Educational Technology Commons^™

Web Tools: Keeping Learners On Pace, Mickey Kosloski

STEMPS Faculty Publications

One of the greatest challenges in teaching technology and engineering is pacing. Some students grasp new technological concepts quickly, while others need repetition and may struggle to keep pace. This poses an obstacle for the technology and engineering teacher, and is particularly true when teaching students to build a website. However, there are a plethora of online tools available that can assist learners in building a website. This article identifies some of the tools that may be used in the classroom and for classroom-oriented, teacher-hosted websites. While specific examples are provided, Web search terms are denoted at the end of …

Developing Distance Education Content Using The Tappa Process, Robert L. Moore

STEMPS Faculty Publications

The proliferation of distance education has occurred alongside the emerging technologies of the Web 2.0 and Web 3.0 environments, changing the way instructors approach, design, and deliver their instructional materials. In the past, instructional design (ID) practitioners relied on instruction system design (ISD) models that focused primarily on macroinstruction. It is now important for these practitioners to use microinstruction strategies to keep pace with the technology evolution. This case study describes the TAPPA (Target, Accomplishment, Past, Prototype, Artifact) Process which was created using the Generic Model for Design Research (GMDR) proposed by McKenney and Reeves (2012) and uses selected ID …

Interacting At A Distance: Creating Engagement In Online Learning Environments, Robert L. Moore

STEMPS Faculty Publications

Effective online instruction requires understanding not only interaction but also how to facilitate interaction through technology (Moore & Kearsley, 2012). Specifically, Moore and Kearsley (2012) categorize these types of interactions as "learner with content, interaction with instruction [or] interaction with other learners" (p. 132). This chapter examines each of these interaction types and suggests ways to incorporate them into online learning environments (OLEs). The chapter provides techniques and approaches that will be beneficial to both instructional design practitioners and online instructors. It seeks to assuage some of the concerns that faculty have about OLEs and provides ideas and activities that …

Designing A Self-Directed Gamified Professional Development Course For Technology Integration, Rebecca J. Kinnander

Graduate Research Papers

Gamified Professional Development for Technology Integration is a one credit license renewal or graduate credit course that can be offered to teachers at the elementary and secondary levels, and pre-service teachers at post-secondary levels, for self-paced learning. Created in response to a lack of dedicated in-service time and ineffective professional development, I sought to develop a rigorous self-paced course using the Understanding by Design framework (Wiggins & McTighe, 2005) – a course where teacher-learners could master technology tools, make their personal meaning, and independently/flexibly transfer learning to authentic tasks they could replicate in their own classrooms.

Comparing High School Students' And Adults' Perceptions Of Technology, Henry L. (Hal) Harrison Ii, Philip A. Reed

STEMPS Faculty Publications

This study compared high school student’s perceptions of technology and technological literacy to those perceptions of the general public. Additionally, individual student groups were compared statistically to determine significant differences between the groups. The ITEA/Gallup Poll instrument was used to survey high school student’s perceptions of technology in the study. The student population in question consisted of three subgroups: students enrolled in a standards-based technology education courses, students enrolled in a Project Lead the Way (PLTW) Principles of Engineering pre-engineering course, and students enrolled in a general education course (language arts, mathematics, or science). In addition, each student group’s perceptions …

Iste’S Mobile Learning Framework And The Vmla Pathway, Helen Crompton

Teaching & Learning Faculty Publications

The International Society for Technology in Education (ISTE) has developed a mobile learning framework to use to meet the needs of educators in the U.S. wanting to begin a mobile learning initiative. This framework will be shared in this session with examples of activities for each step of that framework.

Humanoid Robots Supporting Children’S Intellectual And Social Dispositions In An Early Childhood Setting, Helen Crompton, Diane Burke, Kristine Sunday, Peter Baker, Kristin Gregory, John Asija

Teaching & Learning Faculty Publications

This study explores the affordances provided by the use of the NAO robot in an early childhood classroom. Using the Head Start Early Learning Outcomes Framework as a guide, the researchers analyzed the interactions and relationships between teachers, students, and learning, and the unique curricular opportunities and outcomes provided by the NAO robot.

Towards A Persuasive Design Pattern For A Gamified M-Learning Environment, Ferial Khaddage, Christoph Lattemann, Helen Crompton

Teaching & Learning Faculty Publications

New innovative technologies create opportunities for persuasive engagement. Persuasive technology is all about software, systems and applications designed to hook, reinforce, change and shape the attitudes of the learners without using coercion or deception. Persuasive design pattern if applied effectively and efficiently may influence learners’ attitudes towards the learning task, and may hook them to the specific learning activity offered via a gamified mobile application. In this paper the concept of persuasive design pattern in gamified m-learning platforms should be introduced to the scientific community. Persuasive design in a gamified mobile learning environment is described and persuasive set of design …

Making Cell Phones Work For You And Your Students, Helen Crompton

Teaching & Learning Faculty Publications

No abstract provided.

Taking Advantage Of Moocs In K-12 Education: A Blended Approach, Samantha Briggs, Helen Crompton

Teaching & Learning Faculty Publications

Technological opportunities are opening new ways for educators to enhance K-12 instruction. While many educators are incorporating digital technologies into their teaching, there is evidence to show that K-12 educators have a lack of training, time, and resources to implement learner-centered digital instruction. Massive Open Online Courses (MOOCS) have gained a reputation for providing online learning in higher education and are now extending to K-12. The unique digital advantages as well as the rising number of students enrolled in schools has led to discussions about the potential of MOOCS for students in K-12 (ages 4-19 years) education. This chapter provides …

The Application Of Layer Theory To Design: The Control Layer, Andrew S. Gibbons Iii, Matt Langton

Faculty Publications

Validation of an architectural theory of instructional design layering is accomplished for one of the proposed layers by verifying the theory’s claim that for every layer there exists a body of design theory from outside the field of instructional design that is capable of informing design within that layer.

Institutional Drivers And Barriers To Faculty Adoption Of Blended Learning In Higher Education, Wendy W. Porter, Charles R. Graham

Faculty Publications

Relatively little research on blended learning (BL) addresses institutional adoption, although such research would benefit institutions of higher education in strategically adopting and implementing BL. In a prior study, the authors proposed a framework for institutional BL adoption, identifying three stages: (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. The framework also identified key strategy, structure and support issues universities may address at each stage. The current study applies that framework as well as Rogers’ diffusion of innovations theory to determine the degree to which institutional strategy, structure and support decisions facilitate or impede BL adoption among higher education …

Teacher And Student Perspectives On Facilitating A Sense Of Community Through An Online High School’S “Shepherding” Program, Jeffery Drysdale, Charles R. Graham, Jered Borup

Faculty Publications

Student disconnectedness remains a serious concern in K-12 online learning—especially in programs where students take most or all of their coursework online. In this research we examined a “shepherding program” designed to encourage a sense of community among teachers and students at an online charter school. Every online teacher served as a “shepherd” for 20 to 25 students and worked to establish close relationships with each student. Data was collected through 5 teacher focus groups, 5 one-on-one teacher interviews, and 10 one-on-one student interviews. A qualitative analysis using Rovai’s sense of community framework examined how the shepherding program influenced shepherd-student …

Using Technology To Transform Learning: Tell Iste What Students Need To Know For The Future, Helen Crompton, Kelly Rippard, Jody Sommerfeldt

Teaching & Learning Faculty Publications

The International Society for Technology in Education (ISTE) publishes the internationally recognized ISTE Standards, which are the premier standards to guide the use of technology for learning. ISTE is updating the standards, beginning with the ISTE Standards for Students and they are seeking the input of thousands of educators and other stakeholders during the process. Participants will be able to provide feedback on a draft of the updated standards, giving key insight during a crucial phase of the refresh process.

Java Based Visualization And Animation For Teaching The Dijkstra Shortest Path Algorithm In Transportation Networks, Ivan Makohon, Duc T. Nguyen, Masha Sosonkina, Yuzhong Shen, Manwo Ng

Civil & Environmental Engineering Faculty Publications

Shortest path (SP) algorithms, such as the popular Dijkstra algorithm has been considered as the "basic building blocks" for many advanced transportation network models. Dijkstra algorithm will find the shortest time (ST) and the corresponding SP to travel from a source node to a destination node. Applications of SP algorithms include real-time GPS and the Frank-Wolfe network equilibrium.

For transportation engineering students, the Dijkstra algorithm is not easily understood. This paper discusses the design and development of a software that will help the students to fully understand the key components involved in the Dijkstra SP algorithm. The software presents an …

A Qualitative Analysis Of Institutional Drivers And Barriers To Blended Learning Adoption In Higher Education, Wendy W. Porter, Charles R. Graham, Robert G. Bodily, Daniel S. Sandberg

Faculty Publications

The authors previously proposed a framework for institutional BL adoption (Graham, Woodfield, & Harrison, 2012), identifying three stages: (a) awareness/exploration, (b) adoption/early implementation, and (c) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. In this paper, the authors applied that framework as well as Rogers' (2003) diffusion of innovations theory to determine the degree to which institutional strategy, structure, and support measures facilitate or impede BL adoption among higher education faculty. In addition, the authors explored whether higher education faculty's innovation adoption category affects which measures facilitate or impede BL …

Blended Learning Citation Patterns And Publication Networks Across Seven Worldwide Regions, Kristian J. Spring, Charles R. Graham

Faculty Publications

The field of international blended learning (BL) is primed to benefit from stronger communication and collaboration. Collaboration is currently limited, and regions vary greatly in terms of citations. However, BL is growing worldwide and each region is an important part of the community. The goal of this research is to explore where the most impactful conversations about BL worldwide are occurring and how, if at all, are they connected to one another in terms of citations and publications. We present here the most cited BL articles from each region, the journals that publish these articles, and citation and publication patterns …

An Analysis Of The Curriculum Requirements For K-12 Online Teaching Endorsements In The U.S., Laura Mcallister, Charles R. Graham

Faculty Publications

This study examined existing K-12 online teacher preparation programs in the United States to ascertain the degree to which teachers are prepared to function in online/blended classroom learning environments. This study used a content analysis approach. Research specifically targeted online teacher preparation programs implemented in institutions of higher education. The researcher collected data from state offices of education and institution deans through email surveys inquiring about the existence and capacity of K-12 online teaching endorsements, course descriptions, and other course documents.

Online Student Perceptions Of The Need For A Proximate Community Of Engagement At An Independent Study Program, Darin R. Oviatt, Charles R. Graham, Jered Borup, Randall S. Davies

Faculty Publications

Research suggests that collaborative learning designs, which require interaction with teachers and peers, can promote engagement and learning for online courses. Many K-12 students seek supplemental online courses to meet graduation requirements and desire flexibility, which often conflicts with required interactions. This paper asserts that online independent study learners may create a proximate community of engagement (PCE) to provide the benefits of collaboration and interactions. Using the adolescent community of engagement (ACE) framework as a lens for identifying interactions, this study surveyed K-12 independent study students to assess their perception of the need for interaction with a support community while …

Me And My Ve, Part 4, Laura Strater, Christina M. Frederick, Monifa Vaughn-Cooke, Jim Bliss, Smruti Shah

Publications

Virtual environments, augmented reality, serious games, simulations, and other digitally mediated experiences are revolutionizing the way that we work, learn, and interact with people and systems. The employment of these technologies is driving innovation in research, training, education, evaluation, and various business endeavors. This session will provide a brief overview of some of the diverse uses of virtual environments (VEs) in an alternate demonstration format that leaves just over half of the session time for hands on, interactive demonstrations. Unlike most demonstration sessions, where possible, we encourage session attendees to personally interact with the demonstrations. The session will begin with …