Meet the Endless Summer – A Review of ED-MEDIA 2009

Posted on July 10, 2009 by JimS

Stefanie_Panke80By Stefanie Panke
Editor, Social Software in Education

The 21st annual World Conference on Educational Multimedia, Hypermedia & Telecommunications (ED-MEDIA) attracted 1200 participants from 65 countries. A diverse crowd, including K-12 teachers, university faculty members, researchers, software developers, instructional designers, administrators and multimedia authors, came together at the Sheraton Waikiki Hotel from the 22nd to 26th of June with a common goal: to share the latest ideas on e-learning and e-teaching in various educational settings and at the same time enjoy the aloha spirit of tropical Oahu, Hawaii.

Organized by the Association for the Advancement of Computing in Education (AACE), the annual conference takes place at varying locations in the US, Europe and Canada. Thanks to funding by the German Academic Exchange Agency, I was able to join my colleagues in Hawaii to present two current research projects on social tagging and blended learning and en passant absorb the international flair and information overflow that go together with a packed conference program.

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The attendees experienced a full program. In addition to various invited lectures, 210 full papers and 235 brief papers were presented, complemented by numerous symposiums, round tables, workshops and an extensive poster session. The conference proves to be exceedingly competitive with an acceptance ratio for full paper submissions of 37%, and 56% for brief papers. Eleven submissions were honored with an outstanding paper award. My favorite was the work of Grace Lin and Curt Bonk on the community Wikibooks, which can be downloaded from their project page.

Beginning with Hawaiian chants to welcome the participants at the official conference opening and the local adage that “the voice is the highest gift we can give to other people,” audio learning and sonic media formed a recurring topic. The keynote of Tara Brabazon challenged the widely held perception that “more media are always better media” and argued for carefully developed sonic material as a motivating learning format. She illustrated her point with examples and evaluation results from a course on methods of media research (see YouTube excerpt below). Case study reports from George Washington University and Chicago’s DePaul University on iTunesU raised questions about the integration into learning management systems, single-sign-on-procedures and access management.

Among the invited lectures, I was particularly interested in the contribution of New York Times reporter Alex Wright, who reflected upon the history of hypertext. The author’s web site offers further information on The Web that Wasn’t. Alan Levine, vice-president of the Austin based New Media Consortium, clearly was the darling of the audience. Unfortunately, his talk took place in parallel to my own presentation on social tagging, but Alan has created a web site with his slides and hyperlink collection that gives a vivid overview on “50+ Web 2.0 ways to tell a story.”

A leitmotif of several keynotes was the conflict between open constructivist learning environments on one side versus instructional design models and design principles derived from cognitive psychology on the other. Stephen Downes advocated the learning paradigm of connectivism and praised self-organized learning networks that provide, share, re-use and re-arrange content. For those interested in further information on connectivism, an open content class starts in August 2009. This radical turn to free flowing, egalitarian knowledge networks was not a palatable idea for everyone. As an antagonist to Downes, David Merrill presented his “Pebble in the Pond” instructional design model that — similar to “ADDIE” (analysis, design, development, implementation, evaluation) — foresees clear steps and predictable learning outcomes. Tom Reeves, in turn, dedicated his keynote to a comprehensive criticism of multimedia principles derived from the cognitive load theory, picking up on an article by Kirschner, Sweller & Clark (2006), “Why Minimal Guidance Does Not Work . . . .” The audience, in particular the practitioners, reacted to this debate true to the Goethe verse “Prophet left, prophet right, the world child in the middle.” As Steve Swithenby, director of the Centre for Open Learning of Mathematics at Open University (UK) posted in the ED-MEDIA blog: “Well, actually, I want to do both and everything in between. I can’t see that either is the pattern for future learning – both are part of the ways in which learning will occur.”

With blog, twitter feed, flickr group and ning community, the conference was ringing with a many-voiced orchestra of social software tools. Gary Marks, member of the AACE international headquarters and initiator of the new ED-MEDIA community site, announced that he has planned several activities to foster interaction. So far, however, the few contributions are dedicated to potential leisure activities on Hawaii. The presentation “Who We Are” by Xavier Ochoa, Gonzalo Méndez, and Erik Duval offered a review on existing community ties of ED-MEDIA through a content analysis of paper submissions from the last 10 years. An interactive representation of the results is available online.

Twitter seems to have developed into a ubiquitous companion of conference talks. Whether the short messages add to the academic discourse and democratize ex cathedra lectures or divert the attention from the presenter, replacing substance with senseless character strings, is a controversial discussion. Accordingly, twitter received mixed responses among the conference attendees and presenters. In the end, 180 users joined the collective micro-blogging and produced approximately 2500 postings — an overview may be found at Twapper. As a follow-up to this year’s ED-MEDIA, participants were invited to take part in an online survey, designed by the Austrian/German twitter research duo Martin Ebner and Wolfgang Reinhardt. The results will hopefully further the understanding of the pros and cons of integrating microblogging in e-learning conference events.

The AACE used ED-MEDIA as an occasion to announce plans for future growth. Already responsible for three of the largest world-wide conferences on teaching and learning (ED-MEDIA, E-LEARN and SITE), the organization extends its catalog with two new formats. A virtual conference called GlobalTime will make its debut in February 2011. Additionally, the new face-to-face conference GlobalLearn targets the Asian and Pacific regions.

Is ED-MEDIA worth a visit? The sheer size of the event leads to a great breadth of topics, which often obstructs an in-depth discussion of specific issues. At the same time, there is no better way to gain an overview of multiple current trends in compact form. Another plus, all AACE conference contributions are accessible online through the Education and Information Technology Library. The next ED-MEDIA will take place in Toronto, Canada, from June 28 to July 2, 2010.

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Creating the Need to Know

Posted on May 20, 2009 by JimS

Judith_McDaniel2_80By Judith McDaniel
Editor, Web-based Course Design

What motivates someone to learn?

On another website, I wrote about how online learning can function to break down some serious fear-based barriers to learning. So let me say up front, I believe there are at least two steps to creating motivation to learn. The first is to address these fear barriers; and online learning, if done well, has the ability to help with this. Some of the most common fears and a happy response from an online student:

Fear 1. I’m not quick off the mark when a teacher asks a question.
Online student: No one can watch me try to think!

Fear 2. I don’t always manage to say what I mean.
Online student: I can try my words out in private before I post them.

Fear 3. My ideas are complicated and I’m afraid of being misunderstood.
Online student: I can try out new ideas in a safe place.

Fear 4. When I respond in class I sometimes end up feeling like I needed a dress rehearsal!
Online student: I can practice alone in front of my mirror.

Fear 5. I hate how people seem to expect me to respond in a certain way because of how I look or how they see “people like me.”
Online student: I get to choose how much I let people know about me, so I don’t feel “prejudged.”

The second factor, given that learners have overcome the first hurdle, is whether the learner feels a strong need to know something. Educators have argued for years about student “motivation” and I would broaden that to actually talk about the human motivation to learn. We are all students, all the time. We put young people and adults who want professional skills in the category of students and we send them to something called a school. Whether they are studying the alphabet or electrical wiring or legal procedure, they are in school. Progressive educators would argue that older studentsfreire175 who have chosen to acquire professional skills have an edge over younger students because they are motivated to learn information and they have sought an appropriate environment in which to learn it.

Paolo Freiere, the Brazilian educator, said that there exist two primary forms of education: the banking model and the problem-posing model. The banking model is the traditional school process. Students are “given” information by an instructor, which they then memorize or “bank” in their brains for future use. Maybe. John Dewey’s addition to this model was that students then also needed an “experience” that would allow them to use what they had banked, incorporate it into their experiential worlds. Dewey knew (in the words of a professor of mine during the sixties as he observedjohn_dewey2we-students-who-would-try-anything) “There are some experiences that are not worth having.” Dewey said it differently: in order for an experience to be educational, it had to be carefully planned with that goal in mind.

The problem-posing model relies on the student’s motivation. I must (or I want to) do something and I don’t know how, so I will find resources and learn how to solve this problem. In this model the student is the initiator, the instructor, the learner, and the evaluator. Is there room for a guide or instructor in this model of education? Surely, but it is not the role of a traditional teacher. In this model, students are the creators of knowledge as well as the consumers of knowledge and their satisfaction with what they have learned is the outcome measurement. The teacher can help frame the problem, suggest areas for research, suggest resources, and ask questions.

My suggestion that online learning has an edge in creating problem-posing models of education for learners is not new or original. On the issue of technology as a tool learners can use themselves, there is an impressive literature that has already developed and a number of websites. One blog this week (May 19) asked, “Are your e-learning courses pushed or pulled?” In other words, are the courses you design pushing information out to “learners” or are you offering an interactive design that will encourage learners to pull the content they need out of the resources you have provided. Another e-learning site offers the image of technology as a toolbox, a set of tools with which people can build and manage their own learning.

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But how does this help create motivation? How can technology create a “need to know” in learners?

At the most basic level, we have technologies that engage learners, that draw them into a dialogue, a relationship, a community (or a tribe, as Seth Godin would put it). But those technologies don’t function by themselves. They are part of a package. Course design is the key. What questions will matter to the people who are coming into your course?

One of my students in an online college program was trying to create a literature study for herself. She lives in Texas and has two small children. At some point in our early interaction, she mentioned how fascinated she had been by the story of the Texas woman who had killed her five children. And how appalled she was at her own fascination. That was her question—why would a woman kill her children? Couldn’t she study that issue in a traditional classroom? Sure, and I would assign Euripides’ Medea and Toni Morrison’s Beloved and George Eliot’s Adam Bede, all great literature in which a woman kills at least one of her own children. What does the web offer that the classroom does not?

Look back at my first paragraph in this article. Not sure how to say it? Not sure how it will be received? Maybe a classroom in a small town in Texas would not be the place to explore this topic in front of friends and neighbors?

So there is the protection of a certain amount of anonymity in looking for answers to this difficult kind of question. But there is more. I have not searched this topic, but I am sure there are websites, chat rooms, historical archives, legal briefs from the cases themselves. Do we want to know more about Margaret Garner who was the historical figure Toni Morrison drew on? The Ohio historical society has an entry that will be useful. The Kentucky Archaeological Society has devoted part of a website to the farm in Kentucky that Garner escaped from with her children as a slave seeking freedom. Photographs of her slave hut, interior and exterior, are available. For the student, there is the allure of the search for accurate details, for motivation. The question belongs to my student. I am not her teacher. I am her guide, pointing her in the right direction occasionally, suggesting ways in which she can determine whether a website is credible and sound or biased and not useful.

And then she returns to her study cohort, all of whom have been asking their own questions, and she needs to describe her journey. She does, creating timelines and a history that starts with the Greeks of Euripides’ time and comes forward to a Texas murder trial in the twenty-first century. She has worked with these other students for several months now, and they are important community to her—she is motivated by the relationship that has grown among them.

What I am struck by over and over as I teach students online is the level of possibility. Would Paolo Freire have found the internet a companion or a burden?  I can only wonder. But for many, it has opened worlds beyond the ones they were born into.

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