The “educational technology” field has had an identity crisis for a while (see Lowenthal and Wilson (2009) for a valuable discussion on this, which includes the following quote from Morgan, 1978, pp. 142): ““some would say that a discipline about whose name there is no certainty is no discipline at all, and educational technology has a variety of other labels—instructional systems development, instructional design, and, occasionally, educational engineering.”)
I’ve been discussing degree program names with my colleague Joan Hughes, and she suggested we look at program names to get a sense of how programs choose to view and define themselves. I thought that this was a great idea, but I also thought that degree program name changes were also valuable to look at. A few minutes of scavenging on the AECT website revealed the following information on degrees and programs/departments:
Florida State: Educational Psychology and Learning Systems (previous name: Instructional Systems)
University of Minnesota: Learning Technologies (previous name: Instructional Systems and Technology)
University of Georgia: Department of Educational psychology and Instructional Technology (IT merged with Ed Psych)
Georgia State University: Learning Technologies (previous name: Instructional Technology)
Purdue University: Learning Design and Technology (renamed: Fall, 2010: previous name: Educational Technology)
Indiana University: Instructional Systems Technology // Learning Sciences
These changes aren’t that surprising given: (a) the increasing emphasis on learning (vs. instruction), (b) overlapping interests between educational psychology and instructional design, and (c) the rise of the learning sciences and learning design fields.
Do you know of any other name changes that may be relevant to this discussion?
Lowenthal, P., & Wilson, B. G. (2009). Labels DO Matter! A Critique of AECT’s Redefinition of the Field. TechTrends, 54(1), 38-46.
The video below comes from a BBC program called the Joy of Stats, and features Hans Rosling. The video, and much of Rosling’s work, as shown on his TED talks, demonstrate the usefulness of data visualization, dynamic data representations, and narrated video in clarifying difficult concepts and making strong arguments. I am posting the video as a way to reflect upon educational research practice. How do new technologies, such as NodeXL, allow us to visualize data and how can we enhance our understanding of learning and participation processes by employing richer data mining/representation techniques? The extent to which we are able to benefit from these technologies, depends partly (a) on the value placed upon “digital scholarship” and (2) on the extent to which researchers actually capitalize on the opportunities available to them to visualize and represent data in different ways. While the print-based culture that permeates educational journal publishing limits our ability to create and publish dynamic representations, the academic world also needs to develop frameworks for evaluating diverse forms of scholarly practice.
Enjoy the video!
Last August, I announced the publication of Emerging Technologies in Distance Education, a book I edited for AU Press that was published concurrently in print (for purchase) and in e-book format (as a free download). I am very excited (and surprised) to announce that Athabasca University Press is gearing up for a re-print! First of all, thank you to all of you who bought a copy, thus providing support to AU Press to continue publishing free versions of their books online.
I am surprised because I haven’t paid any attention to the printed version of the book. I’m also surprised by how quickly this happened (3 months – this could also mean that only a small number of books was printed). Either way, my interest on the printed version stops at the printed book’s ability to finance the free dissemination of the electronic version. I am more interested on the book’s reach and impact and a snapshot of these factors is provided below:
In relation to the reach of the book, here’s what Google Alerts and some simple tracking tells me:
– Every single day since publication, the book has been mentioned at least once (on blogs, twitter, and other social media)
– The e-book was bookmarked 81 times on the del.icio.us social bookmarking site.
– A number of libraries have bought copies of the printed book.
– Five instructors have used parts of the book in their teaching
– Elizabeth Wellburn has been summarizing the book chapter-by-chapter on her blog.
As far as download statistics go, this is what AU has to provided:
– The book was downloaded 350 times in August, 329 in September, and 316 times in October.
– Individual chapter downloads were: 506 times in August, 1,263 times in September, and 861 in October.
– From August to October there has been 306 visits to the book on the Google Books site. 283 of these visits have resulted in actual pages being viewed.
– From August to October there has been a total of 3, 311 pages of the book viewed on Google Books.
One final note: The book does NOT owe its popularity to me. The book is popular because of the authors who contributed their knowledge to this project (see complete list on this pdf file), and to well-known and well-connected individuals who have mentioned/used the book in their work. These include Terry Anderson, Alec Couros, and George Siemens (this list looks suspiciously Canadian!)
I don’t know how to end this entry, but to say a big thank you.
This CFP was emailed to me the other day – My colleagues presented here last year, but I was unable to attend unfortunately. Last year’s program looked quite interesting.
The Chronicle of Higher Education has just published a special report on Online Learning. Part of this issue involved asking individuals in the field the following question: Has the Quality of Online Learning Kept Up With Its Growth? Responses printed were from Elliott Masie, Alexander McCormick, Robert Mendenhall, Janet Salmons, Carol Twigg, and myself. You need to subscribe to read some of the content. I was however, given permission to post my response publicly, so here it is:
In the late 1700s and early 1800s, the world saw the rise of a method of instruction called the monitorial or Lancasterian method. This approach involved advanced students’ assisting their less-advanced colleagues in what amounted to modern-day tutoring sessions. Was the method effective? While it eventually fell out of favor, initial reactions varied. On the one hand, the approach allowed increased access to education. On the other, it could lead to poor learning experiences.
A few hundred years later, we face a similar dilemma: Has the quality of online-education offerings kept up with growth? Is the method effective? The answer is still the same: Yes and no. Over all, learning at a distance has dramatically improved during the last 15 years. The problems facing the traditional distance-learning model (e.g., feelings of isolation on the part of learners and instructors) can now be efficiently dealt with via participatory Internet technologies. Yet examples of outstanding online learning are hard to find. While social technologies enable the adoption of student-centered pedagogies, we remain faithful to our didactic approaches.
Nevertheless, we live in exciting times. I am encouraged because I see around me a desire to innovate and question cultural norms that may have hindered technology-enhanced education.
At the same time, three dominant narratives surrounding online learning concern me. These are:
- Online learning versus face-to-face learning. The tendency to compare the two prevents us from seeing the unique opportunities offered by online learning. While I understand the desire to compare, I would prefer to spend our energy on improving education rather than comparing what should be inherently different approaches.
- The latest technology as a panacea. To improve online learning, we need to stop thinking of technology as a tool to solve problems and start rethinking the ways we teach. While newer technologies may shape some of those ways, we need to evaluate our approaches, reconsider teacher/student roles, and assess the purposes of education and the meaning of learning in technology-rich environments.
- Delivering education to the masses. Unfortunately, online learning is often seen as a way to deliver education to large numbers of students. The narrative of online education as a product to be delivered harms education. We need to think of online education as an experience, and the instructor as the designer of that experience—an experience that can be fulfilling, engaging, and powerful.
We are in our second week of our latest Adventure Learning project and I am really excited to be working with a group of committed graduate students on this! It is called YoTeach.US and is currently being used in a large sociology course at UT. The aim of the project is to assist sociology students in exploring the relationship between large social forces and individual behaviors and actions. Outside of that course, the project is also intended to be a free resource for students and educators when discussing teacher roles, teacher excellence, and memorable teachers. Here’s a small audio teaser:
Adventure Learning is an approach to learning design that involves students in the authentic, experiential, and collaborative exploration of topics of interest. It usually revolves around an adventure or a narrative, and engages students in inquiry-based activities. For instance, the GoNorth adventure learning projects have been admired as an example of an innovative approaches to education. A review of research on adventure learning is available at the International Review of Research in Open and Distance Learning journal.
In our project, our team traveled through the city of Austin and asked individuals to respond to the following:
- What is the role of the teacher/instructor?
- Tell us a story about your most memorable teacher.
These contributions were then compiled into mini documentaries and shared on the online learning environment. At the same time, we crowdsourced contributions online and received notes, audio files, and short videos from Texas, California, Michigan, Minnesota, and Wisconsin from students, teachers, parents, professors, and researchers. Once student exploration with this topic ends, they will then investigate the relationship between social forces and individual choices within their own communities, create digital artifacts on this exploration, and discuss the results of their research with others.
As always, this project is free to use. If you do use the project or media in your courses, we’d love to hear about it, and if you have any questions or concerns, please lets us know!
Teachers, Parents, Principals, Professors, Students, Researchers, and all the shades in-between: We’d like to hear from you! My research/development team (Cesar Navaerrete, Greg Russell*, and Janice Rios) has been diligently working with me on a project in which we intend to study the diverse roles of teachers. The goal of our activity is to collect and share as many ideas and opinions as possible.
And, what a better way to learn about this, by asking all of you to share your thoughts with us in the form of a video! Some of you may have seen examples of crowdsourced video already. For instance, Alan Levine’s Amazing Stories of Openness serves as one of the models we are using for this project. And the Learning Technologies group at the University of Minnesota (Aaron, Charlie, & Cassie) is traveling around the globe to create a narrative around the question “what is education?”
Our goal here is to build a collection of user-created videos on the topic of teacher’s roles and create a freely-available curriculum for anyone interested in exploring the topic. The more voices shared, the more open and diverse the discussion can be. Thus, we hope that if you have a few spare minutes, you might contribute a video clip and add your own perspective.
If you’d like to help out, we would greatly appreciate your response to one of the following:
- What should the role(s) of a teacher be?
- Tell us a story about your most memorable teacher.
Talk about your thoughts as they relate to your background, beliefs, or practices! There are no correct answers and we aren’t looking for one single answer. The definition of “teacher” is also fluid: it can be a k-12 teacher, a professor, or a family member who acted as a teacher, a coach, or someone/something else that you consider to be a teacher.
Your contribution should be a short (45-90 sec.) video clip of your ‘off-the-cuff’ response, recorded with a webcam or digital camera. There is no need for editing, HD, or a great deal of planning. Just keep it short and simple. But, don’t let us constrain your creativity. When you are finished upload it to Youtube or Vimeo and either post a link on the comments, email us a link (veletsianos |AT| gmail.com), or send us a note on twitter at @veletsianos or @mrgsrussell
Another example of the videos we have so far is below:
We will be posting a portion of interviews onto our project’s website; therefore, you must be willing to have your video published online. A link to the site will be posted within the next two weeks
Thank you in advance for your time and help!
George, Greg, Cesar, Janice
* This entry has largely been written by Greg Russell, one of our first-year PhD students at UT Austin.
Each month, I enjoy receiving the elearningeuropa newsletter that provides information on research, papers, events, funding, and other European initiatives relating to technology and education. I am posting selected bits from the latest issue (per the EU permission on content reproduction), but you can subscribe for the (free) newsletter at the elearningEuropa site.
elearningeuropa.info Newsletter – September 2010
ELEARNING PAPERS. Call for Papers: Training and work. Deadline October 8th. Today, a large part of learning takes place in a work environment, rather than in tertiary and post-tertiary education settings. In order to stay relevant and contribute to the human capital of future workers, learning needs to be tightly integrated into organizational work processes, allowing it to become a fundamental part of workers’ and managers’ everyday activities. Read more here
YOUTH ON THE MOVE. A new European Union initiative. During the month of October, international youth mobility will be celebrated in all its forms. Budapest and Bordeaux will provide the stage for the launch of a major European initiative that seeks to encourage youth mobility in all fields of education, training, creation and solidarity-based commitment. These two cities and their community, educational and economic actors will come together for an event at which the dominant theme will be mobility for young people and the values that they represent. Read more here
PROJECT OF THE MONTH. ICOPER is a best practice network that seeks to collect and further develop best practices for the design, development and delivery of interoperable content supporting competency-driven higher education. Read more here
ICT 2010, Digitally Driven, 27-29 September 2010, Brussels (Belgium). Europe’s most visible forum for ICT research and innovation. This biennial event has become a unique meeting point for researchers, business people, investors and high-level policy-makers in the field of digital innovation. ICT 2010 will focus on policy priorities such as Europe’s Digital Agenda and the 2011-2012 European Union financial programme (€ 2.8 billion) funding research and innovation in ICT. Read more here
Selected articles, events and open calls
Without necessarily advocating the use of ICT as early as possible in childhood, this article tries to temper the negative view being an invitation to informed reflection and to interpretation of the…
In the framework of the recent reorganization of Special Needs Education in Portugal, aiming at the inclusion of children and youth, with permanent special needs, in mainstream schools, several…
What are the European funding possibilities in the field of Lifelong Learning? What is the latest news on the Lifelong Learning Programme? How to increase your chances of having your project…
A debate will take place on how to achieve Europe’s goal to become a global leader in innovation and how we can make innovation partnerships successful. The Summit also includes a three-day…
The main goal for the conference is to enhance the use of visual media in teaching, learning and creative inquiry. To achieve this we are inviting those who produce, use or want to use visual media…
CSEDU 2011, the International Conference on Computer Supported Education, aims at becoming a yearly meeting place for presenting and discussing new educational environments, best practices and case…
The Budapest event will offer a platform to present newly born research, theory and practice about assessing the value and impact of e-learning, exchange ideas about the objectives, methods, tools…
The topic will be Mobile Learning. In the seminar, we will discuss and analyze this emerging phenomenon from three different approaches: academic, technological and cooperative….
The indicators show who participates in education, how much is spent on it and how education systems operate. They also illustrate a wide range of educational outcomes, comparing, for example,…
PISA Computer-Based Assessment of Student Skills in Science describes how the 2006 survey was administered, presents 15-year-olds’ achievement scores in science and explains the impact of…
What does exemplary digital learning content look like for Business? Use this check list to help you purchase or develop great content. The checklist has been developed over many years of…
The report not only outlines the current needs and status quo in the use of web 2.0 tools in VET and adult training, but also responds to the identified needs and barriers by outlining appropriate…
The new programmes should support the Europe 2020 strategy, which promotes an economy based on knowledge, research and innovation, high levels of education and skills, adaptability and creativity,…
The fund represents LSIS’s commitment to directing funding into the learning and skills sector and using provider expertise to build the sector’s capacity to innovate and improve…
Call for proposals aiming to support partnership projects which intend to develop or reinforce their long-term actions, strategies and programmes in the field of non-formal learning and youth….
This call for Proposals will support the implementation of the 2006 Recommendation on key competences for lifelong learning. It will do so by addressing in particular the issues raised by the 2009…