I am finalizing my syllabus for the class I am teaching this semester, entitled Design and Development of Adventure Learning, and I thought that others might benefit from this list of technology-enhanced projects relating to adventure, expedition, and the outdoors. If you are interested in learning that happens outside of the classroom, the use of the outdoors in education, the use of technology in enhancing outdoor learning, and the use of narratives in education, then the following projects will interest you:
- The Jason Project: http://www.jason.org
- GoNorth!: http://www.polarhusky.com
- YoTeach! : http://www.yoteach.us
- Earthducation: http://www.earthducation.com
- PolarTREC: http://www.polartrec.com
- ARMADA: http://www.armadaproject.org
- NOOA Teacher at Sea: http://teacheratsea.noaa.gov
- Earthwatch Life from the Field : http://www.earthwatch.org/lff
- Teachers at Sea with the JOIDES Resolution: http://joidesresolution.org/ and the School of Rock program: http://www.oceanleadership.org/education/deep-earth-academy/educators/school-of-rock/
- The World of Wonders: http://www.questconnect.org/world_of_wonders.htm
- River Place Summer Camp: N/A
- Taylor Ranch 0.2 (pilot): https://alatui.wordpress.com/
- Main Salmon River 0.3 (pilot): https://alatuimainsalmon.wordpress.com/
- Go4TheSummit: http://www.go4thesummit.com/
- Maya Quest: http://www.teachervision.fen.com/tv/classroomconnect/maya/index.html
- Eat Bike Grow: eatbikegrow.ning.com (see comment below)
Part of my research demands that I develop technology-enhanced interventions in order to study them. I enjoy this part of my work partly because I get to create solutions to tackle education problems and partly because it has allowed me to explore technology-enhanced learning across different disciplines (e.g. I was involved with developing online learning environments for American Sign Language, environmental stewardship, and sociological concepts).
Now comes another excitement and challenge: Last August, Dr. Calvin Lin and I were awarded a National Science Foundation grant (award #1138506) to develop a hybrid “Introduction to Computer Science” course to be taught at Texas high schools and institutions of higher education. The project is a collaboration between the department of Computer Science (Dr. Lin) and Curriculum and Instruction – Instructional Technology (me). I’ll be posting more about the project (probably on a different blog), but the overarching goal here is to enhance how CS is taught using emerging technologies and pedagogies (mostly PBL) while valuing local contexts and practices. Mark Guzdial, in a recent paper, notes that “We need more education research that is informed by understanding CS—how it’s taught, what the current practices are, and what’s important to keep as we change practice. We need more computing education researchers to help meet the workforce needs in our technology-based society.”
I look forward to sharing more about this project with everyone soon!
Social and non-task interactions are often recognized as a valuable part of the learning experience. Talk over football, community events, or local news for example, may enable the development of positive instructor-learner relationships and a relaxed learning atmosphere. Non-task aspects of learning however have received limited attention in the education literature. Morgan-Fleming, Burley, and Price (2003) argue that this is the result of an implicit assumption that no pedagogical benefits are derived from non-task behavior, hence the reduction of off-task activities in schools such as recess time. This issue has received limited attention in the pedagogical agent literature as well. What happens when a virtual character designed to help a student learn about a topic, introduces off-task comments to a lesson? What happens when a virtual instructor mentions current events? How do learners respond?
These are the issues that I am investigating in a paper published in the current issue of the journal Computers in Human Behavior, as part of my research on the experiences of students who interact with virtual instructors and pedagogical agents. The abstract, citation, and link to the full paper appear below:
In this paper, I investigate the impact of non-task pedagogical agent behavior on learning outcomes, perceptions of agents’ interaction ability, and learner experiences. While quasi-experimental results indicate that while the addition of non-task comments to an on-task tutorial may increase learning and perceptions of the agent’s ability to interact with learners, this increase is not statistically significant. Further addition of non-task comments however, harms learning and perceptions of the agent’s ability to interact with learners in statistically significant ways. Qualitative results reveal that on-task interactions are efficient but impersonal, while non-task interactions were memorable, but distracting. Implications include the potential for non-task interactions to create an uncanny valley effect for agent behavior.
Veletsianos, G. (2012). How do Learners Respond to Pedagogical Agents that Deliver Social-oriented Non-task Messages? Impact on Student Learning, Perceptions, and Experiences. Computers in Human Behavior, 28(1), 275-283.
May it be healthy, peaceful, and full of joy to you and yours!
I have memories of white holidays from my years in Minnesota, mild winters from growing up in Cyprus, and cold winters from my time in Manchester… but winters of 25 degrees Celsius (75 F) are new to me. I suppose that’s an appropriate way for Austin to welcome the new year!