Education Commons^™

Moving From Education 1.0 Through Education 2.0 Towards Education 3.0, Jackie Gerstein

Educational Technology Faculty Publications and Presentations

This article compares the developments of the Internet and the Web with those of education. The web influences people's way of thinking, doing and being, and people influence the development and content of the web. The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used as a metaphor of how education should also be evolving, as a movement from Education 1.0 towards that of Education 3.0. The Web, Internet, Social Media, and the evolving, emerging technologies have created a perfect storm or convergence of resources, tools, open and free information access. …

Nacherzeugung, Nachverstehen: A Phenomenological Perspective On How Public Understanding Of Science Changes By Engaging With Online Media, Wolff-Michael Roth, Norm Friesen

Educational Technology Faculty Publications and Presentations

It is widely acknowledged in science education that everyday understandings and evidence are generally inconsistent with the scientific view of the matter: “heartache” has little to do with matters cardiopulmonary, and a rising or setting sun actually reflects the movements of the earth. How then does a member of the general public, which in many areas of science is characterized as “illiterate” and “non-scientific,” come to regard something scientifically? Moreover, how do traditional unscientific (e.g., Ptolemaic) views continue their lives, even many centuries after scientists have overthrown them in what are termed scientific (e.g., Copernican) revolutions? In this study, we …

Waldenfels’ Responsive Phenomenology Of The Alien: An Introduction, Norm Friesen

Educational Technology Faculty Publications and Presentations

Merleau-Ponty has famously said of phenomenological reflection that it “steps back to watch the forms of transcendence fly up like sparks from a fire; it slackens the intentional threads which attach us to the world and thus brings them to our notice” (1962, p. xiii) Bernhard Waldenfels, whose notion of responsivity forms the focus of this reflective review, studied under Merleau-Ponty at the Collège de France in the early 1960s. Waldenfels has characterized his own work as “a further development of the existential-structural phenomenology in Merleau-Ponty’s sense” (1997, p. xvii). At the same time, Waldenfels diverges in fundamental ways from …

Mollenhauer & Forgotten Connections: An Intellectual/Biographical Sketch, Norm Friesen

Educational Technology Faculty Publications and Presentations

Klaus Mollenhauer was born in 1928 in Berlin. Like other Germans born at the end of the 1920s (e.g., Jürgen Habermas), Mollenhauer was forced to join the German army as a teenager at the end of the Second World War. After he was captured by the Soviets and imprisoned for almost seven weeks by British forces, Mollenhauer returned to school in 1946. Then he attended the College of Education in Göttingen in what was then West Germany. When asked about an underlying theme in his life’s work, Mollenhauer responded by re-stating a question originally formulated by hermeneutician Friedrich Schleiermacher: “I …

Exploring The Impact Of Role-Playing On Peer Feedback In An Online Case-Based Learning Activity, Yu-Hui Ching

Educational Technology Faculty Publications and Presentations

This study explored the impact of role-playing on the quality of peer feedback and learners’ perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners’ generation of constructive feedback as role-playing was associated with higher frequency of problem identification in the peer comments. Sixty percent of learners perceived the role-play strategy useful in assisting them to compose and provide meaningful feedback. Multiple motivations drove learners in making decisions on role choice when responding to their peers, mostly for peer benefits. Finally, 90% of learners reported …

Establishing An Equitable And Fair Admissions System For An Online Doctoral Program, Ross A. Perkins, Patrick R. Lowenthal

Educational Technology Faculty Publications and Presentations

The field of educational technology has seen marked growth from just a small number of distance-based doctoral programs to nearly 20 today. Creating and sustaining a quality doctoral program of any kind requires a substantial amount of work; the additional challenges of online programs both increases and changes the nature of the efforts required. Among these challenges is creating an admissions process that treats people fairly, does not create a burdensome system for applicants or those involved in the selection process, and ensures the selection of a solid foundation of high quality candidates with whom faculty can mentor, who add …

Research Priorities In Mobile Learning: An International Delphi Study, Yu-Chang Hsu, Yu-Hui Ching, Chareen Snelson

Educational Technology Faculty Publications and Presentations

Along with advancing mobile technologies and proliferating mobile devices and applications, mobile learning research has gained great momentum in recent years. While there have been review articles summarizing past research, studies identifying mobile learning research priorities based on experts’ latest insights have been lacking. This study employed the Delphi method to obtain a consensus from experts about areas that are most in need of research in mobile learning. An international expert panel participated in a three-round Delphi process involving two cycles of online questionnaires and feedback reports. Participants responded to the question, “What should be the research priorities for the …

Telepresence And Tele-Absence: A Phenomenology Of The (In)Visible Alien Online, Norm Friesen

Educational Technology Faculty Publications and Presentations

“The problem, actually, does not lie in telepresence, which amplifies our own possibilities to the level where distance is abolished; but in tele-absence, which withdraws from its own access.”

(Waldenfels, 2009, p. 110)

Proliferating media forms, from tablets to Twitter, are changing communicative practice, delimiting new experiential horizons, and thus providing phenomenological research with novel variations on the experience of self and other. Videoconferencing via Skype or FaceTime offers prominent examples of these changing forms. Despite the use of these communication technologies in both educational contexts and everyday life, educational videoconferencing has been described in the research literature as “a …

Review Of Educational Research Methods In Desktop Virtual World Environments: Framing The Past To Provide Future Direction, Dennis Beck, Ross A. Perkins

Educational Technology Faculty Publications and Presentations

This article describes educational research methodologies being used in the investigation and evaluation of desktop virtual world environments (DVWEs) as used to teach a variety of subjects in higher education. Ellis’ research framework on innovations (2005) and Reeves and Hedberg’s research goals (2003) were used as lenses to examine the state of educational research methods within DVWEs. An extensive search that resulted in 127 peer-reviewed papers chosen, was carried out to locate journal articles in the fields of educational technology, computer science and information systems, virtual reality/virtual worlds/gaming, science and health education, human-computer interaction, media and communications, psychology, social science, …

Research And History Of Policies In K-12 Online And Blended Learning, Kerry Rice

Educational Technology Faculty Publications and Presentations

This chapter provides a historical review of U. S. education policy from its earliest inception to the present day with a focus on policy developments in the 21st century that have influenced the growth and development of online and blended education and those that we can foresee will have the greatest impact moving forward. 21st century policies are synthesized into themes of Online and Distance Learning, Accountability, Innovation and Reform, and Teacher Preparation.

Making Personal And Professional Learning Mobile: Blending Mobile Devices, Social Media, Social Networks, And Mobile Apps To Support Ples, Plns, & Prolns, Michael Grant, Yu-Chang Hsu

Educational Technology Faculty Publications and Presentations

Mobile technologies have become an integrated, or inseparable, part of individuals’ daily lives for work, play, and learning. While social networking has been important and in practice in our society even before human civilization and certainly prior to the advent of computers, nowadays, the opportunities and venues of building a network are unprecedented. Currently, the opportunities and tools to build a network to support personal and professional learning are enabled by mobile technologies (e.g., mobile apps, devices, and services), web-based applications (e.g., Diigo and RSS readers), and social-networking applications and services (e.g., Facebook, Google+, and Twitter). The purpose of this …