Education Commons^™

Supporting Diverse Learners In Stem, Joshua Pearson

Science and Engineering Saturday Seminars

After first issuing 1:1 iPads, Chromebooks and laptops, many k-12 schools are now implementing BYOD (Bring Your Own Device) programs that provide more choice for educators and learners. Some are “Going Google” with Chromebooks and G Suite, while others are using iPads and tablets. How do you support diverse learners on all devices, using free and low cost Apps and Assistive Technology (AT) solutions? These AT (Assistive Technology) solutions (many of which are free or low cost) personalize the educational experience, as well as engage and include ALL learners in a Universally Designed environment across the curriculum. AT has the …

Providing A Context For Learning Using Problem-Based Learning And Assignment Scaffolding, Carrie Lewis Miller

IT Solutions Publications

Have your students ever asked you "Why do I need to know this?" Do you struggle to make connections between your content and your students' lives? Using problem-based learning combined with carefully aligned and scaffolded assessments, you can both increase the cognitive skill level of assignments and provide real-life examples for your content. This workshop will help you develop a contextual problem for your class and multiple aligned and scaffolded contextual assessments.

Supporting Faculty In Learning, Adopting, And Embracing Oers, Kimberly Johnson, Carrie Lewis Miller, Karen Pikula

IT Solutions Publications

Minnesota State, a public system of 7 universities and 30 colleges serving nearly 400,000 students, has partnered with the Open Textbook Network (OTN) since 2014 to deliver training to nearly 300 faculty to OTN and the need, purpose, and possibilities of OER use in the classroom. Many of these faculty have gone on to peer review one or more texts housed in the Open Textbook Library. While there is still need for these basics, there is also growing interest in aiding faculty to move beyond reviewing existing OERs to adopting, redesigning courses, and even authoring their own open texts. To …

A Method To The Madness: The Challenges & Successes Of Training Faculty To Use Brightspace, Carrie Miller, Jeffrey Henline

IT Solutions Publications

No abstract provided.

Factorsaffecting The Occurrence Of Faculty-Doctoral Student Coauthorship, Michelle A. Maher, Briana Crotwell Timmerman, David F. Feldon, Denise Strickland

Instructional Technology and Learning Sciences Faculty Publications

Using faculty narratives, this study identifies factors affecting the occurrence of facultydoctoral student coauthorship. Norms of the discipline, resources, faculty goals for students, faculty goals for themselves, and institutional expectations emerged as dominant factors. Each factor is explored separately and as part of an interlocking holistic picture.

Our Courts: Making Strides In Educational Gaming, Jason Lancaster, Carrie Lewis Miller, Nancy Haas, Wilhelmina Savenye

IT Solutions Publications

The iCivics study will be of interest to those affiliated with educational gaming, multimedia production, technology integration or evaluation. The study and results described below will be covered in the session, as will the overall vision of Justice O’Connor and the iCivics group. A detailed PowerPoint presentation and handouts will be provided in addition to the opportunity to play one of the iCivics games and explore the website for those who bring laptops to the session.

iCivics and its products are the vision of Justice Sandra Day O’Connor as a method of helping middle-school children learn about civics and civics …

Understanding Teacher Users Of A Digital Library Service: A Clustering Approach, Beijie Xu, Mimi Recker

Instructional Technology and Learning Sciences Faculty Publications

This article describes the Knowledge Discovery and Data Mining (KDD) process and its application in the field of educational data mining (EDM) in the context of a digital library service called the Instructional Architect (IA.usu.edu). In particular, the study reported in this article investigated a certain type of data mining problem, clustering, and used a statistical model, latent class analysis, to group the IA teacher users according to their diverse online behaviors. The use of LCA successfully helped us identify different types of users, ranging from window shoppers, lukewarm users to the most dedicated users, and distinguish the isolated users …

The Uva Bay Game:Complex Systems, Interdisciplinary Collaboration, And Institutional Renewal, J. Plank, David F. Feldon, W. Sherman, J. Elliott

Instructional Technology and Learning Sciences Faculty Publications

Research-intensive universities enjoy—or suffer—a paradoxical reputation: They are thought to be dedicated to both cutting-edge research and to the preservation of the canon. They are seen as broad and diverse communities of scholars with a vibrant collective intellectual life, yet also as silos of disciplinary entrenchment. Most significantly, they are thought of as places where the complex problems of our society are studied intensely but from which solutions are rarely forthcoming.

The Best Test Of Ph.D. Studentsuccess: Response, David F. Feldon, Briana Crotwell Timmerman, Michelle Maher

Instructional Technology and Learning Sciences Faculty Publications

Newquist suggests that students' publications are important predictors of post-degree research effectiveness, due in part to the importance of collaboration in innovative research. We agree that publication record is important and helpful, but the collaborative aspects of writing render publications a noisy metric by which to assess individual growth on specific skills (1). The variable time lags between the execution of an experiment, analysis of its data, and publication of findings [e.g., (2)] further limit the ability to identify direct relationships between experiences in a doctoral program and scholarly growth. Doctoral education's overarching goal is to develop competent researchers capable …

Why Magic Bullets Don't Work, David F. Feldon

Instructional Technology and Learning Sciences Faculty Publications

We always tell our students that there are no shortcuts, that important ideas are nuanced, and that recognizing subtle distinctions is an essential critical-thinking skill. Mastery of a discipline, we know, requires careful study and necessarily slow, evolutionary changes in perspective. Then we look around for the latest promising trend in teaching and jump in with both feet, expecting it to transform our students, our courses, and our outcomes. Alternatively, we sniff disdainfully at the current educational fad and proudly stand by the instructional traditions of our disciplines or institutions, secure in our knowledge that the “tried and true” has …

Weedsin The Flower Garden: An Exploration Of Plagiarism In Graduate Students' Research Proposalsand Its Connection To Enculturation, Esl, And Contextual Factors, Joanna Gilmore, Denise Strickland, Briana Timmerman, Michelle Maher, David F. Feldon

Instructional Technology and Learning Sciences Faculty Publications

Existing literature provides insight into the nature and extent of plagiarism amongst undergraduate students (e.g., Ellery, 2008; Parameswaran & Devi, 2006; Selwyn, 2008). Plagiarism amongst graduate students is relatively unstudied, however, and the existing data are largely based on self-reports. This study investigated the rates and potential causes of plagiarism amongst graduate students in master’s and doctoral programmes in science, technology, engineering, mathematics, and science or mathematics education by examining actual research proposals written by graduate students. Results indicate that plagiarism is a prevalent issue at each of the three university sites sampled and across all of the investigated disciplines. …

Inst4010 - Principles And Practices Of Technology, Spring 2008, Kurt Johnson

Instructional Technology & Learning Sciences - OCW

This course is designed to provide pre-service teachers with a working knowledge of instructional technology and the application of technology to the teaching/learning process.

Inst7150 - Introduction To Open Education, Fall 2007, David Wiley

Instructional Technology & Learning Sciences - OCW

The goals of the course are (1) to give you a firm grounding in the current state of the field of open education, including related topics like copyright, licensing, and sustainability, (2) to help you locate open education in the context of mainstream instructional technologies like learning objects, and (3) to get you thinking, writing, and dialoguing creatively and critically about current practices and possible alternative practices in open education.

Perspectives On Teachers As Digital Library Users: Consumers, Contributors, And Designers, Mimi Recker

Instructional Technology and Learning Sciences Faculty Publications

"...freed of the constraints of physical space and media, digital libraries can be more adaptive and reflective of the communities they serve. They should be collaborative, allowing users to contribute knowledge to the library, either actively through annotations, reviews, and the like, or passively through their patterns of resource use. In addition, they should be contextual, expressing the expanding web of inter-relationships and layers of knowledge that extend among selected primary resources. In this manner, the core of the digital library should be an evolving information base, weaving together professional selection and the 'wisdom of crowds.'" (Lagoze, Krafft, Payette, & …

Inst7870 - Data Visualization Theory & Practice, Fall 2006, Brett Shelton

Instructional Technology & Learning Sciences - OCW

In this course you will explore the question of what visualization is, and why you should use visualizations for quantitative data. In doing so, you will address theoretical concepts and examine case studies that show the importance of effective visualizations in real world settings.

You will also look at how to interpret meanings in visualizations. Elements of cognitive science theory are addressed, and you will practice techniques to help with your interpretations. An additional objective will center on how to create meaning with your own visualizations, then examine appropriate forms for representation and also review design considerations.

In the lab …

Inst5270 - Flash, Fall 2006, Andrew Walker

Instructional Technology & Learning Sciences - OCW

This course uses Flash 8/Actionscript 2.0. You may also be interested in INST 5245, which uses Flash CS3 (Flash 9)/Actionscript 3.0.

This course familiarizes students with Macromedia Flash. Topics to be covered include fundamental programming concepts (variables, variable types, code re-use, commenting code, and basic control structures) in addition to the fundamentals of the flash environment (animation or “tweening”, vector graphics, use of sound and video). Students finishing this course will have at least one completed fully functional Flash project for their portfolios demonstrating a strong knowledge of the tool and a good foundation in the ActionScript language as the …

Inst5280 - Blogs, Wikis, New Media For Learning, Spring 2006, David Wiley

Instructional Technology & Learning Sciences - OCW

Innovation continues to occur on the internet at an extremely lively pace. What was once the realm of email, FTP, Gopher, and the Web is barely recognizable a mere 10 years later. Keeping up with the speed of innovation and maintaining a familiarity with the most recent tools and capabilities is handy in some professions and absolutely critical in others. This course is designed to help you understand and effectively use a variety of "web 2.0" technologies including blogs, RSS, wikis, social bookmarking tools, photo sharing tools, mapping tools, audio and video podcasts, and screencasts.

Inst7150 - Advanced Topics In Learning Object Design And Reuse, Fall 2005, David Wiley

Instructional Technology & Learning Sciences - OCW

This course is designed to help you understand and apply advanced topics in the design, creation, and reuse of learning objects. The course is structured around a practical, hands-on project using learning objects, intermingled with readings and discussion on a variety of topics.

Inst5400 - Computer Applications For Instruction And Training, Spring 2005, Brett Shelton

Instructional Technology & Learning Sciences - OCW

Introduction to basic computer applications on a Macintosh computer, with special emphasis on software that may be used in instruction and training. In this course, students will orient themselves to the Macintosh environment, get a brief overview of Macintosh-specific software, and learn the fundamental basics of the following tools available to assist in instruction and training: PowerPoint, Photoshop, GoLive, and iMovie.

If you wish to complete the assignments, you will need the following programs:

Microsoft PowerPoint

Adobe Photoshop

Adobe GoLive

Apple iMovie

Inst7870 - Instructional Games, Spring 2005, Brett Shelton

Instructional Technology & Learning Sciences - OCW

The goal of this course is to explore the field of instructional gaming through a survey of readings, existing products, and those in development.

Inst7150 - Understanding Online Interaction, Spring 2005, David Wiley

Instructional Technology & Learning Sciences - OCW

This course is designed to provide an introductory level of understanding of the manner in which individuals interact with one another via the network. Possession of this understanding is absolutely critical to your ability to design effective learning environments on the network. This course takes an immersion approach to helping you develop your understanding by requiring you to make extensive, reflective use of several representative interactive media. You will also read several representative pieces of writing in each area.

Inst5240 - Producing Distance Education Resources, Spring 2005, Mimi Recker

Instructional Technology & Learning Sciences - OCW

This course focuses on the production of resources (broadly interpreted) for use in online education (including formal and informal settings). In particular, the course focuses on Internet-based tools and technologies, and how they are developed and applied for use in online learning.

Technical Requirements: Dreamweaver 8 or MX, File Transfer Software (FTP), WinZip or Equivalent

Oer Iid - Intro To Instructional Design, Spring 2005, Joanne Bentley

Other Educational Resources - OCW

Instructional technology is a systematic way of designing, developing, implementing, and evaluating the processes of learning and teaching with specific objectives based on research in human learning and communication. It employs a combination of human and nonhuman resources to bring about more effective instruction. Instructional technology includes aspects of instructional design, product development, interactive learning technologies, multimedia, distance education, and library and information literacy. Each aspect of the field has unique contributions to make to the teaching-learning process.