2. Where’s the Impact? Proposing the Future of Instructional Technology Research Barbara Lockee Virginia Tech

3. Why this topic? Great interest in the use of technology for learning across all disciplines Much research has been done inside and outside of the field of Ed Tech Overview of trends in Ed Tech’s evolution and research The next generation? Believing and Hoping…

4. Educational Technology Past The streams or threads that comprise ET 100,000 years ago? 30,000 years ago? 3,500 BCE 2000 BCE 1000 BCE 1150 CE 600 CE Drawing in the dirt? Cave drawings? Written languages First Alphabet Paper invented Lead pencils in England 100 CE Writing on bone, tablets, etc. First books printed (China) Moveable steel type (Korea) 1500 CE Camera obscura

5. Educational Technology Past The streams or threads that comprise ET Magic Lantern 1888 Multiple images – Magic Lantern1700’s 1600’s Kodak – Box camera Phonograph1877 1888First movie First “talkie”1890 1900First radio broadcasts First television broadcast1925

6. Educational Technology Past Abacus 3000 BCE 1600 Calculators (Pascaline) Punched cards (Jacquard) 1801 Punched cards (Hollerith) 1880’s First electronic computers 1940’s Mainframes (1 st Gen - tubes) 1950’s Mainframes (2 nd Gen – transistors) 1960’s 1965 -1971 Mainframes (3 rd Gen–Integrated Circuits) 1972 –present Microcomputers 1990’s Internet The streams or threads that comprise ET

7. Educational Technology Past The streams or threads that comprise ET Military training needs1940’s Skinner’s “Technology of Teaching” Programmed Instruction 1950’s Gagne’s “Conditions of Learning”1960’s Height of Programmed Instruction Rise of Cognitive Psychology 1970’s Rise of CBI (big systems) 1980’s 1990’sRise of Constructivism

8. Educational Technology Past The “streams” or “threads” that comprise ET

9. Educational Technology Past Educational Technology is at the nexus of Psychology, Media, and Computer Science  With the exception of a brief flurry of design activity around programmed instruction, the focus from the educational community and society has been on technology and its promise to solve educational problems…

10. In Other Words… Technology is The Answer!!! …but what was the question?

11. Why should we care about history? "All this has happened before. All this will happen again.”

12. Educational Technology Past Beginning in 1850 with the invention of the “Magic Lantern” (flame produced light and transparent slides), the educational value of media has been proclaimed.

13. Educational Technology Past With motion pictures, recorded sound, “talkies”, etc. it appeared that books, and teachers(!) would become obsolete “…books will soon be obsolete in schools. It is possible to teach every branch of human knowledge with the motion picture.” (Thomas Edison, 1913)

14. Educational Technology Past Then radio would save education, then television… “Radio broadcast is one of the greatest educational tools which has ever been placed at the disposal of civilized man.” (G.T. Buswell, 1935 - The Phi Delta Kappan)

15. Educational Technology Past “The results of the studies outlined above give substantial evidence that television does an adequate, and perhaps superior, job of teaching” (Williams, The School Review, 1956)

16. Educational Technology Past Video discs Personal computers Tablet computers Mobile devices The next innovation…

17. Educational Technology Present In U.S., IT spending in education reached $47.7 billion by the end of 2008 and is exceeded $56 billion by 2012. According to “Education Snapshot: Learning with Technology,” most education IT spending is occurring in higher education–about 64% versus 36% in K-12. (Nagel, THE Journal, 2008)

18. Educational Technology Present Over 60% of the funding is in telecommunications, wireless, security, etc. (hardware and personnel). The rest is what pays for computers and other technology and software.

19. Educational Technology Present Distance learning in K- 12 and Higher Education Virtual Worlds Games Tablets & iPads MOOCs Flipped classrooms

20. Educational Technology Research Lots of money, time, and effort Does it work? What do we even mean when we ask “does it work?” Research vs. Evaluation

21. Research Began Early As audio-visual innovations emerged, each was “researched” by comparing it to “traditional” instruction Known as media comparison studies Distance education produced some of the first documented studies in ET

22. The Problem with Comparisons Lack theoretical basis Confounding variables Most result in “no significant difference” outcomes Hundreds of studies over decades of research Every innovation becomes focus of comparison Even meta-analyses of NSD studies

23. However… However… GI = GO

24. To make matters worse… NSD results are misinterpreted to mean “as good as” This causal leap was unjustified, only indicating the treatment had no effect Analyses revealed confounding variables of media features and instructional strategy

25. So What Are Good Questions? Micro level issues Media attributes Instructional strategies Learner characteristics Macro level issues Analysis & design of systems Exploration of contextual factors Examination of socio-cultural issues

26. 3M’s of Technology Mediated Learning Delivery Mode Media attribute Instructional Method

27. Realism and Abstraction Amount of detail Line drawings--photographs--3-D Realism can cause interference Color vs. Black & White No difference in learning Preferred by learners Color can provide visual cues

28. Media Attributes Motion Sequence Interaction/Communication Feedback

29. Instructional Strategies Demonstration Problem-based learning Collaborative strategies Individualized instruction

30. Learner Characteristics Cognitive style Motivation Self-efficacy Cultural influences

31. Two Examples Starting a skip loader grader Personal protective equipment

32. Current Research Trends Movement from lab to applied settings From single method to mixed approaches Design-based research Iterative process of manipulating variables in the learning environment until it “works” Nelson, W. (2013). Design, research, and design research: Synergies and contradictions. Educational Technology (53), 1, 3-11.

33. The Design Process AnalyzeAnalyze DesignDesign DevelopDevelop ImplementImplement EvaluateEvaluate

34. Synchronous Distributed Systems Conferencing Systems Features Supports real-time communication for learning Various modalities Low development overhead What the Evidence Says Can be very effective in support of outcomes related to procedural knowledge or social interaction skills Instructor and student preferences related to social presence Some negative feedback from learners regarding “being on the spot”, hesitance to participate

35. Synchronous Distributed Systems Multi-Player Games Features Social interaction Competition and collaboration Rules and goals Players take on roles, can be team-based or individual Environments can vary from simplistic graphics to virtual reality What the Evidence Says Game accessibility and ease of use is critical to learning Not great for direct instruction, action is emergent and focused on interactions and player choices More appropriate for open-ended learning, gaining insights, triggering questions Debriefing upon completion can provide important feedback for both instructor and students

36. Synchronous Distributed Systems Augmented Reality Systems : mediated view of real world environment enhanced with digital information Features Information can be displayed through a variety of technologies including head- mounted displays, handheld devices (including smartphones & iPads), and spatial, projected displays Can support a variety of tasks including mechanical processes, navigation, surgery, military exercises, language translation Can support individual instructional activities or collaborative endeavors Digital enhancements are possible through a variety of media, including text, video, graphics, etc. What the Evidence Says Engagement and motivation of learners with prior challenges related to behavior and participation Development of distributed knowledge and positive interdependence Some learners experience cognitive overload Can be remedied with effective design decisions

37. Google Glass

38. Asynchronous Distributed Systems Asynchronous E-Learning Features Flexibility in time and pace of coursework completion Depending on delivery system, can support wide range of media features (text, audio, video, animations, etc.) High overhead in initial development, but payoff related to ease of modifications and maintenance What the Evidence Says Learners appreciate independence and convenience Struggles with completion and attrition Can be remedied with firm deadlines and regular communication from instructor Some negative perspectives related to perceived decreased social presence Can be addressed with provision of feedback and communication flow

39. Asynchronous Distributed Systems Adaptive Learning Systems: computer-based instruction, content based on student input and performance Features Individualized instruction Customized to learner needs Mastery-learning Can support variety of delivery modes and media features What the Evidence Says Can enhance learner performance, as instruction is targeted to specific needs Heavy front-end design needs can present barriers Evaluated through comparison conditions, demonstrate system effectiveness

40. Asynchronous Distributed Systems Mobile Learning: the use of mobile technologies to deliver instruction Features Supports a variety of content and instructional approaches Often used to provide scaffolded support in field work or clinical instruction Can capture and deliver learner information in many forms (text, photos, voice) Device variance can be problematic Internet access necessary Can use a variety of media features, but small display and text input can pose challenges What the Evidence Says Content should be delivered in simplest possible form Same issues of procrastination as e-Learning, can be addressed through pushed email reminders, phone communication, quizzes and questions Learner preferences indicate an appreciation for flexibility. When compared to standard e-Learning, learners preferred non-mobile option.

41. The Next Generation? Believing…more of the same? US DOE 2010 National Ed Technology Plan “Identify and validate design principles for efficient and effective online learning systems and combined online and offline learning systems that produce content expertise and competencies equal to or better than those produced by the best conventional instruction in half the time at half the cost.”

42. The Next Generation? Believing…more of the same? “Design and validate an integrated system that provides real-time access to learning experiences tuned to the levels of difficulty and assistance that optimize learning for all learners and that incorporates self-improving features that enable it to become increasingly effective through interaction with learners.” Personalized Learning Environments Sound familiar??

43. The Next Generation? Hoping… Research related to technological innovations and systems to engage learners Increase interest in and excitement about learning Virtual humans to engage learners in science Access information through innovation attributes Augmented reality to teach history

44. The Next Generation? Hoping… To echo Tom Reeves call for more “socially responsible research” Technology-enhanced learning environments to address real world problems Preserving language and culture Distance education to develop human capacity Using game-based instruction to increase girls’ awareness of IT careers

45. The Next Generation? In closing, let’s be hopeful that… Instructional technology research will be informed by the past explore meaningful issues that address real world problems Make a difference in the future!