Educational Technology and Change Journal

By Stefanie Panke
Editor, Social Software in Education

Dr. Curtis P. Ho is professor and former chair of the Educational Technology department at the University of Hawai’i at Manoa. His research interests comprise collaborative learning through distance education, instructional design strategies for teaching online, instructional technology standards in teacher education and the integration of technology into the curriculum. Dr. Ho serves on the executive committee for the AACE E-Learn conference (forthcoming in October 2013), where we co-chair a new Special Interest Group on Designing, Developing and Assessing E-Learning. Since we have never met in person (yet), I asked Curtis to comment on six statements related to assessment.

Curtis P. Ho

Statement 1: Authentic assessment is the “silver bullet” for deep, transfer-oriented learning – if only we knew how to do it right.

Curtis: Yes, I like the term “transfer-oriented learning” to define how we need to shape assessment. This is the gold standard for learning outcomes. After all, this is Robert Gagne’s 9^th event of his Nine Events of Instruction. The challenge will be to create and implement authentic learning in an online course. How authentic can learning be if we are confining it to a 15-week semester at a distance?

Stefanie: I find David Jonassen’s work on problem solving (i.e., Jonassen 2011) a great starting point to think about the instructional design of assessment.

I am particularly interested in the design of assessment that fosters mastery orientation and offers gratification to performance-oriented learners. How can we make students want to improve and push themselves, and give them opportunities to shine and prove what they can do?

Statement 2: Assessment in online learning needs to move beyond multiple-choice quizzes in PowerPoint modules.

Curtis: I would generally agree. The ideal is to have authentic assessment at all times. However, multiple-choice quizzes may be useful in reinforcing short-term learning, and I see using this for self-check or practice. It may be used to scaffold lower level learning.

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By Lynn Zimmerman
Associate Editor
Editor, Teacher Education

In 1994, Steven Spielberg established the Survivors of the Shoah Visual History Foundation, a nonprofit organization whose original mission was to videotape “the testimonies of 50,000 survivors and other witnesses of the Holocaust from around the world for educational purposes before it was too late.” In the years since then the foundation’s mission has changed from just archiving to establishing educational uses for the materials that are archived. The education department has developed “educational programs and products for classroom use by students of all ages.”

This year (2013) is the 20^th anniversary of Spielberg’s movie, Schindler’s List, which provided the impetus for the establishment of this foundation. To commemorate this anniversary, an online learning initiative has been set up to engage high school students in a competition that uses IWitness, a website set up for secondary educators and their students. Students participating in IWitness Video Challenge will have access to the 1,300 testimonies available on IWitness and will create their own video-essay.

This project seems to offer opportunities for students and teachers to engage in an assignment that would not be as accessible without modern technology. They can view, copy, and create using multimedia tools to develop a video essay that connects the students with the past and the present. To find out more about IWitness Challenge, I contacted Josh Grossberg of the USC Shoah Foundation – The Institute for Visual History and Education.

LZ: Who do you think will participate?

JG: We certainly hope that all students participate; it is our core belief that one person can make the world a better place and we want to reach as many of them as possible. Although IWitness is still in beta, it has already been accessed by more than 10,000 high-school students and 3,200 educators in 39 countries and all 50 U.S. states.

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Stefanie Panke, Rob Moore, and Jamar Jones

By Stefanie Panke, Rob Moore, and Jamar Jones

The 10^th Annual Teaching and Learning Conference held on August 15 at Elon University (NC) is a regional event that attracts teachers, instructional designers, curriculum specialists, researchers, and students interested in the Scholarship of Teaching and Learning (SoTL). The UNC School of Government instructional support team spent a day of professional development there that proved to be a cornucopia of fresh ideas, concepts and insights.

Morning Plenary Session

R. Michael Paige

The opening keynote featured an inspiringly passionate talk by Michael Paige, Professor Emeritus of International and Intercultural Education at the University of Minnesota. Paige’s keynote raised awareness of the multifaceted and multilayered nature of the concept of intercultural sensitivity. In a nutshell: Every classroom is an intercultural experiment. Learners’ cultural backgrounds, values, and life experiences differ. What does it mean to become intercultural? Diversity and intercultural encounters go beyond different nationalities and include sexual orientations, localities, ethnicities, as well as learning and communication styles. “Who is the role model for us?” asked Paige. “In most societies, this is still really a challenge.” Getting students to transcend ethnocentrism and explore intercultural relations is a demanding pedagogical task. Intercultural sensitivity is not innate but needs to be learned and taught.  It is normal for students to be in denial of cultural patterns and to feel more comfortable in monocultural environments. Paige introduced the Intercultural Development Continuum (IDC) as a useful model to help students navigate intercultural experiences.

Concurrent Sessions

After the morning plenary, we split up to attend different sessions: Each of us had a few personal highlights.

Stefanie’s Favorites: Authentic Learning , Motivation, and Big Data

Deandra Little and Paul Anderson

Deandra Little and Paul Anderson from Elon University delivered the next talk I attended. The speakers connected their introduction to the keynote and revealed they both recently moved to North Carolina. They asked the audience, “Well, who else is new?” which led to interesting intercultural discoveries. It turned out that Anderson, academic literacy specialist, had worked as a consultant with the University of Bielefeld (Germany) where I completed my PhD.

Anderson and Little defined authentic assignment as asking students to produce intellectual work (at an appropriate level) that mirrors a typical task that practitioners or scholars in the respective discipline perform. Thus, students are placed in a realistic situation where they use the knowledge and skills they are learning in the course to help someone else outside the classroom – not the instructor.  “Think about it from the student’s perspective – you need to write something for someone who already knows more about the subject than you do,” Anderson said, describing the problem of traditional writing assignments. Little explained in more detail their narrative approach towards authentic assignments. The instructors immerse the students in a story in which they use the subject knowledge to help another person or group. This approach comprises seven components: (1) The learning goal of the assignment, (2) the role the student will play, (3) the person (audience) who asks for the student’s assistance, (4) the problem or question, (5) the reason why the audience seeks the student’s help, (6) what the audience will do with the student’s work, and (7) the type of communication (genre) the student will produce to solve the problem.  Continue reading →

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By Frank B. Withrow

A school facility is too expensive to operate only part of the year; therefore the 21^st century school is designed to operate year round. The school day or time the school is open is at least twelve hours per day. Staff work on different shifts in order to efficiently use resources. Students attend at times scheduled in conjunction with their parents. Students can also access some instruction from their homes.

Obviously individual students do not attend all the hours the school is available. Students, in fact, attend at different times and different lengths of time in order to have the maximum learning take place.

Students, with the help of the school, schedule family vacations when all the members of the family have common vacation windows. Such vacations can happen at any time of the year. In fact, if a family is vacationing at a historical site such as the Grand Canyon, Washington, DC, Europe or Asia, the school can work with the student and family to document the vacation and share such results in the school library of vacation experiences. If the family is attending the Olympics, the student might even report back to the school events from their viewpoint. For example, my ten-year-old granddaughter attended my wife’s burial in Arlington Cemetery. She produced a slide show on the history of Arlington Cemetery and discussed who could be buried there. Her grandmother had been a Navy Corpsman in World War II. The service included a 21-gun salute and a formal Navy internment. She shared this with her class in Pennsylvania when she returned home. Obviously, family vacations can be extended learning experiences.

Dr. Margaret S. Withrow, author of Auditorily Augmented Interactive Three-dimensional Television as an Aid to Language Learning Among Deaf and Hearing Impaired Children: Final Report (1980) and a Navy Corpsman in World War II, is buried at Arlington Cemetery.

The 21^st century school contains a range of learning environments that includes classrooms, small team rooms, laboratories, technology centers and digital libraries as well as gyms and sports fields. In addition, schools have camping facilities that can be used year round. Schools have shops where students can create various projects they have designed. School auditoriums are used for community meetings so that the school becomes a center of community activities.  Continue reading →

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By Jessica Knott
Associate Editor
Editor, Twitter/Facebook

A couple of weeks ago I had the opportunity to attend the Sloan Consortium’s Blended Learning Conference (July 8-9) in beautiful Milwaukee, Wisconsin. I had attended earlier iterations of this event with mixed satisfaction. But when it comes to their face-to-face events, the planning committees and conference chairs seemingly step up their game every year. This conference, chaired by Tanya Joosten (@tjoosten), was one of the best I have ever attended, in person or virtually.

Tanya Joosten, conference chair.

While there, I had the opportunity to give a workshop entitled Visualizing Your Blended Course Design. Those who know me might be giggling a bit as it is common knowledge that my art skills are somewhat mediocre. One might say that my stick figures belong in the wood chipper. But the point of this workshop is to show people that the art isn’t the important part of the process. It doesn’t matter if you produce the most beautiful picture that ever was. What I want is for you to think a little differently about the design of the experience you provide your students.

Too often, we see the word “design” and zero right in on the elements of graphic design. Indeed, in my past, I’ve had people tell me that I’m not an instructional designer because I’m just not that good at the visual aspects. I vigorously disagree. A well-orchestrated teaching activity, executed in an environment spanning face-to-face environments and the virtual world where everything tangible is only tangible because we make it so, requires careful design and planning. We are all designers, even if our artistic skills more closely resemble third grade art class projects than they do the Mona Lisa. I’m proud of every third grade-level piece I produce because of the thought that goes into it.

Conan Heiselt

Drawing lets us think differently. It gets us away from what we know and allows us to use different parts of our brain. It makes us see our content in new ways. It lets us explore frameworks without the pressure of choosing “the right one.” A former colleague, Conan Heiselt, taught me that when you’re looking at a big, white, blank piece of paper, the first thing you should do is mess it up. This removes even more of the pressure to be perfect. I have incorporated this idea and found that he is absolutely right. Participants laugh and look at me like I’m crazy, but it’s often the point in the workshop where they begin to let go and have fun. This was no different at the blended conference. Workshop participant Brandi Leming (@BMPLearning) documented some of her thinking on Twitter. For me, the coolest part of the whole thing is looking around and seeing inside the brains of 20 – 60 different workshop participants; everyone visualizing differently, different pictures, motion, thoughts and structure.

Of course, for some, this workshop just simply doesn’t connect. Maybe the drawing is too stressful, or I am just unable to make the connections for them. Heck, I’ve been flat out told that drawing your ideas was “stupid and a waste of my time.” That’s okay too. I think this workshop went well, and several people told me so. I’m always curious about what the others thought. Wouldn’t it be awesome to know what the people you’re teaching are thinking as you’re teaching them? The best thing about working in the field of education is that right to explore, question, challenge, and finally settle on what’s best for you and your students. This is one of the things that the Sloan blended conference did really well this year. Continue reading →

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The absolute best conference that I have attended this year is the Esri Educators Conference, San Diego, July 6–9, 2013. Note that the educators also participated in the main conference, Esri International User Conference, also in San Diego, July 8–12, 2013. The big conference is also online.

This photo captures the essence of the Esri Education GIS (geographic information system) Conference.

In the days before the main conference, the educators’ conference is one of many mini-sessions. These groups quietly gather in separate meeting places. They are long enough to be meaningful.

The educator’s conference is different from any other conference I have attended. It is small and intimate. The icing on the cake for this conference was that six educators were picked from their videos to tell their GIS stories. They shared them and freely interacted with the audience. The stories were moving, diverse and informative.

There was plenty of time after the sessions ended for meetings and networking. This conference allows one to meet professors, to network with other teachers, national and international, and to gain practice in GIS skills with hands-on sessions and guidance. We had an un-conference section. There were also educator blogs and skill workshop sessions.  Continue reading →

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By Harry Keller
Editor, Science Education

Despite plenty of nay-sayers, the textbook is dead. It just doesn’t know it yet and continues on walking about as though alive. Textbooks have evolved considerably over the last fifty years and even somewhat in the previous fifty years. I even have one, A Text-Book of Physics, on my bookshelf beside me that was printed in 1891. It has some line drawings and no color. Its size is about 5”x8”. Today, textbooks have lots of colorful images, plenty of side bars, and lots of engaging questions sprinkled about on their heavy-weight glossy paper stock. They also have tons of advice to teachers on how to use them effectively. They’ve gone about as far as they can go with paper as the medium.

The word “textbook” originated in the 1720s, almost 300 years ago. It’s had a good run and is ready to retire. Those who argue that you cannot learn well without a textbook ignore the centuries prior to 1720 when lots of people, not everyone of course, learned and learned well with no textbooks anywhere.

Some will say that books were around even if they weren’t textbooks. The movable-type printing press was invented around 1439, only 180 years before the word “textbook” was coined. Before that all writing was done by hand or by engraving an entire plate for each page making books very expensive. Yet, people were learning long before 1439 or 1720. Even stone-age tribes passed on learning from generation to generation. Some argue that having a repository of knowledge is one reason that our species evolved longer life spans than chimpanzees and Neanderthals.

Johannes Gutenberg invented the printing press and independently developed a movable type system ca. 1439.

You can learn without textbooks. That’s certain. And you can learn well. But why should we bother to change something that’s worked for 300 years? Many deliver the verdict in a single word: technology. That’s way too simplistic.

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By Muvaffak Gozaydin

[Note: This article was originally posted as comments on Jim Shimabukuro’s “MIT LINC 2013: ‘Consistent but Stupid.’” -Editor]

Muvaffak Gozaydin, Istanbul, Turkey, Tuvalu; President, ONLINE Education Co Non-profit

Here are my forecastings for U.S. higher ed (HE) in the next 10 years:

1. Only 100 or so research universities will survive.

2. They will develop very good online courses for their digital divisions.

3. Digital divisions will provide credits and degrees as MITx, HarvardX, StanfordX, etc.

4. Fees will be $ 1-10 per course so everybody can go to any school they want.

5. More than 60% of the people, 25-65 years old, will have degrees as Obama asks.

6. Graduates will find jobs easily since they graduated from good schools.

7. States will sell the land and buildings of the state schools and will generate funds to retrain the 2 million jobless teachers.

8. There will be no subsidy for higher ed (HE), therefore citizens will pay less State taxes.

9. There will be no subsidy from the Federal Government, therefore there won’t be $1 trillion loans and Federal tax will be less, too.

10. Money will flow into the U.S. from foreign students.

11. The Pentagon will be happy since there will be sufficient students for STEM.

12. Eighty percent of the students in digital divisions will be foreigners.

13. Most nations will be thankful to the U.S. for solving their HE problem.

14. Yes, even good MOOCs will be disrupting the education world but, to me, in a good way. Sure, politicians should advance with very careful steps like edX is doing. I say Coursera is moving too fast.

15. Somewhow GNP will increase, too.

Please comment where I am wrong and right.

Thanks a billion to all.

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By Harry Keller
Editor, Science Education

[Note: The following article first appeared as a comment on Morgan Sims‘s “Mobile Technology Finding a Place in the Classroom.” -Editor]

I do not desire to rain on anyone’s parade. Every technology has potential usefulness. Tablets with gesture-based interfaces have captured the imagination of very many people, some of them educators. My grandchildren both have iPads and do so much with them that it staggers the imagination. They’re just four and six years of age. Yet, the iPad is not an educational panacea, and neither is any other technology.

iPad mini and iPad with Retina display, retrieved from the Apple Store 7.11.13.

Consumer technology must come under special scrutiny. How well does it adapt to education? How easy is it for education to adopt?  Continue reading →

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ISTE 2013 (San Antonio, June 23-26, 2013) defeated me. It was hot, too hot; it was big, too big — except that I am sure it generated a lot of money. The attendance was huge, national and international and local. The venue was so large that it made for sore feet.

There were busses to take you to the center, but the weather was so hot that you would rather walk to the site than wait 20 minutes for the next bus. Some meetings were so distant from each other that it was time impossible to get to the sessions.

Many people had just a few participants in their sessions. I felt like I do when in the airline lanes. These lanes would be: Vendors, Corporate Sponsors, Officers of ISTE, SIGS, Youth, SETDA. State Affiliates, Distinguished Apple Educators, and so on. Separation by funding, importance. And lost in the mix were new teachers who come to learn, make associations, and to benefit from ISTE membership.

A strand of kids were involved. There are people who think all kids are digital immigrants. I don’t fight them. I tolerate them because they have the microphone and most of the funding. Perhaps ISTE is growing a new audience. The kids were everywhere, too. They did poster sessions and workshops, too.

A number of SIGs were involved. (See photos below.) We are at this time volunteers. We had a SIG open house. That’s a good thing because the meetings all overlap. Significant interest groups work throughout the year and do professional development for ISTE. It was a good thing to see the people you talk to, if only briefly, in the course of the meetings. We networked at an Open House.

There were SETDA meetings, state affinity meetings. There were SIG-sponsored workshops and keynotes and bloggers’ cafes. There were international gatherings… Does it sound like all too much? It was!

There were tourist distractions, but they were crowded too. Very crowded. I walked less steps in Rome. People in San Antonio walk all over the place, not just left or right. I fully expected someone to fall into the San Antonio River.

I think this is the very first time I gave up on the exhibit hall. It was too big, too many exhibitors, and crowded. I tried.

I have a black belt in exhibit halls, but this time I lost.

A disappointment. The first keynote was “entertainment” on gamification

I did not go to Richard Culleta’s keynote. I saw him at SETDA (San Antonio, June 21-24, 2013) and got his message about data. Boring. He did reference that the groups he profiled were funded from Race to the Top.

Twenty thousand people were at ISTE. I guess it was a marketing success.

People in line for Surface tablets. Microsoft gave away 10,000 tablets. I wrote about that event here. There were tears of joy here in the room where they were giving them away.

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