Category: learning


Nov
2018

instructional design and models

categories: learning

Instructional Design Models and Theories

Christopher Pappas December 3, 2013
https://elearningindustry.com/instructional-design-models-and-theories

Instructional Design Models and Theories History*

  1. 1903 – Ivan Pavlov discovers Classical Conditioning Theory, while conducting research on the digestive system of dogs.
  2. 1910 – Thorndike introduces its Laws and Connectionism Theory, which are based on the Active Learning Principles.
  3. 1922 – Max Wertheimer, Kurt Koffka and Wolfgang Köhler introduce Gestalt Psychology.
  4. 1932 – Psychologist Frederic Bartlett proposes the Schema Theory.
  5. 1937 – B.F. Skinner introduces the Operant Conditioning Theory.
  6. 1937 – May and Doob publish Competition and Cooperation, where the Cooperative and Collaborative Learning Theory is launched, discussed and analyzed.
  7. 1950s – The Information Processing Theory emerges.
  8. 1950s – Computer-based Instruction is used in educational and training environments.
  9. 1954 – Skinner introduces the Programmed Instruction Educational Model.
  10. 1960s – The Inquiry-based Learning Model is developed, based on constructivist learning theories.
  11. 1961 – Jerome Bruner introduces the Discovery Learning Model.
  12. 1960s – Howard Barrows introduces Problem-based Learning (PBL) in the medical education program at McMaster University in Canada.
  13. 1963 – David Ausubel publishes his findings on the Subsumption Theory.
  14. 1962 – The Keller Plan revolves around the Individualized Instruction Model and is used in educational environments throughout the United States.
  15. 1971 – Allan Paivio hypothesized about the Dual Coding Theory; a theory of cognition.
  16. 1974 – Merlin Wittrock publishes the Generative Learning Theory.
  17. 1978- Vygotsky’s Sociocultural Learning Theory influences the West.
  18. 1979 – Charles Reigeluth introduces the Elaboration Theory.
  19. 1980 – Reginald Revans introduces the Action Learning Model.
  20. 1983 – David Merrill introduces the Component Display Theory and Instructional Model.
  21. 1983 – J. M. Keller’s ARCS Model of Motivation is published.
  22. 1988 – Spiro, Feltovich, and Coulson introduce their Cognitive Flexibility Theory.
  23. 1989 – Brown, Collins, Duguid and Newman introduce their Situated Cognition Theory and the Cognitive Apprenticeship Model.
  24. 1990 – The Cognition & Technology Group at Vanderbilt University develops the Anchored InstructionEducational Model.
  25. 1990s – Multimedia and CD-ROMs are introduced in educational environments.
  26. 1991 – Lave and Wenger introduce the Communities of Practice Model and the Situated Learning Theory in “Situated learning: legitimate peripheral participation”.
  27. 1991 – Hudspeth and Knirk publish the case-based Learning Model in Performance Improvement Quarterly.
  28. 1992 – Roger C. Schank releases a technical report, introducing the Goal-based Scenario Model.
  29. 1993 – The first Computer-supported Intentional Learning Environments (CSILEs) prototype is used in a university setting.
  30. 1995 – Saltzberg and Polyson publish Distributed Learning on the World Wide Web, which outlines the Distributed Learning Model.
  31. 1995 – Dodge and March develop WebQuest.
  32. 1996 – Professor Joseph R. Codde publishes a report that outlines Contract Learning.
  33. 2007 – M. Lombardi publishes a report, outlining the Authentic Learning Model.

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more on ID in this IMS blog
https://blog.stcloudstate.edu/ims?s=instructional+design


Nov
2018

eLearning Trends To Treat With Caution

categories: e-learning, gamification, hybrid learning

4 eLearning Trends To Treat With Caution

https://elearningindustry.com/instructional-design-models-and-theories

 Steve Penfold March 27, 2018
Jumping onboard to a new industry trend with insufficient planning can result in your initiative failing to achieve its objective and, in the worst case, even hinder the learning process. So which hot topics should you treat with care?

1. Virtual Reality, or VR

Ultimately, the key question to consider when adopting anything new is whether it will help you achieve the desired outcome. VR shouldn’t be incorporated into learning just because it’s a common buzzword. Before you decide to give it a go, consider how it’s going to help your learner, and whether it’s truly the most effective or efficient way to meet the learning goal.

2. Gamification

considering introducing an interactive element to your learning, don’t let this deter you—just ensure that it’s relevant to the content and will aid the learning process.

3. Artificial Intelligence, or AI

If you are confident that a trend is going to yield better results for your learners, the ROI you see may well justify the upfront resources it requires.
Again, it all comes down to whether a trend is going to deliver in terms of achieving an objective.

4. Microlearning

The theory behind microlearning makes a lot of sense: organizing content into sections so that learning can fit easily with modern day attention spans and learners’ busy lifestyles is not a bad thing. The worry is that the buzzword, ‘microlearning’, has grown legs of its own, meaning the industry is losing sight of its’ founding principles.

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more on elearning in this IMS blog
https://blog.stcloudstate.edu/ims?s=elearning


Nov
2018

Hololens in academic library

categories: academic library, Digital literacy, educational technology, information technology, instructional technology, technology literacy

Blurred Lines—between virtual reality games, research, and education

http://library.ifla.org/2133/

p. 5 a LibGuide was created that provided a better description of the available software for both the Microsoft Hololens and the HTC Vive and also discussed potential applications for the technology.

Both the HTC Vive and the Hololens were made bookable through the library’s LibCalendar booking system, streamlining the booking process and creating a better user experience.

When the decision was made to bring virtual and augmented reality into the McGill University Library, an important aspect of this project was to develop a collection of related software to be used alongside the technology. In building this software collection a priority was placed on acquiring software that could be demonstrated as having educational value, or that could potentially be used in relation to, or in support of, university courses.

For the Microsoft Hololens, all software was acquired through Microsoft’s Online Store. The store has a number of educationally relevant HoloLens apps available for purchase. The app ARchitect, for example, gives a basic sense of how augmented reality could be used for viewing new building designs. The app Robotics BIW allows user to simulate robotic functions. A select number of apps, such as Land of the Dinosaurs and Boulevard, provide applications for natural history and art. There were a select number of apps related to science, mathematics and medicine, and others with artistic applications. All of the HoloLens applications were free but, compared to what is available for virtual reality, the experiences were much smaller in size and scope.

For the HoloLens, a generic user account was created and shared with person who booked the HoloLens at the time of their booking. After logging into this account – which could sometimes prove to be a challenge because typing is done using the headset’s gesture controls – the user could select a floating tile which would reveal a list of available software. An unresolved problem was that users would then need to refer to the HoloLens LibGuide for a detailed description of the software, or else choose software based on name alone, and the names were not always helpful.

For the Microsoft HoloLens, the three most popular software programs were Land of the Dinosaurs, Palmyra and Insight Heart. Insight Heart allow users to view and manipulate a 3D rendering of a high-resolution human heart, Land of the Dinosaurs provided an augment reality experience featuring 3D renderings of dinosaurs, and Palmyra gave an augmented reality tour of the ancient city of Palmyra.

p. 7 Though many students had ideas for research projects that could make use of the technology, there was no available software that would have allowed them to use augmented reality in the way they wanted. There were no students interested in developing their own software to be used with the technology either.

p. 8 we found that the Microsoft HoloLens received significant use from our patrons, we would recommend the purchase of one only for libraries serving researchers and developers.

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Getting Real in the Library: A Case Study at the University of Florida

Samuel R. Putnam and Sara Russell GonzalezIssue 39, 2018-02-05

Getting Real in the Library: A Case Study at the University of Florida

As an alternative, Microsoft offers a Hololens with enterprise options geared toward multiple users for $5000.

The transition from mobile app development to VR/AR technology also reflected the increased investment in VR/AR by some of the largest technology companies in the world. In the past four years, Facebook purchased the virtual reality company Oculus, Apple released the ARKit for developing augmented reality applications on iOS devices, Google developed Google Cardboard as an affordable VR option, and Sony released Playstation VR to accompany their gaming platform, just to name a few notable examples. This increase of VR/AR development was mirrored by a rise in student interest and faculty research in using and creating new VR/AR content at UF.

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Arnhem, J.-P. van, Elliott, C., & Rose, M. (2018). Augmented and Virtual Reality in Libraries. Rowman & Littlefield.
360 degree video in library instruction
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Hammady, R., & Ma, M. (2018). Designing Spatial UI as a Solution of the Narrow FOV of Microsoft HoloLens: Prototype of Virtual Museum Guide. In Proceedings of the 4th International AR & VR Conference 2018. Springer. Retrieved from https://eprints.staffs.ac.uk/4799/
‘HoloMuse’ that engage users with archaeological artefacts through gesture-based interactions (Pollalis, Fahnbulleh, Tynes, & Shaer, 2017). Another research utilised HoloLens to provide in-situ assistant for users (Blattgerste, Strenge, Renner, Pfeiffer, & Essig, 2017). HoloLens also used to provide magnification for low vision users by complementary finger-worn camera alongside with the HMD (Stearns, DeSouza, Yin, Findlater, & Froehlich, 2017). Even in the medical applications, HoloLens contributed in 3D visualisation purposes using AR techniques (Syed, Zakaria, & Lozanoff, 2017) and provide optimised measurements in medical surgeries(Pratt et al., 2018) (Adabi et al., 2017). Application of HoloLens extended to visualise prototype designs (DeLaOsa, 2017) and showed its potential in gaming industry (Volpe, 2015) (Alvarez, 2015) and engaging cultural visitors with gaming activities (Raptis, Fidas, & Avouris, 2017).
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van Arnhem, J.-P., & Spiller, J. M. (2014). Augmented Reality for Discovery and Instruction. Journal of Web Librarianship, 8(2), 214–230. https://doi.org/10.1080/19322909.2014.904208

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Evaluating the Microsoft HoloLens through an augmented reality assembly application
Gabriel Evans, Jack Miller, Mariangely Iglesias Pena, Anastacia MacAllister, Eliot Winer
Proceedings Volume 10197, Degraded Environments: Sensing, Processing, and Display 2017; 101970V (2017) https://doi.org/10.1117/12.2262626
Event: SPIE Defense + Security, 2017, Anaheim, California, United States
To assess the HoloLens’ potential for delivering AR assembly instructions, the cross-platform Unity 3D game engine was used to build a proof of concept application. Features focused upon when building the prototype were: user interfaces, dynamic 3D assembly instructions, and spatially registered content placement. The research showed that while the HoloLens is a promising system, there are still areas that require improvement, such as tracking accuracy, before the device is ready for deployment in a factory assembly setting.
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Pollalis, C., Fahnbulleh, W., Tynes, J., & Shaer, O. (2017). HoloMuse: Enhancing Engagement with Archaeological Artifacts Through Gesture-Based Interaction with Holograms. In Proceedings of the Eleventh International Conference on Tangible, Embedded, and Embodied Interaction (pp. 565–570). New York, NY, USA: ACM. https://doi.org/10.1145/3024969.3025094
https://www.researchgate.net/publication/315472858_HoloMuse_Enhancing_Engagement_with_Archaeological_Artifacts_through_Gesture-Based_Interaction_with_Holograms
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Gračanin, D., Ciambrone, A., Tasooji, R., & Handosa, M. (2017). Mixed Library — Bridging Real and Virtual Libraries. In S. Lackey & J. Chen (Eds.), Virtual, Augmented and Mixed Reality (pp. 227–238). Springer International Publishing.
We use Microsoft HoloLens device to augment the user’s experience in the real library and to provide a rich set of affordances for embodied and social interactions.We describe a mixed reality based system, a prototype mixed library, that provides a variety of affordances to support embodied interactions and improve the user experience.

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Dourish, P. (n.d.). Where the Action Is. Retrieved November 23, 2018, from https://mitpress.mit.edu/books/where-action
embodied interactions
Computer science as an engineering discipline has been spectacularly successful. Yet it is also a philosophical enterprise in the way it represents the world and creates and manipulates models of reality, people, and action. In this book, Paul Dourish addresses the philosophical bases of human-computer interaction. He looks at how what he calls “embodied interaction”—an approach to interacting with software systems that emphasizes skilled, engaged practice rather than disembodied rationality—reflects the phenomenological approaches of Martin Heidegger, Ludwig Wittgenstein, and other twentieth-century philosophers. The phenomenological tradition emphasizes the primacy of natural practice over abstract cognition in everyday activity. Dourish shows how this perspective can shed light on the foundational underpinnings of current research on embodied interaction. He looks in particular at how tangible and social approaches to interaction are related, how they can be used to analyze and understand embodied interaction, and how they could affect the design of future interactive systems.

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Pollalis, C., Fahnbulleh, W., Tynes, J., & Shaer, O. (2017). HoloMuse: Enhancing Engagement with Archaeological Artifacts Through Gesture-Based Interaction with Holograms. In Proceedings of the Eleventh International Conference on Tangible, Embedded, and Embodied Interaction (pp. 565–570). New York, NY, USA: ACM. https://doi.org/10.1145/3024969.3025094
HoloMuse, an AR application for the HoloLens wearable device, which allows users to actively engage with archaeological artifacts from a museum collection
pick up, rotate, scale, and alter a hologram of an original archeological artifact using in-air gestures. Users can also curate their own exhibit or customize an existing one by selecting artifacts from a virtual gallery and placing them within the physical world so that they are viewable only using the device. We intend to study the impact of HoloMuse on learning and engagement with college-level art history and archeology students.
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Dugas, Z., & Kerne Andruld. (2007). Location-Aware Augmented Reality Gaming for Emergency Response Education: Concepts and Development. ResearchGate. Retrieved from https://www.researchgate.net/publication/242295040_Location-Aware_Augmented_Reality_Gaming_for_Emergency_Response_Education_Concepts_and_Development

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Library Spaces II: The IDEA Lab at the Grainger Engineering Library Information Center

https://prism.ucalgary.ca/bitstream/handle/1880/52190/DL5_mischo_IDEA_Lab2.pdf

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more on Hololens in this IMS blog
https://blog.stcloudstate.edu/ims?s=hololens


Nov
2018

Does AI favor tyranny

categories: Digital literacy, educational technology

Why Technology Favors Tyranny

Artificial intelligence could erase many practical advantages of democracy, and erode the ideals of liberty and equality. It will further concentrate power among a small elite if we don’t take steps to stop it.

https://www.theatlantic.com/magazine/archive/2018/10/yuval-noah-harari-technology-tyranny/568330/

YUVAL NOAH HARARI  OCTOBER 2018 ISSUE

Ordinary people may not understand artificial intelligence and biotechnology in any detail, but they can sense that the future is passing them by. In 1938 the common man’s condition in the Soviet Union, Germany, or the United States may have been grim, but he was constantly told that he was the most important thing in the world, and that he was the future (provided, of course, that he was an “ordinary man,” rather than, say, a Jew or a woman).

n 2018 the common person feels increasingly irrelevant. Lots of mysterious terms are bandied about excitedly in ted Talks, at government think tanks, and at high-tech conferences—globalization, blockchain, genetic engineering, AI, machine learning—and common people, both men and women, may well suspect that none of these terms is about them.

Fears of machines pushing people out of the job market are, of course, nothing new, and in the past such fears proved to be unfounded. But artificial intelligence is different from the old machines. In the past, machines competed with humans mainly in manual skills. Now they are beginning to compete with us in cognitive skills.

Israel is a leader in the field of surveillance technology, and has created in the occupied West Bank a working prototype for a total-surveillance regime. Already today whenever Palestinians make a phone call, post something on Facebook, or travel from one city to another, they are likely to be monitored by Israeli microphones, cameras, drones, or spy software. Algorithms analyze the gathered data, helping the Israeli security forces pinpoint and neutralize what they consider to be potential threats.

The conflict between democracy and dictatorship is actually a conflict between two different data-processing systems. AI may swing the advantage toward the latter.

As we rely more on Google for answers, our ability to locate information independently diminishes. Already today, “truth” is defined by the top results of a Google search. This process has likewise affected our physical abilities, such as navigating space.

So what should we do?

For starters, we need to place a much higher priority on understanding how the human mind works—particularly how our own wisdom and compassion can be cultivated.

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more on SCSU student philosophy club in this IMS blog
https://blog.stcloudstate.edu/ims?s=philosophy+student+club


Nov
2018

Finland ideas for US education

categories: learning

OPINION: Can this 12-step program from Finland aid U.S. education?

by MICHAEL HYNES  and  WILLIAM DOYLE November 19, 2018

 Finland system consistently receives top marks from UNICEF, the OECD and the World Economic Forum.
Many U.S. states are similar in population size and demographics to Finland, and education is largely run at the state level. In the economically depressed forest region of North Karelia — on the Russian border — where we spent much of our time, the unemployment rate is nearly 15 percent, compared with under 5 percent in America and our home state of New York. However, the U.S. child poverty rate is four times higher than Finland’s.
Delegations and universities from China and around the developing world are visiting Finland to learn how to improve their own school systems.Singapore has launched a series of Finnish-style school reforms.

n Finland, we heard none of the clichés common in U.S. education reform circles, like “rigor,” “standards-based accountability,” “data-driven instruction,” “teacher evaluation through value-added measurement” or getting children “college- and career-ready” starting in kindergarten.

Instead, Finnish educators and officials constantly stressed to us their missions of helping every child reach his or her full potential and supporting all children’s well-being. “School should be a child’s favorite place,” said Heikki Happonen, an education professor at the University of Eastern Finland and an authority on creating warm, child-centered learning environments.

How can the United States improve its schools? We can start by piloting and implementing these 12 global education best practices, many of which are working extremely well for Finland:

1) Emphasize well-being.

2) Upgrade testing and other assessments. 

3) Invest resources fairly.

4) Boost learning through physical activity. 

5) Change the focus. Create an emotional atmosphere and physical environment of warmth, comfort and safety so that children are happy and eager to come to school. Teach not just basic skills, but also arts, crafts, music, civics, ethics, home economics and life skills.

6) Make homework efficient. Reduce the homework load in elementary and middle schools to no more than 30 minutes per night, and make it responsibility-based rather than stress-based.

7) Trust educators and children. Give them professional respect, creative freedom and autonomy, including the ability to experiment, take manageable risks and fail in the pursuit of success.

8) Shorten the school day. Deliver lessons through more efficient teaching and scheduling, as Finland does. Simplify curriculum standards to a framework that can fit into a single book, and leave detailed implementation to local districts.

9) Institute universal after-school programs.

10) Improve, expand and destigmatize vocational and technical education.   Encourage more students to attend schools in which they can acquire valuable career/trade skills.

11) Launch preventive special-education interventions early and aggressively. 

12) Revamp teacher training toward a medical and military model. Shift to treating the teaching profession as a critical national security function requiring government-funded, graduate-level training in research and collaborative clinical practice, as Finland does.

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more on Finland Phenomenon in this IMS blog
https://blog.stcloudstate.edu/ims?s=finland+phenomenon


Nov
2018

personalized learning in the digital age

categories: learning

If This Is the End of Average, What Comes Next?

By Daniel T. Willingham     Jun 11, 2018

Todd Rose, the director of the Mind, Brain, and Education program at the Harvard Graduate School of Education, has emerged as a central intellectual figure behind the movement. In particular, his 2016 book, “The End of Average,” is seen as an important justification for and guide to the personalization of learning.

what Rose argues against. He holds that our culture is obsessed with measuring and finding averages—averages of human ability and averages of the human body. Sometimes the average is held to be the ideal.

The jaggedness principle means that many of the attributes we care about are multi-faceted, not of a whole. For example, human ability is not one thing, so it doesn’t make sense to talk about someone as “smart” or “dumb.” That’s unidimensional. Someone might be very good with numbers, very bad with words, about average in using space, and gifted in using of visual imagery.

Since the 1930s, psychologists have debated whether intelligence is best characterized as one thing or many.

But most psychologists stopped playing this game in the 1990s. The resolution came through the work of John Carroll, who developed a third model in which abilities form a hierarchy. We can think of abilities as separate, but nested in higher-order abilities. Hence, there is a general, all-purpose intelligence, and it influences other abilities, so they are correlated. But the abilities nested within general intelligence are independent, so the correlations are modest. Thus, Rose’s jaggedness principle is certainly not new to psychology, and it’s incomplete.

The second (Context Principle) of Rose’s principles holds that personality traits don’t exist, and there’s a similar problem with this claim: Rose describes a concept with limited predictive power as having none at all. The most commonly accepted theory holds that personality can be described by variation on five dimensions

Rose’s third principle (pathways principle) suggests that there are multiple ways to reach a goal like walking or reading, and that there is not a fixed set of stages through which each of us passes.

Rose thinks students should earn credentials, not diplomas. In other words, a school would not certify that you’re “educated in computer science” but that you have specific knowledge and skills—that you can program games on handheld devices, for example. He think grades should be replaced by testaments of competency (my note: badges); the school affirms that you’ve mastered the skills and knowledge, period. Finally, Rose argues that students should have more flexibility in choosing their educational pathways.

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more on personalized learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=personalized+learning

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