Technology-Infused + Experiential Learning for Improved Value and Efficiency
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The document discusses the integration of technology in experiential learning to enhance educational value and efficiency, emphasizing the need for effective learning opportunities for students and support systems for faculty. It outlines key principles for utilizing technology effectively in education, addressing issues such as the skills gap between educators' beliefs and students' experiences, and the importance of active and collaborative learning. Furthermore, it highlights the impact of screen time on mental health and the necessity of balancing technology use in educational settings.
Technology-Infused + Experiential Learning for Improved Value and Efficiency
- 1. Technology-‐Infused + Experien7al Learning for Improved Value and Efficiency S. O%o Khera September 20, 2014 Annual Conference on Emerging Technologies in Educa7on and Computer Science Universidad da Vinci Cancun, Mexico
- 2. We seek to offer value for our customers using our educaConal services.
- 3. Efficiency and Efficacy To offer our students a truly ‘valuable’ learning experience, we must offer efficient learning opportuniCes. For our instructors to offer efficient and efficacious (effecCve) learning opportuniCes to our students, we must support our faculty with efficient systems.
- 4. Two Important Points: 1. ExisCng daily life pracCces and needs should govern our technology use and applicaCon decisions. 2. We are both mind AND body across all domains of life, including learning, career, and community.
- 5. Quality is CriCcal to Compe77veness
- 6. So what does this mean? “Technology-‐Infused + Experien7al Learning for Improved Value and Efficiency”
- 7. technology ‘enhanced’ vs. ‘infused’ ? en·∙hance enˈhans/verb intensify, increase, or further improve the quality, value, or extent of. "his refusal does nothing to enhance his reputaCon" synonyms: increase, add to, intensify, heighten, magnify, amplify, inflate, strengthen, build up, supplement, augment, boost, raise, li[, elevate, exalt;
- 8. in·∙fuse inˈfyo͞oz verb past tense: infused; past parCciple: infused 1. fill; pervade. "her work is infused with an anger born of pain and oppression" synonyms: fill, suffuse, imbue, inspire, charge, pervade, permeate "she was infused with pride" 2. soak (tea, herbs, etc.) in liquid to extract the flavor or healing properCes. "infuse the dried flowers in boiling water" synonyms: steep, brew, stew, soak, immerse, marinate "infuse the dried herbs in hot oil
- 9. We are soaking in technology …. • We have the ability to glean environmental + contextual informaCon based on our immediate surroundings. • We use mobile networked devices for two-‐way and mulC-‐way media rich synchronous and asynchronous communicaCons. • We cull ‘big data’ + ‘li%le data’ + longitudinal data collected from everyone – let’s talk about MOOCs (Is the learning pladorm a valuable source of learning analyCcs?)
- 10. Image -‐ Pew Research Internet Project -‐ 2014
- 11. A canvassing of 2,558 experts and technology builders about where we will stand by the year 2025 finds striking pa%erns in their predicCons. In their responses, these experts foresee an ambient informa7on environment where accessing the Internet will be effortless and most people will tap into it so easily it will flow through their lives “like electricity.” -‐-‐Pew Research Center’s Internet Project Answers online between November 25, 2013 and January 13, 2014 See: h%p://www.pewinternet.org/2014/03/11/digital-‐life-‐in-‐2025/ Full Report: h%p://www.pewinternet.org/files/2014/03/ PIP_Report_Future_of_the_Internet_PredicCons_031114.pdf
- 12. Technology-‐Infused vs. Technology-‐Enhanced: Two subtexts of ‘Techno-‐Infused’ (vs. -‐ Enhanced): 1. Core Learning Principles Apply Across All Environments 2. Technology is oQen a double-‐edged sword
- 13. So what does this mean? “Technology-‐Infused + Experien7al Learning for Improved Value and Efficiency”
- 14. Ac7ve Learning with Video …. Technology-‐Infused Experien7al Learning DIABOLO!
- 15. experien7al learning: “learning from experience” Supports construc7ve learning principles and inquiry-‐based learning: “a seeking for truth, informaCon, or knowledge -‐-‐ seeking informaCon by quesConing.”
- 16. Aldo Leopold High School – Silver City, New Mexico
- 17. Experts Ma%er
- 18. What are you making?
- 22. Tracy Fullerton
- 23. Reality Ends Here ….
- 24. Todd Presner, UCLA, Center for Digital HumaniCes Philip Ethington, USC, History
- 25. Alexander Robinson – USC School of Architecture … later with Lauren Bon of Metabolic Studios, DTLA
- 26. FacilitaCon and Mentorship Busteed said that 96 percent of the college provosts Gallup surveyed believed their schools were successfully preparing young people for the workplace. “When you ask recent college grads in the work force whether they felt prepared, only 14 percent say ‘yes,’ ” he added. And then when you ask business leaders whether they’re ge_ng enough college grads with the skills they need, “only 11 percent strongly agree.” Concluded Busteed: “This is not just a skills gap. It is an understanding gap.”
- 27. Value Maaers to Our Students • Time on Task • Efficiency vs. Efficacy • Career success – income potenCal • Costs vs. Benefits • Level of personal saCsfacCon • Ability and confidence to apply knowledge
- 28. Gamson & Chickering’s Good prac7ce in undergraduate educa7on: 1. Encourages contact between students and faculty 2. Develops reciprocity and cooperaCon among students. 3. Encourages acCve learning. 4. Gives prompt feedback. 5. Emphasizes Cme on task. 6. Communicates high expectaCons. 7. Respects diverse talents and ways of learning.
- 29. For more information visit www.qualitymatters.org or email info@qualitymatters.org Standards Points 1.1 Instructions make clear how to get started and where to find various course components. 1.2 Learners are introduced to the purpose and structure of the course. 1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are clearly stated. 1.4 Course and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to current policies is provided. 1.5 Minimum technology requirements are clearly stated and instructions for use provided. 1.6 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated. 1.7 Minimum technical skills expected of the learner are clearly stated. 1.8 The self-introduction by the instructor is appropriate and is available online. 1.9 Learners are asked to introduce themselves to the class. 2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable. 2.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies. 2.3 All learning objectives or competencies are stated clearly and written from the learner’s perspective. 2.4 The relationship between learning objectives or competencies and course activities is clearly stated. 2.5 The learning objectives or competencies are suited to the level of the course. 3.1 The assessments measure the stated learning objectives or competencies. 3.2 The course grading policy is stated clearly. 3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy. 3.4 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed. 3.5 The course provides learners with multiple opportunities to track their learning progress. 4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies. 4.2 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. 4.3 All instructional materials used in the course are appropriately cited. 4.4 The instructional materials are current. 4.5 A variety of instructional materials is used in the course. 4.6 The distinction between required and optional materials is clearly explained. 5.1 The learning activities promote the achievement of the stated learning objectives or competencies. 5.2 Learning activities provide opportunities for interaction that support active learning. 5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated. 5.4 The requirements for learner interaction are clearly stated. 6.1 The tools used in the course support the learning objectives and competencies. 6.2 Course tools promote learner engagement and active learning. 6.3 Technologies required in the course are readily obtainable. 6.4 The course technologies are current. 6.5 Links are provided to privacy policies for all external tools required in the course. 7.1 The course instructions articulate or link to a clear description of the technical support offered and how to obtain it. 7.2 Course instructions articulate or link to the institution’s accessibility policies and services. 7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help learners succeed in the course and how learners can obtain them. 7.4 Course instructions articulate or link to an explanation of how the institution’s student services and resources can help learners succeed and how learners can obtain them. 8.1 Course navigation facilitates ease of use. 8.2 Information is provided about the accessibility of all technologies required in the course. 8.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners. 8.4 The course design facilitates readability. 8.5 Course multimedia facilitate ease of use. Learning Objectives (Competencies) Assessment and Measurement Instructional Materials Course Activities and Learner Interaction Course Technology Learner Support Accessibility and Usability Quality MattersTM Rubric Standards Fifth Edition, 2014, with Assigned Point Values Course Overview and Introduction 3 3 2 2 2 1 1 1 1 3 3 3 3 3 3 3 3 2 2 3 3 2 2 2 1 3 3 3 2 3 3 2 1 1 3 3 2 1 3 3 2 2 2 © 2014 MarylandOnline, Inc. All rights reserved. This document may not be copied or duplicated without written permission of QM Quality Matters. The fully annotated Higher Education Rubric, Fifth Edition, 2014, is available only to institutions that subscribe to Quality Matters.
- 30. What is a “Flipped Classroom”? Flipped Classrooms| 2 Source: h%p://www.washington.edu/teaching/teaching-‐resources/flipping-‐the-‐classroom/ Our “Open” Concept of a Flipped Classroom The “Flipped Classroom” is defined as a rearrangement of student-centered learning activities by means of “flipping” conventional or existing events, both inside and outside of the classroom and supported by digital technologies.
- 31. Case Study| 2 Flipped Classrooms Widely different methods of flipping in ENG, SOC, and HUM classes Engineering (ENG) Social Studies (SOC) Humanities (HUM) Pedagogy In-class Problem Solving Project-Based Learning Self-/Co-regulated Discussion Flipped Events Lectures, Quiz Lectures*, On-line Collaboration The Roles of Instructor and Students In-Class Activities Problem solving in small groups Assigned discussion time for group projects The small group discussion without the presence of the Instructor; recording the discussions Out-of-Class Activities View online video lecture, answer to quiz, comments on the videos Small group project via LMS View group discussions and give comments (Instructor) Technology YouTube, LMS YouTube, LMS, GoogleDocs Google Hangout, Video Cam, Dropbox Table 1. Flipped Classrooms
- 32. 1. Provide an opportunity for students to gain first exposure prior to class (Source: Vanderbilt Center for Teaching) 2. Provide an incentive for students to prepare for class (Source: Vanderbilt Center for Teaching) 3. Provide a mechanism to assess student understanding (Source: Vanderbilt Center for Teaching) 4. Provide clear connections between in-class and out-of-class activities Online content and activities should directly support and connect with the associated in-class activities. 5. Provide clearly defined and well-structured guidance Students required clearly defined and well-structured guidance and scaffolding on flipped classroom activities. 6. Provide proper time for students to carry out the assignments In-class activities should be designed with appropriate time to apply the knowledge, information, and skills class students acquire out of class. 7. Provide facilitation and guidance for building a learning community Especially since group work continues to be a universal challenge, there should be well-prepared facilitation and guidance for student collaboration. In-class group work appears to be difficult for many students (i.e. group dynamics, roles and levels of participation, and satisfaction with grading schema). 8. Provide prompt and adaptive feedback on group and project work Students needed greater and prompt feedback for various reasons including improved group work and/ or to connect the in-class problem-solving activities with the out-of-class preparation. 9. ! Provide technologies familiar and easy to access "
- 33. technology-‐infused + experienCal learning Leveraging accessible (available and exis<ng!) technologies to guide learners within their own contextualized environment and domain to apply knowledge in ways that inspire and acCvate their personal and natural pursuits of learning.
- 34. We are both mind AND body across all domains of life, including learning, career, and community.
- 36. Simple Technology Works !
- 37. The Catalyst and Sponsor: innovaCon _design+ art + science + engineering Media, culture, society: transformaCon__ parCcipatory cultures François Bar Ben Stokes George Villanueva O%o Khera César Jiménez Teresa Gonzalez
- 38. Together We Learn – in the Real World
- 40. The Context: Image? Reality? USC South LA
- 41. Situated Engagement/Situated Learning Learning takes place in the same context in which it is applied and is a social process where knowledge is co-‐ constructed (Lave and Wenger 1991). • Micro-‐local • experienced together • invites parCcipaCon • open eyes and ears • toward jusCce social, transporta<on, food, media, security
- 42. Mobile Phones ParTour Plagorm Overview ParTour Mobile Mapping Platform Geo-Located Observation of Physical Environment or Event Crowdsourced Data Representation and Re-Usage Participatory Citizens and Community Partners
- 43. Urban Space: Physical to Social ProducCon Perceived space Conceived space TrialecCcs of SpaCality Lived space (Lefebre 1991)
- 44. Collaborators EastSide Riders Bike Club Real Rydaz
- 46. ParTour.net Story telling (in South LA) Through Simple Accessible Mobile Technology : Vozmob Metamorphosis RIDESOUTHLA.com
- 51. Personal Mobility + Mobile Learning • How we move through space and Cme is criCcal to our personal and community’s health and ability to parCcipate in economic and social opportuniCes. • Technology that supports personal mobility should be simple, accessible (affordable), and have a low impact on our surroundings and community. • Data and new mobile transportaCon applicaCons suggest big changes ahead.
- 54. The study looked at feelings of worthlessness, unhappiness, sleepless nights, and being unable to face problems. The researchers also accounted for numerous factors known to affect well-‐ being, including income, having children, moving house or job, and relaConship changes. …study shows that the longer people spend commuCng in cars, the worse their psychological well-‐being. And correspondingly, people feel be%er when they have a longer walk to work.”
- 55. Kim Sanderhoff Johan Bender USC Marshall School of Business
- 56. Soaking or Drowning in Technology?
- 57. Screens are EVERYWHERE …..
- 58. Effects of too much Screen Time • Over the past 30 years, myopia (nearsightedness) has more than doubled, according to a large survey published by the Achives of Opthalmology. • The Mayo Clinic lists the following possible effects of too much screen Cme in children: obesity, irregular sleep, behavioral problems, impaired academic performance, violence and less Cme for play. • Other concerns with too much screen Cme include its effect on posture, cervical spine health, reading, a%enCon and overall brain health.
- 59. Screen 7me releases 'happy chemicals' in the brain Spending large amounts of Cme on tablets, smartphones, laptops and applicaCons like Twi%er, Facebook and Instagram can change our brains over Cme. Psychologist Jocelyn Brewer works as a counsellor for school kids and has helped depressed children shake their screen addicCon. She says screen Cme sCmulates happy chemicals in the brain and can leave users anxious and distracted.
- 60. Context • We emphasize neurological processes and the ability to reason in our Age of Knowledge. • We are gaining weight across all age groups, and our youth seems especially vulnerable. • We lead an historically sedentary life -‐-‐ largely because of our technological successes.
- 61. “A%enCon = Learning” -‐Howard Rheingold -‐ 2009, Stanford University “Put the Physical in Educa7on” New York Times, September 4, 2014 “Recent research suggests that even small amounts of exercise enable children to improve their focus and academic performance.” -‐-‐ New York Times, September 4, 2014
- 62. The survey looked at nearly 20,000 Danish kids between the ages of 5 and 19. It found that kids who cycled or walked to school, rather than traveling by car or public transportaCon, performed measurably be%er on tasks demanding concentraCon, such as solving puzzles, and that the effects lasted for up to four hours a[er they got to school. The Link Between Kids Who Walk or Bike to School and Concentra7on
- 63. Ins7tu7onal Fail ? • Very few higher educaCon insCtuCons are measuring success on the basis of applying knowledge or post-‐graduate success – nor are accreditaCon agencies asking for this. • Very few higher educaCon insCtuCons are considering the connecCon between corporeal health and mental health, and academic performance – nor are accreditaCon agencies asking for this. • Higher educaCon research organizaCons relaCng to teaching with technology are not focused on this reality – AECT, AERA, nor SITE. • Our educaConal support organizaCons such as EDUCAUSE, ELI, and New Media ConsorCum are also not adequately informing its members of our technological realiCes – and how these manifest in daily life.
- 64. NMC Horizon Report > 2014 Higher Education Edition
- 65. Value Revisited: THIS IS AN OPPORTUNITY • Establish tradiConal best pracCces and metrics – Gamson and Chickering; current research findings along these lines, etc. • Embrace objecCve, established, explicit standards of quality. • Rely upon simple technologies that are already being used. • Implement experien7al learning supporCng inquiry-‐ based learning, collabora7on, and confidence. • Learning and mo7on are connected: create opportuniCes for more corporeal (bodily) and brain (cogniCve) acCviCes relaCng to the curriculum.