Applying the Principles of Learning Science to Online and Hybrid Course Design

By Elliott King

A fundamental axiom of online education is that teachers should not mechanically translate existing courses into an online format.  In that case,  how should new or ongoing courses be reshaped for the online environment? The answers come both from the nature of online education itself and from a body of research from cognitive psychology and cognitive science that provides insight in the way people actually learn.

Freed from the constraints of time and space, as well as the deeply ingrained expectations of both teachers and students, online and hybrid education provides a more flexible palette upon which evidence-based ideas about learning can be integrated into course structure and design.  The opportunity to deliver learning experiences that may result in measurably better outcomes  than in typical face-to-face only classrooms represents one of education’s greatest potential benefits.

 

Culture and STEM Education

Presented by: Leah Buechley

Participation in Science, Technology, Engineering, and Mathematics (STEM) is increasingly promoted as a path to personal and national success. Powerful institutions, including the US department of education, have encouraged students to choose STEM majors and careers. Despite the fact that these fields are so widely advocated for, they remain startlingly non-diverse, dominated by white and asian men. This talk will examine how social traditions are largely responsible for these patterns of participation.

Science, Technology, Engineering, and Mathematics are cultural disciplines as much as they are intellectual ones. Our educational systems indoctrinate students with cultural norms as much as they impart other knowledge. Some cultural practices, rich with STEM content, remain largely invisible in educational and social contexts while others dominate. Why? This talk will explore historical connections between different creative practices, diversity, and STEM. It will also provide examples of inclusive educational platforms and present guidelines to help teachers and technology designers connect with a broad range of people and practices.

7 Technological Changes that are Reshaping Teaching and Learning

Presented By: Dr.Richard Halverson 

New media technologies are reshaping how people interact and learn in and out of schools. In this talk, Rich Halverson will discuss how technologies such as social media, digital media production communities, fantasy sports, massively open online games and courses, learning management systems and mobile devices are changing teaching and learning, and how such tools and practices might be directed toward creating the kinds of learning environments we want.

Transforming Education for the New Learner: The Role of Technology & Creativity

Dr. Punya Mishra

The issue of what our students need to know has been receiving a great deal of recent attention—mostly under the auspices of 21st century learning. There is a feeling of distinct disjuncture between centuries past and the one into which we are now emerging, and that the educational demands of this new century require new ways of thinking and learning. In this presentation Dr. Mishra will offer a critical review of the literature on 21st century knowledge frameworks with a particular emphasis on what it means for educators. He will offer an argument for rethinking the role of technology and creativity in the pedagogical process and offer examples from his current research.

 

The Death Of Content: Why Universities and Schools are (and aren’t) being replaced by the Internet

Presented by Dr. Christopher Hoadley

In this talk, I argue that the current coin of the realm in academia–content–is dying and that universities need to radically rethink their role in the world. MOOCs, homeschooling, and the shadow education system all are evidence that the 20th century role of schools is decreasingly relevant. But does this mean that schools will become obsolete? I argue that schools face a choice: use technology to enhance their current functions but hasten their demise, or use technology to transform themselves and capitalize on 17th century strengths to be a cornerstone of the 21st century knowledge economy. I offer some ideas on how to reconceptualize the notion of ‘schools’ based on the latest research in learning and on ancient ideas about how to teach.


ELD13 Keynote – Dr. Christopher Hoadley

The Emerging Learning Design 2013 Conference is pleased to announce that our Keynote Speaker will be Dr. Christopher Hoadley

Dr. Chris Hoadley is associate professor in the Educational Communication and Technology Program and the Program in Digital Media Design for Learning. He has over 35 years of experience in designing, building, and studying ways for computers to enhance collaboration and learning. Currently his research focuses on collaborative technologies and computer support for cooperative learning (CSCL). Hoadley is the director of dolcelab, the Laboratory for Design Of Learning, Collaboration & Experience. He is an affiliate scholar for the National Academy of Engineering’s Center for the Advancement of Scholarship in Engineering Education (CASEE) and was awarded a Fulbright for 2008-2009 in the South Asia Regional program to study educational technologies for sustainability and empowerment in rural Himalayan villages. Other interests include research on and through design, systems for supporting social capital and distributed intelligence, the role of informatics and digital libraries in education, and science and engineering education. Hoadley previously chaired the American Educational Research Association’s Special Interest Group for Education in Science and Technology (now SIG: Learning Sciences), and served as the first president of the International Society for the Learning Sciences. Hoadley earned his baccalaureate in cognitive science from MIT, and a master’s in computer science and doctorate in education from UC Berkeley. He previously taught at Stanford University, Mills College, and Penn State University in education, computer science, and information sciences.


Moving Beyond The Screen: Designing for Technology Enhanced Activity to Support Learning

When designing or implementing learning technologies, we are often faced with a number of competing demands including student interest, technical limitations, curricular goals, time constraints and the physical layout of our classrooms. Rapid advances in technologies such as social networking and augmented reality only exacerbate the issue. Despite this complexity, many designers continue to focus primarily upon the experience of a single user sitting in front of a single machine and, as a result, miss the many opportunities that these new technologies can afford us. To help move beyond the single screen, this talk will introduce some key elements of Activity Theory as a way of conceptualizing collaborative learning activities that include multiple students, the teacher, the technology, and a shared sense of purpose.

Dr. Danish will briefly illustrate how Activity Theory might be used as a design heuristic and then share a number of examples from his own work to illustrate the potential for thinking about entire activity systems instead of focusing exclusively on individual learners. These examples will illustrate how the same theoretical approach can help think about designing educational interventions ranging from new simulation software to support kindergarteners in exploring complex systems concepts with an interactive whiteboard to helping graduate students engage with theory using discussion forums and Twitter.

Joshua Adam Danish, PhD

In his dual roles of professor and researcher, Joshua believes that no one learns alone. We’re all part of larger, more complex systems made up of people and the tools they use. To explore learning in these systems, Joshua experiments with computer simulations, augmented reality, programming languages, and other technologies in and out of the classroom. Whether teaching K-12 students about bees by allowing them to experiment with a swarm of bees in a computer simulation or teaching physics in an augmented reality where students get to manipulate physical laws, Joshua’s work combines play, technology, and active learning. He recently received honorable mention for the international Teaching With Sakai Innovation Award (TWSIA) for his work with incorporating the Sakai learning management system into his graduate level courses.  Joshua is currently an Assistant Professor in the Learning Sciences program at Indiana University.  Prior to his academic career, Joshua also spent seven years as a software engineer, designer, and producer in the educational software industry. To find out more about Joshua’s research and to see samples of his more recent software check out his website at http://www.joshuadanish.com.

Visualizing the Future: How Augmented Reality can empower faculty, inspire students and bring ideas to life in the classroom

General Session Keynote: Craig Kapp
Visualizing the Future: How Augmented Reality can empower faculty, inspire students and bring ideas to life in the classroom

Imagine being able to rotate around the solar system, navigate through a data set in 3D, and interact with a simulated ecosystem – all from the palm of your hand. With Augmented Reality, it’s possible! Augmented Reality (AR) is a technique through which 3D virtual objects can be overlaid onto the “real world” in real-time, using nothing more than a home computer or a mobile device. In this session we will explore various educational uses of augmented reality including scientific simulations, digital storytelling, assistive technology and data visualization and show how faculty members can use these tools to engage and inspire students.

Craig Kapp

Craig Kapp (M.P.S, New York University, M.S. The College of New Jersey) is an interactive developer who has spent over ten years working to find ways to bring cutting edge technologies into educational settings. He has served as the Associate Director for Instructional Technology at TCNJ and is an Adjunct Professor in the Schools of Business and Education at The College of New Jersey, teaching courses such as Authoring and Multimedia Development, Introduction to Interactive Computing and Educational Applications of Computing for School Administrators. He works extensively with interactional educators and teaches regularly in Mallorca, Spain and Cairo, Egypt.

Craig currently works for New York University as a Researcher in Residence at the Interactive Telecommunications Program as well as an Adjunct Professor in the Computer Science department at NYU. In addition, Craig recently founded ZooBurst LLC, a web-based startup that focuses on bringing augmented reality digital storytelling tools into classrooms around the world. He plans to one day return to academia as a full-time faculty member teaching in the areas of Educational Technology and Interactive Multimedia.