Colloquium
Colloquium:
Dr. Frick - week 2
Per introduction: "Dr. Frick gives an orientation to using the IU computing environment, with lots of examples of valuable resources available through the University and the School of Education websites."
Dr. Ted Frick - Orientation of IU Computing Environment - Week 2 - Journal Entry
Dr. Ted Frick - Orientation of IU Computing Environment - Week 2Dr. Ted Frick - Orientation of IU Computing Environment - Week 2Dr. Frick delivered an orientation of the IU computing environment. One of Dr. Frick's roles at IU is Director of web services for School of Education. He hightlighted the following areas during his presentation:
- Calendars: Events happening in School of Education and IST Department
- Search Education: Browse or Search the IU Web Site; Department of Ed spends time and effort to ensure well designed pages that are "search optimized" giving high success rates in finding what you want
- Important Web Addresses: Lists url's for key sites at IU, including the IU "Knowledge Base" and the IU Libraries
- UITS: University Information Technology department that adminsters IT for IU, including Help Desk.
- IU Webmail: IU's own mail client. However, can use any other mail client, as well.
- Computer Labs and Technology Center: UITS labs around campus, as well as IST Lab.
- CFS: Personal file storage option 100MB
- Web Publishing options: Personal web pages - already have an account. Also, have other web hosts available for students. "Mentor" account (unlimited space).
- Telnet and FTP is disabled on most computers, but can download Secure Shell software from IU ware for free.
- Connecting to IU (when off campus): Virtual Private Network connection to get into secure resources - a download from IU ware - and is needed for distance student.
- Courses: Many workshop and self-study options Some are free, some are not. NETg is a good eLearning option (reduced fee for "bundle"). STEPS Classes (most are free)
- Libraries: Dr. Frick highlighed some important resources, including: IUCAT - Library Catalog; Databases - Books24x7 ITPro; Encyclopedia; Ingenta.
- Onstart: Presentation "cut out" on discussion of OneStart?
- IUWare Online: Reviewed various software offers available from the IUWare site.
- Hardware "deals" for IU students available, as well.
- Distribution Lists: Subscribe to them from IST web site.
Dr. Molenda and Dr. James Pershing - week 3
Per introduction, "In the Fall of 2004 Dr. Molenda and Dr. James Pershing, an IST professor who is very involved in ISPI, talked about professional associations, primarily AECT and ISPI. The audio quality is not great, but it is audible if you use headphones."
Dr. Molenda and Dr. Pershing - Week 3 - Journal Entry
Audio often very weak and difficult to hear and at several points someone is talking over the recording? Topics discussed include:
- (inaudible) ISPI Association
- (inaudible) Performance Technology
- ASTD: Primarily focused on corporate training and education; international association; largest organization on the list; broad occupational category; learning and performance improvement; commercially oriented - closer to a trade associational with a professional operating staff
- AECT: Roughly 3,000 international members; Umbrella association covering many topics within field; innovating approaches to educational delivery; members have access to important publications and scholarly journals which make it a worthwhile membership for IST students;
- AERA: Most professors in IST belong; very large; many publications; methodology and new ideas in research; reports finding of research; divisions and special interests an important part of organization
- ISTE: Closest to AECT for computers in education - tightly related to k-12; typically "part timers" who take care of technology issues for schools; took lead in "certification"
- AACE: Founded in computing in education (like ISTE); major conferences by sub-specialty
- Other Publications: Most widely subscribed journal in IST field; for profit "one man" Larry Lipsitz; Programmed Instruction
- GIST: (Christy Borders) Reviewed student organization
Visiting lecturer from the Massachusetts Institute of Technology (MIT) - week 4
Per introducation, "This video lecture is part of the MIT OpenCourseWare initiative. In this presentation, Ms. Toby Woll, the Learning Technology Initiatives Director at the Sloan School of Management at MIT, talks about the ongoing educational technology initiatives in business education in the Sloan School."
MIT - Toby Woll - Week 4 - Journal Entry
Presented an outline for a "purpose of education" with examples of how Sloan has structured courses to meet these purposes. Explicit Purpose (school age and adult):
- convey content
- allow students to practice
- learn from each other (community of learners)
Implicit Pupose:
- (both) socialization
- (childgren) baby sitting purpose
- (adult) networking, friendships that can be used later beyond classroom, time out away from other responsibilities
Technology Considerations:
- Facilitative vs. NonFacilitated
- Synchonous / Asynchronous
- Electronic / Face to Face
- Customized / Off the shelf
- Interactive / One way
How does technology impact education?
- School Age Students: Enriches and engaging; multidimentional;
- Adult Students: Frees us in terms of time and space, but jeopardize (implicit) socialization and timeout; problem: no hiatus
What has Sloan done? Some expamples:
- Content: Pre-MBA package as an enrichment; knowledge updates (to current research)
- Learning Communities: Sloan space: student centric portal - which portlets they want open with they come to the space
- Meryl Lynch investments course - Addressed educational purposes as follows:
- content: advanced theory class on CD with hard copy notebook (due to quantitative nature of "lectures");
- application / practice: built a project with groups within class;
- community: questions in discussion groups (pre and post lecture space) with TA and learning director would get involved in the discussion when needed; synchronous "office hours" text chat room;
- socialization: in-person component in NY to build rapport; graduation party;
- time-out: violated this principle, but . . . they felt this was fine as the students were high potential and at risk to leave, so this was a "nomination" highly selective "honored pool"
MIT (continued) - week 5
Per introduction, "We will continue with two visiting lecturers from the Massachusetts Institute of Technology (MIT), part of the MIT OpenCourseWare initiative. The topic of their presentations is not directly related to Performance Technology, but rather to the uses of instructional technology in school and university settings. There are two short video lectures: #4. Bonnie Bracey on "Media, Education, and Technology." (16 minutes). Ms. Bracey is mentor teacher who works with technology integration projects. She focuses on the uses of technology in classrooms, on which she is a nationally recognized leader. #5. Steven Lerman on "Educational Uses of Technology." (32 minutes). He is currently the Chair of the MIT Faculty. He also is the Director of the Center for Educational Computing Initiatives (CECI), the research unit of an MIT-wide research center devoted to studying the application of computational and communication technologies to teaching and learning. He describes the strategic directions of MIT regarding uses of technology for education.
http://ocw.mit.edu/OcwWeb/Comparative-Media-Studies/CMS-930Media--Educat...
(Part 1) Bonnie Bracey and (Part 2) Steven Lerman- Week 5 - Journal Entry
Part 1: In this video from MIT, Bonnie Bracey argues for support for use of media in education. The presentation is primarily geared to k-12 education. Bracy proposes the following benefits of media and technology:
- To students: Media "speaks" to children and helps them create, analyze and go places they otherwise couldn't go. Bracey refers to the "weightless goods" of information that is passed across the internet.
- To teachers: Technology allows teachers to bring in resources and experts from around the world and to find new and interesting content
Bracey proposes that teaching and learning can be changed by creating "engaged learning" that allows teachers to explore and create a "learning landscape". She defines a "learning landscape" as a way in which children learn and explore that provides many forms of resources to learn. In order to create a learning landscape, teachers need access and support to learn the technology (how does it work?, how do we use it?). Construction of a learning landscape includes creation of the product, project, objective and assessment where the teacher is the guide. Bracey argues that such "transformational learning" will create a path to lifelong learning.
Finally, Bracey calls on stakeholders (the public, teachers and administrators) to consider new:
- Ways to explore technology (via technology roundtables),
- Ways to share technology (to know the available resources for students and teachers),
- Technologies (to know the technologies of the future).
Part 2. Steven Lerman (Note: Could not access the "slides" referenced in the video?) -- Need to finish this section after Lori confirms whether slides available?
Opportunities:
- Too much is passive; need active participation
- Scheduled learning to "learn on demand"
- Set of materials given to students to students working toward some goal
- Enabling Technologies
- Applications (applied research): build things that will help students
- Evaluation:
Dr. Bonk - week 6
Per introduction, "For this week we tap another great resource available through the Web, a series of "brown bag" faculty development video sessions recorded at the Indiana University School of Education. For this week we have an information-packed and fast moving presentation by Prof. Curt Bonk, of our very own IST Department. He is an award winning instructor and an international expert on pedagogical methods for distance learning. His title, "Addressing Student Motivation and Learning Styles with Different Blends of Technology," only begins to suggest the wild ride he takes us on. He discusses a broad range of effective instructional methods for Web-based instruction and various blends of media. He is really giving a wealth of examples drawn from a range of learning theories and instructional theories."
Dr. Bonk
Addressing Student Motivation and Learning Styles with different blends of technology - November 2004
Dramatic increase in online learning in higher education all across the world, including "blended" learning (roughly 2/3 of online classes are blended in US vs fully online). Seems to more support in public learning institutions. What is blended learning? Is it just face to face vs. online? Or are we overusing this term as almost all classes now blend some form of technology? Some see it as a combination of modalities / media in instruction, tasks and delivery. Sloan Definitions: Traditional 0% online; Web Facilitated 1-29% online; Blended/Hybrid 30-79% online; Online: 80% of content is online.
Advantages: Access, flexibility, convenience, increased learning, cost effective, effective pedagogy
Disadvantages: Time, procrastination, resistance, overwhelming, trying too much
Examples: Assessments/reviews online; follow up in communities of practice; reference material; office hours online; mentoring and coaching tool; access experts live online
- Online Course Portals and Digital Libraries (peer rated): MERLOT, Einstein Digital Manuscript Repository
- Supplement Learning with Web Page: Student produced content to spur debate
- Discussion Forums, Surveys, Links, Presentations: Gives a tool for a "vote" and say
- Links to other papers, media
- Guest Expert Chat
- Professional Development: SRLC
- English Classes Online
- Web for Live Mentoring
- Online Practice
- Exam Review
- Preclass Exam Practice
- Just-in-Time Teaching
- Case Base Instruction: Boardroom Chat
- Interactive Simulations
Kolb's Learning Styles -> R2D2 Model Read, Reflect, Display, Do
Auditory learners: Videostreamed Lectures
Reflective and Observational Learners: Blogs, live conf. feeds, portfolios
Visual Learners: Pictures, film, demonstrations
Authentic Data: Interactive news and exploration
SimuLearnNeed to decide what is best for your learners.
Dr. Terry Ochoa - week 8 (hiatus week 7)
Per introduction, "For this week we tap another great resource available through the Web, a series of "brown bag" faculty development video sessions recorded at the Indiana University School of Education. For this week we will look at the presentation by Prof. Terry Ochoa, a faculty member in the School of Education who specializes in emotional and behavioral disorders. Here she talks about her R & D work related to Problem Based Learning, which is one of the favorite instructional formats of Constructivists. Her title is "Simulations in Teaching: Special Education Multimedia PBL Cases." Notice that her focus is on how to increase the on-job transfer of skills learned in the classroom, an issue faced in corporate training as well as university education."
Theresa Ochoa - Week 8
Simulations in Teaching: Special Education Multimedia PBL Cases. Gap between classroom and outside world activities. Developed simulations in problem based framework. Presented 2 separate modules based on her area of research:
- Education with students with limited English
- Students with behavioral disorders
PBL Instructional Approach:
- "messy", real problems that may or may not have answers
- anchored constructivism where students assume major responsibility for their learning
- students assigned to project teams
- evaluation is shared (students, professor, practitioner)
MUSE Case Example: Takes problem and puts it in a simulation for student to solve within group:
- Phase 1: Narrative Phase: Seek out information with multimedia examples (to show multiple perspectives)
- Phase 2: Role Strands discuss and review options (i.e. write goals, meet with Child Study Team, modify classroom schedule)
Teaching Results:
- PBL simulations are well regarded
- Students feel real life nature of simulations will prepare them
- Student engagement is genuine and significant
- Dynamics within groups varies (some better than other)
- Instructors need group management skills
- Evaluation is time consuming, but working well
Issues:
- Not "real" students highlighted
- Hard for instructors to "be quite" and not control session - have to become a listener
- Need to realize that not all groups function at same level - some get more out of it, so "grading" becomes an issue
Dr. Charles Reigeluth - week 9
Per introduction, "In the Fall semester of 2004 Prof. Charles Reigeluth presented a colloquium session entitled, "A New Paradigm of Education and Training." He begins by explaining why he feels that the current schooling structure is out of step with the Information Age, and he goes on to suggest a new paradigm for formal education. In the latter part of the 90-minute presentation he focuses on new paradigms for instructional theory and instructional design. This part is directly related to this week's issues, and the advice is equally applicable to formal education and corporate training. At the very end he explains his own perspective, which strikes many of the same chords as the constructivist perspective. Reigeluth is a professor in Instructional Systems Technology at Indiana University and is one of the most widely cited researchers in the field. His book, Instructional-Design Theories and Models (two volumes), is one of the standard works in the field."
Week 9: Charles Reigeluth: Systemic Change in Education
Charles Reigeluth presented the topic: “What systemic change is, why it is important for instructional designers, both in education and training."Recent interest in school reform. Discussed a new paradigm for education and training. Two types of change:
- piecemeal
- systemic, paradigm shift, replacing
Only need systemic change when environment fundamentally changes. Toffler's three great waves of change: Agriculture, industrial and information revolution -> each brought paradigm shift in family, business and transportation. So, how has education changed in the information age.
Systemic change: Fundamental transformation; big changes in society cause (require) systemic changes in all societal systems; driven by pull and push.
What might it look like - what are the emerging features?
- Look to other societal changes from industrial to information age as clue (for example, centralized control vs. autonomy, mass production vs. customized, compliance vs. innovative, conformity vs. diversity).
- People learn at different rates (education now a sorting process vs. learning process), so need to instead focus on attainment-based, resource-based and person-based constructivist approaches. Technology plays a role in the systemic change, but not just as a tool in current learning.
- Examples:
- Mastery learning
- Continuous progress
- Personal learning plans
- Performance-based assessment and learning
- Teacher as coach or facilitator
- Thinking skills and meaning making
- Interpersonal Skills focus
Implications for Instructional Designers:
- Customized, learning-focused instruction
- New ISD process (linear not suited for this complex environment that involves the learners in their own instruction)
- Design on a higher level
Suggested further review:
Dr. Robert Metcalfe - week 11 (break week 10)
Per introduction, "Once again we will take advantage of the resources on the Internet and view a video presentation by Dr. Robert Metcalfe, entitled "The Next Big Thing: Video Internet." #3 Bob Metcalfe is a venture capitalist at Polaris Venture Partners in Waltham, Massachusetts. While an engineer-scientist (1965-1979), Metcalfe helped build the early Internet. In 1973, at the Xerox Palo Alto Research Center, he invented Ethernet, the international local-area networking standard on which he shares four patents. While an entrepreneur-executive (1979-1990), Metcalfe founded 3Com Corporation, the billion- dollar networking company where at various times he was Chairman, CEO, division general manager, and vice president of engineering, marketing, and sales. In this presentation, Metcalfe traces the evolution of the Internet and speculates on what will be "the next big thing" on the Internet, which he predicts to be video over some sort of network. He expects this new development to have significant implications for education."
Robert Metcalfe - Week 11 - Video Internet - the Next Big Thing
Note: This video is getting quite "dated" as it was made in 2001 and some of the "statistics" and current state of technology has changed. Some of his "predictions" have already come true today - broadband, video on demand, BitTorrent). Metcalf runs through history of "networks". Internet was originally envisioned as "applications" on Internet accessed anywhere on dumb terminals (hey, maybe we are coming full circle?). FTP arose to transfer data; e-mail to transfer message; newsgroups to collect messages and categorize by categories. In 1990's, WWW brought about web publishing and brought about a new kind of content 1) editorial; 2) advertising; (new) 3) community. By late '90's went from publishing into commerce. What is next big thing now?
Convergence of Internet, telephone and television networks.
Goals vs Reality of Convergence:
- Internet people: Goal: To bring Internet to "everyone", so started on phone networks. What they got? Newbies and slow connections.
- Telephone people: Goal: To get a lot of long distance minutes! What they got? Short distance hours that they couldn't bill, as well as cannibalization of telephone via Internet.
- Television people: Goal: Interactive television. What they got? An entirely different business model where Internet content and carriage is not the same. TV networks lost their limited competition as the Internet offers millions of choices for viewers vs. limited channels on TV.
Three kinds of television conversion.
- TV as cheap Internet "monitors" (like WebTV)
- Use of cable modems to access Internet.
- Carry TV over the Internet.
The problems:
- current technology makes video shaky
- deployment of broadband access (via cable, DSL)
- hardware of Internet TC / IP makes it very slow to transmit video
- applications that will drive (for example video on demand)
Predicted Phases from Old to New Technologies:
- Arbitrage: old technology is more expensive (tariffs, etc)
- Actual cost savings
- Brings about new ways to do things
- Convergence of old and new
- Emergence of "standards" to facilitate infrastructure development
Implication for education?
- Improved production quality
- Education at home
Also, Metcalf notes he is on Board of Avistar (linked here)
Dr. Ted Frick - week 12
Per introduction, "This week's colloquium session comes from the Fall of 2004. Dr. Ted Frick, an IST professor, talked about "Web design praxiology." He and Prof. Elizabeth Boling have written a book on Webpage design, and this presentation captures some of the major principles that should guide our practice. This session is not intended to be related closely to this week's topic. The purpose is to introduce you to a timely topic and acquaint you with an IST professor who you might want to seek out in your later studies in IST."
Dr. Frick - Web Design - Week 12
Dr. Frick discussed his research interests, including:
Web Design Praxiology - How to design web based instruction. Beyond the tools to the process: Set of practices to create effective and efficient to design web sites. Practical Web Development includes:
- Needs assessment and analysis (talking to stakeholders)
- Paper prototype
- Making / revising computer prototype
- Analysis of test results
- Building and checking the site
- Maintaining the site
- Conducting ongoing reviews of the site
* In instruction, have to contemplate assessment and evaluation, too.
Sim Ed - see also links to project reports below:
Dr. David Berque - week 13
Per introduction, "David Berque, PhD, associate professor of computer science at DePauw University visited the IU campus in November 2004 to demonstrate and discuss the remarkable interactive hardware-software system he has developed, DyKnow VISION, a pen-based groupware system that allows students and instructors to share free-hand information during class. For more information see
http://people.depauw.edu/dberque/projects.html"
Week 13: David Berque
This presentation displays how new technological innovations are used in classroom to foster various learning activities. His motivation was lectures in math and sciences, but it has application in many other learning / lecture settings.
How it works: Teacher and students writes on tablet PC or electronic whiteboard using Dyknow Vision software.
Pedagogy Examples: 1) Problem examples tried by students immediately; 2) Students can reply with examples
Implications for learning: Enable participation by all students and get a more diverse range of views, more time on a task; bring in content from other places.
(Optional - not part of Journal) - Dr. Elizabeth Boling
Per introduction, "This is the last colloquium session for this semester, and it is optional. If you plan to fulfill the IST portfolio requirement for a Master's degree, you will not want to miss Prof. Elizabeth Boling's session on Do's and Don'ts for portfolio building. She learned about portfolios in her career as an artist and instructional design manager. She has many tips and concrete examples to offer. You are not expected to include this presentation in your colloquium report. It is here only to help you meet the portfolio requirement."