My iPad goes to VBS

This week is Vacation Bible School at my church Bartlett Methodist.  The exciting and fun theme for the kids is Galactic Blast!, which has been a blast.  I have been leading the Discovery Time, which is focused on science and particularly earth sciences and physics.  So each night during the week, we have been experimenting with a individual experiments and then we have a whole group time, too.  On Tuesday night, though, the individual experiment didn’t take long and I wanted to show the kids some of the most recent images from space, especially some of those from the Hubble Space Telescope.

I decided to bring my iPad and project some of the images for the kids.  Like others have discussed, you can’t just project on your iPad.  In fact, the individual applications have to release the video out (check out this spreadsheet for the list). One application that I’ve really had a lot of success with video out is GoodReader.  It’s a great application, and it worked really well for me at VBS. I was able to project an image onto the screen, then blow it up by “pinching.”  This was particularly effective when I was discussing the maria and craters on the lunar landscape.  Since my iPad is not a 3G, I relied on transferring all of the images and videos directly onto the iPad with GoodReader, too, while syncing.

In one session with kids, I was running a little ahead.  So, I also unplugged from the projector and used the Planets app to show the kids individual images of the planets.  I was able to walk around with my iPad among the kids and they got a closer view, too.  All in all, the iPad and the space images were both hits. Have you used your iPad, iPhone, or iPod Touch with less formal learning situations?  Let me know in the comments.

Cognitive Psychology Seminar: Reconsidering Cognitive Load

If the fun from yesterday with the graphic communications majors at Clemson University wasn’t enough, today, I get to discuss cognitive load theory and web based instruction with graduate students and faculty in the Psychology department here at the university. I’m a little nervous about this talk, because I haven’t presented this before. This is a line of significant research for my colleague and friend Dr. Jongpil Cheon at Texas Tech University. So, I am piggy-backing on his great work.

If any of the students and faculty drop by to take a look or download the slides, feel free to leave a comment below.  I’d love to have your feedback on our research.

Below is an abstract of the presentation and the slides for Slideshare.net to go with the talk.

Abstract
This study proposes a new instrument to measure cognitive load types related to user interface and demonstrates theoretical assumptions about different load types. In reconsidering established cognitive load theory, the inadequacies of the theory are criticized in terms of the adaption of learning efficiency score and distinction of cognitive load types. Since measurement of mental effort does not cover all types of cognitive load, a new way of isolating different loads is required. Previous studies have focused on designing interface to reduce extraneous cognitive load. However, interface may have the potential to enhance germane cognitive load because learners may construct their knowledge schemata with interface layouts.

If I had all the time and money in the world, my elearning would look like this

Too many ideas were coming to my mind as I was trying to write about how I would like my elearning to be, if I had money and time. I decided to take a step back to look at the whole picture first then at the details, similar to looking at the shell and then studying the core. This is what I came up with.

The shell of my elearning unit would be a highly engaging unit achieved through the pedagogical approach I would use. My pedagogical approach would be student-centered, situated in constructivism, where learners make choices in how they acquire their knowledge (Kanuka, 2006).  In an article reviewing conceptualizations of workplace learning, Smith (2003) talks about the importance of the flexible delivery of learning where learners possess some autonomy in how to approach the learning materials and where the instructor plays the role of the facilitator of the learning experience.  In the same context, Tom Kuhlman (2009) differentiates between the push and the pull approach to learning. The push approach would typically provide the information in a linear fashion that might not meet the learner’s needs. On the other hand, the pull approach provides the information to the leaner in such a way to give the choice of pulling the content as needed by the learner.

In addition, my pedagogical approach will allow learners to progress in their learning through social negotiation, learning through their interactions with others (Jonassen, 2009).  Smith (2003) also describes how the social interaction among the learners, in particular in computer-based learning, helps them construct their knowledge.  In her slide presentation, The Future of E-learning is Social Learning, Jane Hart (2009) describes what social learning is about, especially in e-learning environments.  She points out that people go through a good deal of learning by interacting with one another. Today, with the emergence of the new social media tools, educators are able to incorporate social negotiation in the learning experience of their learners. A concept that emerges from social learning is the Personal Learning Environment (PLN).  Stephen Downes (2010) explains in great detail what personal learning environments are. He points out that they create a shift in how learning is viewed. Learning becomes more of managing connections between different sources of knowledge rather than managing learning itself. In a personal learning community, one would learn by immersion in a community and grow through the interaction with that community.  Where is all of this leading to?

The question comes again: How would my elearning look like if I had money and time?  My elearning will be student-centered, where learners create their PLN to construct their knowledge, individually and socially, and where they have access to a repository of resources that facilitates the process for them. In addition, with the luxury of time that I would have, and in line with constructivism, my instructional strategies will be based on project-based and/or problem-based approaches.

As for the core, I would take the time to provide choices for learners in their interaction with the learning environment to cater to their variation in learning styles.   I would also spend money and time on the creation of multimedia.  I would hire an illustrator and an animator for my images and comic strips. I would hire an audiovisual expert to produce high quality video and audio. In order to immerse my learners in authentic learning experiences, I would definitely venture in the creation of 3D learning environments.  The eLearning Coach presents a nice review on the book Learning in 3D, by Karl Kapp and Tony Driscoll.  Last but not least, I would pay careful attention to the design principles. Either by me spending the time or by hiring a web designer, my elearning unit has to have an attractive appeal to it.  Whether in the choice of colors, font, images or layout, my unit will have a nice look and feel.  Of course, the icing on the cake is the formative evaluation.  Money and time will allow me to proceed with a sound formative evaluation, the results of which I will use to improve my unit.

Can you see my unit? What would your approach be like?

References

Jonassen,D. (2009). Reconciling a human cognitive architecture.  In S. Tobias & T.M. Duffy (Eds).  Constructivist Instruction: Success or Failure? (pp.16-17). Routledge/Taylor & Francis Group.

Kanuka, H. (2006). Instructional design and elearning: A discussion of pedagogical content knowledge as a missing construct. E-Journal of Instructional Science and Technology. 9(2).

Smith, P. (2003). Workplace learning and flexible delivery. Review of Educational Research, 73(1), 53-88.

Guest blogger: Suha Tamim is a doctoral student in Instructional Design and Technology. She also holds a Masters degree in Public Health, Concentration Health Behavior and Health Education. She is interested in learning design, constructivism, and learning styles. Few years prior to becoming a doctoral student, Suha worked as an instructor at the university level, teaching students how to design health education materials and how to use them in the field.  She was also involved in training school teachers and health workers on the design of health education materials.  Suha previously discussed integrating text, images, audio, and video into elearning.

Trusting your school with the technology may become the issue

Big Brother is watching … only it’s your vice principal.  If you thought that getting technology into schools was the primary issue or even getting teachers to integrate was bigger.  This might change your mind.  By way of Mashable, I heard about this story:

BoingBoing reports that a recent case filing in Robbins vs. Lower Merion School District, a Pennsylvania school, is a class action suit on behalf of students with school-issued laptops whose webcams have been used to watch the students and their families at home.

It was discovered that the laptops issued by the high school contained software allowing administrators to covertly activate the on-board webcam. The plaintiff, Blake J. Robbins, was disciplined by the school for “improper behavior in his home.” The evidence of said impropriety was brought forth by the school vice principal, who displayed a photo of Robbins taken by the laptop’s webcam.

This was also reported on HLN this morning as well.  The level of weird and creepy in this is enough to require a shower.  This is oddly reminiscent of an episode of Criminal Minds minus the serial killer, FBI, and quirky characters.  Who knows?  Maybe we’ll see the quirky characters unfold in this story?  But I don’t believe we’ll like them as much as Garcia, Hotch, and Reid.

Formal learning is here to stay

Informal learning is important. It accounts for how we learned much of what we know: experience. However, it should not and will not replace formal learning. As more emphasis is being put on constructivist methods and social learning, it is important not to deemphasize the role that formal learning plays.

Some tasks are best taught through formal learning. These tasks have low complexity, require low autonomy, are standardized, are highly specific or routine, or may be time sensitive. For example, Flora McDora created a slideshare to emphasize this point. You can view it here: Informal v Formal Learning. Kirschner, Sweller, and Clark (2006) also state that when dealing with new information, learners need to be specifically shown what to do. On his Informal Learning Blog, Jay Cross posits that novices learn more through formal instruction and that formal learning is best for explicit knowledge. This may be attributed to cognitive load theory. A trial-and-error approach without any form of guidance can result in a heavy load on working memory. This is particularly true for novice learners who may lack the proper schemas to integrate the new knowledge with prior knowledge (Kirschner, et all, 2006). In fact, novice learners may not have the prior knowledge to integrate new knowledge with. Mayer (2004) addresses this further with the assertion that guided discovery is necessary to activate knowledge to make sense of new knowledge and to integrate new knowledge with prior knowledge. He further suggests that left to their own devices, learners may never encounter the objective material.

Sometimes, the need for formal learning is based on practicality. People need to perform a certain way every time and there is no room for mistake. Period. Think about an assembly line making brakes for your car or a new surgical procedure. Do you want the guy making your brakes or the doctor performing your surgery to have learned in a formal environment or through experimenting and trial-and-error.  In his blog, The Pursuing Performance Blog, Guy Wallace provides a witty look into The Research Evidence Against Informal Learning.

He asks, “IF informal learning DOES account for 80% or more of “how kids learn about sex” – does that make IT the approach to actively support?” (para. 3). While the shock value of the statement is what caught my eye, it certainly resonates with the theme of practicality.

It is also important to note that informal learning should not be considered a replacement for formal learning. Formal and informal learning are complementary (Cofer, 2000). They work together. Clark (2007) points out that a lot of informal learning would fail to occur without formal learning programs. In this vein, I would like to leave you with a quote from Cross (2010), “When you dig down into the details, you’ll find that all learning is part formal and part informal. The only thing worth discussing is the degree of formality or informality, for it’s never either/or.” (para. 13).

References:

Clark, D. R. (2007). Formal and informal learning. Retrieved February 9, 2010 from http://www.knowledgejump.com/learning/informal.html

Cofer, D. (2000). Informal workplace learning. Practice Application Brief. NO 10. U.S. Department of Education: Clearinghouse on Adult, Career, and Vocational Education.

Cross, J. (2010). Where did the 80% come from? Informal Learning Blog. Retrieved Febraury 9, 2010 from http://www.informl.com/where-did-the-80-come-from

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning?: The case for guided methods of instruction. The American Psychologist, 59(1), 14-19.

McDora, F.  (2009). Formal v informal learning. Retrieved February 9, 2010 from http://www.slideshare.net/theexplorer/informal-v-formal-learning

Wallace, G. (2007). The research evidence against informal learning. Retrieved February 9, 2010 from http://pursuingperformanceblog.blogspot.com/2007/05/research-evidence- against-informal.html

Guest Blogger: Carmen Weaver is the project manager for the TLINC grant at the University of Memphis. She also teaches technology integration to undergraduate education majors at the University. Carmen has a background in Computer Information Systems as well as Secondary Education. She is a doctoral student in Instructional Design and Technology.

A letter to my students …

Dr. Bill Taylor, a Professor of Political Science at Oakton Community College, wrote a letter to his students regarding academic integrity.  I think this is awesome.  It spells out exceptionally well what he expects of his students and what elements of integrity they should expect out of him.  It makes his procedures for assessment and professionalism transparent to the student.  I think in teacher education, we would also liken this to dispositions.  But Dr. Taylor does a masterful job of explaining why academic integrity is important to him as an individual and why it should be respected by a profession.

What are your thoughts?  Does your school have a code of conduct for academic honesty?  Is it taken seriously?  Should teachers write letters like this home to students — either for middle school, high school or college?  What about elementary schools?  We’ve all sat through the fourth grade reports on dinosaurs, where each student said the exact same thing.  Or for me, worse yet, is where you can tell the parents did the school project.  Where’s the learning?  What might this letter look like to elementary school students?

I’m considering doing this with my students.  What do you think?  Should I?

Presentation: James Paul Gee at Infinite Thinking Machine

I received the following information about an open session with James Paul Gee, who is one of the leading experts on using video games to support learning.  This is courtesy of Steve Hargadon at the Infinite Thinking Machine

James Paul Gee on Video Games, Learning, and Literacy
Date: Wednesday, February 3rd, 2010
Time: 5pm Pacific / 8pm Eastern / 1am GMT (next day)
Duration: 1 hour
Location: In Elluminate. Log in at http://tr.im/futureofed. The Elluminate room will be open up to 30 minutes before the event if you want to come in early. To make sure that your computer is configured for Elluminate, please visit http://www.elluminate.com/support. Recordings of the session will be posted within a day of the event at the event page (here).

You can read more about Dr. Gee at the Infinite Thinking Machine’s original announcement.

How do you catch a cloud and pin it down?

Well, now you can. Cloud computing has been a popular resource in the scientific research community because of its tremendous computing power. The amazing realm of cloud computing is now being used widely in the education sector. The reasons for its popularity are the ease of management, availability of consolidated resources and infinite computing power.  Before we go any further about the aspects of cloud computing that make it an invaluable resource for education, let us find out what is cloud computing.  As Christopher Dawson points out, it is “lots of computers somewhere (we don’t actually care where) doing lots of processing to deliver services to our desktops via the Internet”.  It provides computer applications to users without the need for them to purchase, install, or support software on their local computers and/or servers.

There are three key features of cloud computing. They provide Infrastructure-as-a-Service (IaaS), Platform-as-a-Service (PaaS), and Software-as-a-Service (SaaS). This implies that not only is the software hosted on a remote computer, but data are stored remotely too. These features indicate large financial benefits to educational institutions apart from the high scalability due to its infinite storage capacity and the ability for users to collaborate and access data and applications anytime, anywhere.

Cloud computing, which is touted as the next big thing in education, already has found many takers in the K-12 education sector as well as in higher education. Thomas Bittman from the  Gartner Group voices the opinion of many technology coordinators for K-12 education when he writes “cloud computing will definitely have an impact on enterprise IT – but the impact on our educational system will be astounding”. Professors at UC Berkley used cloud computing, instead of the Berkley-owned infrastructure, as part of an undergraduate course. They found that the students found it easy and faster to work with. Another promoter of cloud computing, William Hurley at InfoWorld, in an open letter to President Obama, has asked “for a government-funded computing cloud for use by all colleges and universities”. According to him, not only will such a move provide wider access to this technology, but it also will “dramatically improve our collaboration and innovation as a nation.”

As with every technology, this one comes with its bag of issues too. Security and reliability pose a big threat as it lies with the cloud provider. As security guru Bruce Schneier accurately articulates, “Be careful who you trust, be careful what you trust them with, and be careful how much you trust them. Outsourcing is the future of computing. Eventually we’ll get this right, but you don’t want to be a casualty along the way.”

Almost all the computing giants offer cloud computing options for educators. Amazon’s Elastic Compute Cloud (EC2), Microsoft’s Azure Services Platform, Google’s App Engine, IBM’s Cloud Academy and a host of open source computing tools like Sun Microsystems and Nimbus are few of the many options available. So are you ready to take your teaching to the next level?

Guest Blogger: Prashanthi Selvanarayanan is a former web developer at Arizona State University. After completing her Professional Masters in Computational Biosciences, she was involved in developing online assessment and homework delivery systems for higher education. She is currently pursuing her Masters degree in Instructional Design and Technology at the University of Memphis. She plans to be an e-learning and training developer in the corporate sector.

IDT 7095-8095: Invitation to become a client

I just sent out my invitation for potential clients for IDT 7095-8095.  In the spring 2008 semester, the Instructional Design & Technology program launched a new course aimed at providing students project management and design team experiences.  In IDT 7095/8095, we are attempting to give students “real world” experiences with “live” clients. We will be offering this course again this spring 2010 semester.

Proposed projects must be a learning problem that can be addressed through an e-learning (i.e., computer-based or Web-based instruction) solution. Projects this spring should focus on instruction and learning. This project must be small enough to be completed in one semester. The teams will analyze, design, develop, implement and evaluate the project.  You can even see some images of our previous Showcase in my photostream to the the right.

To find out more about the course and previous project, I encourage you to peruse these pages.

• Course Information
• Information for Clients

I hope you will consider proposing a project by completing the **brief** form available at

• Clients Proposal Form

If you have questions or would like talk about a potential project’s scope, then feel free to contact me or leave a comment.

Instructional design & development project showcase

Tonight is the project showcase for my IDT 7095/8095: Developing Interactive Learning Environments II course.  This semester the teams are comprised of all women.  (Go girl-power!)  The overwhelming majority of this course is based in working with a “live” external client.  At the beginning of the semester, student teams select clients from proposals I have received.  Then students work all semester with the client to analyze, design, develop, implement and evaluate a solution to the proposed problem.  This semester one project is a traditional instructional design training opportunity for a client and friend Dr. Chuck Hodges at Virginia Tech’s Math Emporium.  The other project is more of an electronic performance support system for abnormal ophthalmology at the University of Tennessee Health Science Center here in Memphis.  As part of the showcase, student teams will present an executive summary of their projects’ problems, solutions and evaluations.

In addition to the primary project, students are also learning project management.  We follow Lynch and Roecker’s (2007) Project Managing e-Learning: A Handbook for Successful Design, Delivery and Management, which is based on the Project Management Body of Knowledge (PMBOK).  In addition, we supplement with the Fast Forward MBA in Project Management, which has a wealth of examples and templates built in.

On top of the instructional design models from previous courses, including Morrison, Ross and Kemp and Dick, Carey and Carey, we emphasize rapid prototyping as a development model. So, you can see that students are doing a tremendous amount of work and learning.

Below are the project teams’ descriptions.

PB&K Solutions has focused on designing and developing an electronic performance support system for medical students studying ophthalmology at UT Health Science Center.  Their clients are Dr. Bill Brescia and Dr. William Morris.  One of their most unique challenges is to create a system that is scalable and maintainable.  PB&K Solutions’ primaries are Kathy Youngblood, Patti Liddell and Becki Barnhardt.

Joint Creative Design designed and developed training for test proctors at Virginia Tech’s Math Emporium.  The Math Emporium supports several thousand students enrolled in math courses throughout the year.  Their client is Dr. Charles Hodges, a faculty member in Virginia Tech’s math program and geographically located in Blacksburg, VA.  Joint Creative Design combines the expertises of Donna Brunner, Joanne Gikas and Christie Hayes.

I encourage you to leave your thoughts and well-wishes to the students in the comments below.