1. Michaella Hammond, MFA
Assistant Director for Instructional
Design @ The Reinert Center for
Teaching Excellence
Saint Louis University
2. Identify learning
technology trends
Discuss how
educational
technology can
improve learners’
experiences and
possibly learning
outcomes
3. “Education will be more about how to
process and use information and less about
imparting it. This is a consequence of both
the proliferation of knowledge – and how
much of it any student can truly absorb –
and changes in technology.”
Lawrence H. Summers, former president of Harvard, speech from The New
York Time’s Schools for Tomorrow conference
4. When you think
about technology
and
education, what
opinions, concepts
, images, debates,
words, or
thoughts come to
mind?
5. {Students born between 1981 and 2001 tend to…}
Multitask & enjoy collaborative learning
Often depend on others for direction
Be at ease with new technologies
May need support using technology
for academic and professional
purposes
Benefit from additional practice
with critical thinking and
independent decision-making skills
(Lynch qtd. in The Economist, 2008, p. 11)
(RIT Online Learning: Adult Learners, 2012)
6. {Students born before 1981 tend to…}
Be self-directed and active learners
Question theories and ideas
Seek relevant, problem-based
learning experiences
May need support using technology
for academic and professional
purposes
Bring real-world experiences that
contextualize world view
(RIT Online Learning: Adult Learners, 2012)
Photo source: l_hilt’s photostream on Flickr
7. “Learning technology is the broad
range of
communication, information and
related technologies that can be
used to support learning, teaching
and assessment . . . you do not have
to be called or to call yourself a
learning technologist to be one!”
(UK’s Association for Learning
Technology)
8. “So, our purpose is not to
demonstrate how to use
these technologies, but
rather to demonstrate how
learners can use these
technologies. The process
may be more difficult, but
the meaning that you and
your students derive from it
will be deeper. We believe
this approach is worth the
effort” (Howland, Jonassen
& Marra, 2011, para. 2).
9.
10. Peer-based and scholar-based
communication via social media
(e.g., Stanford’s Encyclopedia of
Philosophy)
Mobile learning, or m-learning
(e.g., BYOT, flipped classroom
model)
Incorporating play more widely
into higher education (James Paul
Gee’s: “preparation for future
learning”)
12. “A Low-Threshold Application (LTA) is
a teaching/learning application of
information technology that is
reliable, accessible, easy to
learn, non-intimidating and
(incrementally) inexpensive” (TLT
Group Resources Collection, 2009).
13. Tracking changes in Microsoft Word documents
Collaborative writing projects in Google Docs, blogs, wikis, etc.
Using Instant Messenger and web conferencing programs for remote office hours or
study sessions
Adding audio narration to presentation slides
Using social bookmarking sites to help students learn how to evaluate and curate
research
Using digitized recordings or videos to respond to student and peer work
(e.g., Jing, iMovie, Audacity, etc.)
Twitter backchannel in the classroom as a means of informal, formative assessment
(checks for understanding)
Discipline-specific apps that transcend platforms
BYOT – “Bring your own technology” into the classroom
16. Course, curriculum, and classroom
redesign
Flipped classrooms (leveraging
Tegrity, SLUGlobal, screencasting, p
odcasting, etc.; e.g., Khan
Academy)
Universal Design and Universal
Instructional Design
Institutionalized problem-based
learning, service learning, and/or
simulations for degree-granting
programs or schools
Electronic portfolios transferable
and visible from a learner’s
academic life to professional career
The possibilities are
endless, too, but there are
challenges with implementing
purposeful, systemic learning
technology in the classroom.
17. Source: The Flipped Classroom: Turning Traditional Education on Its
Head, http://www.knewton.com/flipped-classroom/
19. Educational technology works best
when explicitly connected to
learning outcomes
Today and tomorrow’s classrooms
are shifting towards more learner-
centered, guide-on-the-side
environments
Learning technologies have the
capacity to improve learner access
in terms of accessibility, geographic
location, socioeconomic
status, and modes of engagement
20.
21. If you would like to
read more about
some of the ideas
and technologies
mentioned in
today’s
presentation, please
visit:
http://bit.ly/myers
_edh670
From the awesome text, Meaningful Learning with Technology (4th ed.) by David H. Jonassen, Jane L. Howland, and Rose M. Marra (2011, May 18).
What’s hot in emerging learning technologies includes the following trends as identified by the 2011 Horizon Report. Great video from James Paul Gee about gaming’s role in problem solving and creating new worlds for discovery, experimentation, and applying the knowledge we know in complex, contextualized systems: http://www.pbs.org/wgbh/pages/frontline/digitalnation/learning/schools/how-video-games-can-help.html
Steve Gilbert coined the phrase “low-threshold application” of learning technologies so faculty members would know how easy a program is to learn and how easy it would be for learning institutions to support such learning as well. I think of these types of technology uses as grassroots-oriented … oftentimes
Also discuss how multimedia lectures, like those often found in the flipped classroom model, may help multimodal learners, students who are English Language Learners, and/or students of diverse abilities. Great tie-in article to this is: http://ebm.facultyfocusemail.com/c/tag/BPJqE2B8X3cvB8fkmJAAAAADFp/doc.html?t_params=EMAIL=mhammon8@slu.edu&PASSWORD=B8X3cvAAEAlEBPJqE2wpIAe1GwdcDc&t_sharepop=1&t_sharethis=1&t_sharepop=1