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Emerging Technologies as Enablers of Advanced Teaching and Learning Practice Robert Sibley Dr. Amela Sadagic NECC 2003, Seattle, WA.

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Presentation on theme: "Emerging Technologies as Enablers of Advanced Teaching and Learning Practice Robert Sibley Dr. Amela Sadagic NECC 2003, Seattle, WA."— Presentation transcript:

1 Emerging Technologies as Enablers of Advanced Teaching and Learning Practice Robert Sibley Dr. Amela Sadagic NECC 2003, Seattle, WA

2 What is emerging technology? l definition is context dependent l In K-12: u non-mainstream technology u commonly used technology but with/in emerging applications

3 Word of scientists Play clip: SERC Teleconference series

4 Advanced (effective) teaching and learning practices... part 1 l collaborative l project based l inquiry based l constructivist l interdisciplinary l personalized/differentiated instruction l inclusive

5 Advanced (effective) teaching and learning practices … part 2 l peer mentoring l fosters metacognition l addresses and builds on prior knowledge l contextualizes information in the domain l connects abstract knowledge to authentic uses l student, knowledge & assessment / feedback centered

6 Trends in digital technologies non-interactive -  fully interactive non-immersive -  fully immersive manipulation of single-sensory data -  multiple / rich sensory data (need for broadband connectivity) linear / single layer -  non-linear / multilayer separate -  combined data sets laboratory anchored -  mobile and ubiquitous one size / type fits all -  personalized / customized minimally automated -  substantially automated data collection, analysis and decision making

7 When to use technology? Use technology when it is more effective than traditional methods (and financially viable!): l if it provides more and/or more appropriate information l if it is more motivating and engaging for learners l if it is the only (practical) way to achieve some learning goals Note1: decision is not whether to use technology or not but rather when and how to use it Note2: technology alone does not lead to advanced teaching and learning practice

8 Examples of promising emerging technologies l videoconferencing l graphical multi-user environments l wireless & mobile technologies l authoring tools & systems l data driven decision-making tools

9 Videoconferencing what they saw… what I saw… Imagining the Future Advanced Network & Services

10 Videoconferencing Basic characteristics: l brings external / remote real-time information in sensory rich and interactive (two-way) mode l shared visual, audio and temporal context l connects people with people but also people with remote data

11 Videoconferencing Seals on camera Briarcliff Manor HS, The Maritime Aquarium in Norwalk, Advanced Network & Services

12 Videoconferencing Project approach: l it brought both remote people and places to the classroom: students would not have physical access to the wild seals and experts otherwise l interdisciplinary approach: marine biologist, seals trainer, aquarium technologists (set of remote cameras pointed to the rocks in Long Island Sound) l it enabled active student engagement: squid dissection and jellyfish & plankton sessions l it motivated students: next year they will have full course of marine biology

13 Videoconferencing Play video clip: examples of 3 sessions

14 Videoconferencing What is it good for? l it brings resources (people, expertise, data) that otherwise would not be available l it enables activities that otherwise would not be possible: think about video quiz situation between 5 classrooms in different schools l connecting multiple groups: visual information reinforces the sense of belonging to larger community l it is great motivator (“Never in my life I could dream that I will meet Jaron Lanier and ask him questions!”)

15 Videoconferencing Special consideration: l firewall issues l more is not always better: sometimes text chat session may be ideal for what you want to achieve l it is not the same as face-to-face meeting! There is no full transparency of social interactions. l high dependency on network parameters (bandwidth, delay) l attention span: max 15 min of passive (listening) mode l expect and accept video/audio imperfections

16 Videoconferencing Strongly recommended: l make supporting script for video session l learn video etiquette l prepare back-up plan - what do you do if connection fails? l test, test, test… l lights, camera position, mike (avoid causing echo please!) l use projector i.e. life-size imagery to reinforce immersion l involve students in ALL phases, even testing

17 Videoconferencing What is the future? 3D videoconferencing? Play clip: National Tele-immersion Initiative

18 Graphical multi-user environments COVEN European project

19 Graphical multi-user environments Basic characteristics: l multiple remote users interact in the same spatial and temporal context l spatial context: avatars in virtual environments (both can be either 2D or 3D) l they enables navigation in virtual space but more importantly user interaction

20 Graphical multi-user environments MUVEES “River City” George Mason University, Harvard University

21 Graphical multi-user environments MUVEES - Multi-User Virtual Environment Experiential Simulator : “River City” Play clip: SERC Teleconference series

22 Graphical multi-user environments Project approach: l inquiry based: scavenger hunt type of activity to find clues and solve medical mystery in simulated 19th century city l group collaboration: development of group problem solving skills l game-like activity: active involvement and strategy building l contextualizes interdisplinary information in the domain

23 Wireless & mobile technologies MARS: Mobile Augmented Reality System Columbia University

24 Wireless & portable technologies Basic characteristics: l un-tethered / portable, light-weight, for personal use, with wireless data transfer

25 Mobile Journalist’s Workstation: Situated Documentaries Columbia University Wireless & portable technologies Example: augmented reality

26 Project approach: l combines multiple layers of visual information: graphics and text in a person’s field view of the real world (historical, statistical, structural data displayed on see-through display) l multilayered, non-linear information l contextualizes interdisciplinary information in the domain

27 Authoring tools & systems

28 Basic characteristics: l user as consumer but most importantly producer of information and knowledge l user does not have to be technology expert: the tool provides expertise and makes production easier and quicker

29 Authoring tools & systems What is it good for? l work produced for larger and more “authentic” audience which motivates higher standards l producing knowledge based products requires students to demonstrate understanding and exposes misconceptions about and links to prior knowledge l test&try cycle is much quicker - liberating for non- expert users

30 Authoring tools & systems ThinkQuest Advanced Network & Services / Oracle Help Us Help Foundation

31 Authoring tools & systems Squeak Alan Kay & Viewpoint Research Institute, Inc. Squeak Is An Idea Processor For Children Of All Ages!... an instrument whose music is ideas

32 Authoring tools & systems Project approach: TthinkQuest: l a program where teams of students use web authoring tools to produce educational web sites l collaboration, constructivism, multiple skills develop. Squeak: l idea processor, virtual laboratory for creating multimedia content and activities l supports constructivist approach, peer mentoring, personalized learning

33 Data-driven decision making tools

34 Basic characteristics: l computer supported data collection and analysis to support more informed and effective decision making

35 Data-driven decision making tools SAS Education Performance Management (SAS) l comprehensive integration and management of data on students, teachers, finances and overall school system performance mCLASS: Reading (Wireless Generation) l teacher tool for observational data collection and assessment of early reading l addresses and builds on prior knowledge l enables differentiated instruction

36 Exercise l collaborative l project based l inquiry based l constructivist l interdisciplinary l personalized/differentiated instruction l inclusive l peer mentoring l fosters metacognition l addresses and builds on prior knowledge l contextualizes information in the domain l connects abstract knowledge to authentic uses l student, knowledge & assessment/feedback centered

37 Web pointers l COVEN: l Imagining the Future: l MARS: Mobile Augmented Reality System: www1.cs.columbia.edu/graphics/projects/mars/mars.html l mCLASS: Reading : l MUVEES “River City”: l SAS Education Performance Management: l Seals on camera: l SERC Teleconference series: l Session videoconf. software:

38 Web pointers l Situated Documentaries, Columbia University: www1.cs.columbia.edu/graphics/projects/mars/mjwSd.html l Squeak: l ThinkQuest: l ViDe cookbook: www. videnet.gatech.edu/cookbook/

39 Q & A


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