context.
This session emphasizes practical application and critical evaluation. Educators will learn how to write better prompts, assess AI-generated content, and decide which tool is more effective for different academic tasks such as creating course content, crafting rubrics, and providing student feedback.
By the end of the session, participants will be able to:
- Describe key differences between Claude and ChatGPT in how they respond to prompts
- Use both tools to complete common teaching tasks
- Apply prompt engineering strategies to improve AI output
- Evaluate which tool is better suited to their specific teaching and learning goals
Register Now!
This notice is to inform you that this session may be recorded, archived, and shared after the event. By participating in this session, you acknowledge that your participation will be recorded and the recording may be made available publicly.
About the Facilitator
Adina Gray is a faculty member at Thompson Rivers University and an internationally recognized AI educator. Her current work explores how generative AI can transform teaching, learning, and research in higher education. She is particularly interested in AI literacy, ethical and responsible AI use, and supporting faculty development through practical, hands-on training. Through initiatives like founding and chairing the GenAI Innovation Group and leading events such as the 2025 GenAI Summit, she has championed AI literacy as a critical skill for educators and students. Adina was selected as a 2025 AI Innovator Fellow at the ASU+GSV AI Show (San Diego, April 2025), named a finalist for the 2025 AI Innovator of the Year Award by Women in AI North America, and received the TRU Instructional Innovation Grant in AI along with four consecutive Decanal Grants for Innovative Teaching and Experiential Learning.
About the Series
Discover the BCcampus EdTech Sandbox Series!
In these 90-minute workshops, expert leaders will introduce and demonstrate cutting-edge, open, and free, or low-cost educational technology tools aligned with the B.C. Post-Secondary Digital Literacy Framework. Participants will experiment with tools, work with fellow educators to review features of the tools, gain insights into teaching activities, and discover ways to integrate these tools into courses.
Focus Areas for 2025-2026
- The AI Sandbox: a space dedicated to experimenting with, and reviewing, artificial intelligence tools and applications in educational settings.
- Other Learning Technologies: a space to explore, experiment, and review emerging learning technologies beyond AI, highlighting their potential impacts and practical applications.
EdTech Sandbox Series Sessions
- September 10, 2025 – Choose Your Own Adventure! Dynamic Branching Scenarios and Game Maps With H5P and AI Tools
- October 8, 2025 – The Intelligent Notebook: Become a Knowledge Expert With NotebookLM
- October 17, 2025 – [Special EdTech Sandbox] Remote Proctoring Through an Ethical Lens: the Case Against Surveillance
- November 26, 2025 – Claude vs. ChatGPT: Choosing the Right AI for the Job
- January 21, 2025 – Build Your Own Teaching Bot: My Story of Creating CITE GPT as a Teaching Tool
- February 18, 2025 – Re-imagining the Past: Deepfake as a Tool for Creative Storytelling and Visual Literacy
Session Description
A large number of learners think differently than traditional educational methods account for. They are often labelled as having learning disabilities, when in reality, their differences reflect unique strengths, not deficits.
In this session, Sue will share insights from her hands-on experience working with creative, inventive, and highly capable learners who are frequently misunderstood. Educators will gain a deeper understanding of these diverse thinkers and explore ways to better support their unique strengths in educational settings.
Agenda
In this session, we’ll explore:
- The three core components underlying a wide range of learning challenges
- Tools and strategies that help learners overcome these challenges
- How learning challenges can manifest in adult life
- What can be done to prevent or correct these challenges early on
- Practical strategies to support those working with adults who face learning barriers
Register Now!
This notice is to inform you that this session will be recorded, archived, and shared after the event. By participating in this session, you acknowledge that your participation will be recorded and the recording will be made available publicly.
About the Facilitator
Sue Blyth Hall is dyslexic and so is her son. She is a Davis® Facilitator who has been working with children and adults for over twenty-seven years and has never yet found anyone to be learning disabled; some people just learn differently from the way they are taught. She is the Founder of The Whole Dyslexic Society, a TEDx Speaker (2021), Author of Fish Don’t Climb Trees, and producer of the documentary WHO KNEW Dyslexia is a Way of Thinking (2025).
She works with children and adults, who all share the “Gift of Dyslexia” and sees it manifesting in many areas: reading, spelling, paying attention, math, co-ordination, printing, and more. She works tirelessly to improve the understanding and awareness of what dyslexia is, how it arises, ways to correct associated challenges, and even more: ways that these so-called learning disabilities can be prevented.
2025-26 Accessibility Bites Series
- Accessibility Bites: Introduction to Web Accessibility, August 28, 2025
- Accessibility Bites: Supporting Post-Secondary Students with ADHD, September 25, 2025
- Accessibility Bites: Let’s Talk about Learning Disabilities, October 30, 2025
- Accessibility Bites: The Gift of Dyslexia, November 27, 2025
- Accessibility Bites: Access Friction, December 11, 2025
- Accessibility Bites: UDL 3.0 in Practice, January 29, 2026
- Accessibility Bites: An Indigenous Lens on Disability Rights, February 26, 2026
For recordings and resources from previous Accessibility Bites workshops, visit the Accessibility Bites Pressbook.
About the Event
Sharing facilitation strategies. Growing together.
You are invited to join our “FLO Pod” (Practices of Online Development), a peer-led community of practice for FLO (Facilitating Learning Online) participants.
Building and expanding on the work of Matty Hillman’s BCcampus research fellowship, we invite you to join the BCcampus Trauma-Informed Post Secondary Community of Practice (CoP). Using the Trauma-Informed principles (Carello, 2021) as a foundation, each CoP/Pod meeting will provide space for information and discussion on trauma-informed teaching practices and perspectives.
As the Pod matures, we hope that hosting responsibilities will rotate among the members. This aligns with Wenger’s (1998) concept of a thriving CoP, where mutual engagement, shared responsibility, and the co-construction of knowledge are central. Inspired by models like the POD Network, the FLO Pod is uniquely focused on peer-led online facilitation, i.e., a peer-led space to grow. This is an open Pod, meaning participants can join any sessions that work for them, however, in order to build a supportive and cohesive group, we strongly encourage you to schedule the meetings in your calendar and attend as many as possible.
Sessions
Synchronous sessions will be held from 1:00–3:00 p.m. PT:
- Monday September 22
- Monday October 6
- Monday October 27
- Monday November 17
- Monday December 1
Register Now!
These sessions will not be recorded.
Registrants will be asked to create a SCoPE (Moodle account) where Pod resources will be shared.
References
Carello, J. (2020). TITL general principles 3.20. Trauma-Informed Teaching and Learning
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
About the Facilitator
Matty Hillman is a counsellor, instructor, and educational developer at Selkirk College in the beautiful Kootenay region of B.C., the traditional territory of the Sinixt people. His research interests include sexual violence prevention and response on post-secondary campuses, trauma-informed post-secondary education, and radical youth work. Matty is a regular contributor to various BCcampus projects. As a muralist, he is especially interested in the intersection of youth work and public art, exploring the opportunity these complementary practices create for empowerment, community building, and social justice advancements.
Session Description
In this interactive session we will explore the concept of Access Friction—the idea that no course can fully anticipate every learner’s needs—and how this limitation opens space for more collaborative and even improvisatory approaches to course design and delivery.
Using a hypothetical case study where access supports both include and exclude specific learners, we will frame Access Friction as an invitation to create deeply inclusive learning environments. Together we will develop responses to the multiple learning needs highlighted in the case, setting aside fixed learning outcomes to embrace learning as a process of experimentation and responsive design.
What to bring (optional): Examples of access friction from your own teaching and learning experience for group discussion.
Agenda
- Overview of Access Friction using definitions by disabled researchers, educators, and activists
- Use Zoom’s synchronous collaboration tools to respond to a hypothetical case study of Access Friction
- Discussion, reflections, and questions
Register Now!
This notice is to inform you that this session will be recorded, archived, and shared after the event. By participating in this session, you acknowledge that your participation will be recorded and the recording will be made available publicly.
About the Facilitator
Stefan Sunandan Honisch (he/him) is a disabled researcher, educator, and musician. He is a sessional instructor in Theatre Studies, and a Scholar-in-Residence at St. John’s College, on the traditional, ancestral, and unceded lands of the Musqueam Nation, on which the University of British Columbia’s Vancouver campus is situated. Honisch has also previously worked for the BC Public Service Agency’s Learning Centre.
2025-26 Accessibility Bites Series
- Accessibility Bites: Introduction to Web Accessibility, August 28, 2025
- Accessibility Bites: Supporting Post-Secondary Students with ADHD, September 25, 2025
- Accessibility Bites: Let’s Talk about Learning Disabilities, October 30, 2025
- Accessibility Bites: The Gift of Dyslexia, November 27, 2025
- Accessibility Bites: Access Friction, December 11, 2025
- Accessibility Bites: UDL 3.0 in Practice, January 29, 2026
- Accessibility Bites: An Indigenous Lens on Disability Rights, February 26, 2026
For recordings and resources from previous Accessibility Bites workshops, visit the Accessibility Bites Pressbook.
About the Session
This session will explore the design and use of CITE GPT, a custom AI (Artificial Intelligence) chatbot created as a project in the UBC Master of Educational Technology ETEC 511 class, to support students and educators with academic writing, citation formatting, and ethical information use in a reflexive way. The aim of this session is to demystify the design process, showing our successes and failures, which may lead to participants being better informed or trying this skill themselves.
Developed using OpenAI’s custom GPT framework and grounded in the principles of reflexivity, digital literacy, and educational usability, CITE GPT serves as a model for how AI can be thoughtfully embedded into academic practice.
Participants will be led through the coding process of creating a chatbot, engage in hands-on experimentation with the chatbot, be encouraged to make a chatbot of their own, and explore how the system-level prompt and knowledge base can shape user experience, all while reflecting on how AI can support, not shortcut, learning. This is done by emphasizing critical thinking, ethical engagement with technology, and student agency.
Together, we’ll reflect on how to use AI tools responsibly in our teaching and help students develop agency, not dependency. By the end, participants will leave with a concrete sense of how to evaluate, adapt, or build their own tools to support academic success.
Register Now!
This session may be recorded, archived, and shared after the event. By participating in this session, you acknowledge that your participation will be recorded and the recording may be made available publicly.
About the Facilitator
Amanda Robins is an educator, instructional designer, and MEd candidate at the University of British Columbia, specializing in educational technology. With over 20 years of experience teaching English for academic purposes at the college level at both Langara College and SFU, she brings a deep understanding of pedagogy, digital learning, and accessibility. Her recent work explores the ethical integration of AI in the classroom. Amanda has led workshops for educators on AI and assessment for BC TEAL and UVic ProD days, and recently organized workshops for a digital literacy teaching exchange in China.
About the Series
Discover the BCcampus EdTech Sandbox Series!
In these 90-minute workshops, expert leaders will introduce and demonstrate cutting-edge, open, and free, or low-cost educational technology tools aligned with the B.C. Post-Secondary Digital Literacy Framework. Participants will experiment with tools, work with fellow educators to review features of the tools, gain insights into teaching activities, and discover ways to integrate these tools into courses.
Focus Areas
- The AI Sandbox: a space dedicated to experimenting with, and reviewing, artificial intelligence tools and applications in educational settings.
- Other Learning Technologies: a space to explore, experiment, and review emerging learning technologies beyond AI, highlighting their potential impacts and practical applications.
EdTech Sandbox Series Sessions
- September 10, 2025 – Choose Your Own Adventure! Dynamic Branching Scenarios and Game Maps With H5P and AI Tools
- October 8, 2025 – The Intelligent Notebook: Become a Knowledge Expert With NotebookLM
- October 17, 2025 – [Special EdTech Sandbox] Remote Proctoring Through an Ethical Lens: the Case Against Surveillance
- November 26, 2025 – Claude vs. ChatGPT: Choosing the Right AI for the Job
- January 21, 2025 – Build Your Own Teaching Bot: My Story of Creating CITE GPT as a Teaching Tool
- February 18, 2025 – Re-imagining the Past: Deepfake as a Tool for Creative Storytelling and Visual Literacy