SUSAN E. METROS Professor, Design Technology Deputy Chief Information Officer Executive Director for eLearning The Oh

1. Upgrading the “e” in eLearning from Electronic to Engaged SUSAN E. METROS Professor, Design Technology Deputy Chief Information Officer Executive Director for eLearning The Ohio State University

2. Interface Agenda eLearning Engagement Academy/Knowledge

3. To be engaged is to be enticed into interacting The more attentive the user is to the task, the more complete the engagement The goal is to “crank up” the engagement continuum • Passive Interest • Dynamic Interaction • Flow Engagement Continuum

4. Examining Engagement • Engagement examined from cognitive, semiotic, psychological, artistic and pedagogical perspectives • Theatre (Laurel,1993) • Live Performance (Bilson,1995) • Interface Engagement (Metros,1999)

5. Interface as a stage for performing tasks in which both humans and computers have a role Computers as Theatre HamletClarence Brown Theatre and Knoxville Symphony Orchestra

6. Audience reaction to and participation in live performance Theatre and Performance Parades and Demonstrations Music Organized Religion School Live Performance Marti Gras ParadeKrewe of Endymion, NOLAlive Photo/Alex Oliver,http://www.nola.com/mardigras/

7. Interface Engagement • Examined traditional theories and practices of performing arts, communication, art and design • Recast them into six engagement processes • Suspending Disbelief • Making Believe • Creating Ambiguity • Stimulating Senses • Altering Perception • Evoking Passion

8. Temporarily suspends knowledge that something is pretend Frees viewer to use imagination without fearing reprisal Suspending Disbelief (Samuel Taylor Coleridge) Postal2Multiplayer PC Game Running with Scissors, 2003 http://www.gopostal.com

9. Temporarily suspends knowledge that something is pretend Frees viewer to use imagination without fearing reprisal Very different response if situation is real Suspending Disbelief (Samuel Taylor Coleridge) Van Nuys Shooting Court TVOctober 31, 2003 www.courttv.com/news/2003/1105/courthouseshooting_ap.html

10. “Every child is an artist. The problem is how to remain an artist after he [or she] grows up.” Picasso 2. Making Believe The Palace Palacetools.com, 2003 http://thepalace.com

11. Gestalt perceptual principles of design Humans drawn to solve or “make right” ambiguous situations 3. Creating Ambiguity • American Honda Motor Company©1998 American Honda Motor Co., Inc. • http://www.honda.com/

12. Visual Verbal Gestural Auditory Olfactory Tactile Intuitive Atmospheric Kinesthetic 4. Stimulating Senses NICE: Narrative Immersive Collaborative Environment University of Illinois at Chicago http://www.evl.uic.edu/tile/NICE/NICE/intro.html

13. Visual Verbal Gestural Auditory Olfactory Tactile Intuitive Atmospheric Kinesthetic 4. Stimulating Senses Winston Stone, Two and a half years old

14. Computer or PDA Window constrained to the dimensions of the static display, predefined scrollable area 5. Altering Perception

15. Television or Film Window mapped onto an expanse of infinite space rich with texture, activity, and multi-sensory clues 5. Altering Perception

16. 5. Altering Perception Visual Thesaurus Plumb Design http://www.visualthesaurus.com/online/index.html

17. An expression of intense feelings 6. Evoking Passion [RE]collections + collections(Metros, 2000) http://itc.utk.edu/WWII

18. Engaged Learning Continuum Transfer Translate Transcend Engagement Continuum Passive Interest Dynamic Interaction Flow Engaged Learning

19. Engaged Learning Transfer Transform Transcend Main Entry: trans- Function: prefix Etymology: Latin trans-, tra- across, beyond, through, so as to change, from trans across, beyond -- more at THROUGH 1 : on or to the other side of : across : beyond

20. NSSE Indicators of Effective Educational Practice • Level of academic challenge • Active and collaborative learning • Student-faculty interaction • Enriching educational experiences • Supportive campus environment

21. Distance Learning

22. Old Model New Model The Evolution of anEngaged Academy Curriculum Text-based Stand-alone experience Discipline-based Individual development Instructor-led One size fits all Boundary constrained Slow to change Knowledge hoarded Learning solution Multimodal Bridged and lifelong learning Disciplined-blended Problem-solving teams Learner-centered Individual focus Unbounded Quick to respond Knowledge shared

23. Engaged Learning Transfer Transform Transcend Transact Transmit Main Entry: trans- Function: prefix Etymology: Latin trans-, tra- across, beyond, through, so as to change, from trans across, beyond -- more at THROUGH 1 : on or to the other side of : across : beyond

24. Knowledge Discipline A Discipline B The Academy Transferring Knowledge Knowledge Knowledge Discipline C Discipline C

25. Knowledge Discipline A Discipline B The Academy Transforming Knowledge Knowledge Discipline C Discipline C

26. Knowledge The Academy Transcending Knowledge Knowledge Discipline B Discipline C Discipline C Discipline A

27. Knowledge Discipline A The Academy Transacting Knowledge Knowledge The Academy Discipline B Discipline C

28. Knowledge Knowledge Knowledge Knowledge Knowledge Knowledge Knowledge Knowledge Knowledge The Academy Transmitting Industry Academy K-12 Discipline A Discipline C Discipline C Discipline A Discipline B Discipline B Discipline B Discipline A Discipline C

29. Engaged Academy Continuum

30. Interface Suspending Disbelief Making Believe Creating Ambiguity Stimulating Senses Altering Perception Evoking Passion Summary eLearning • Transfer • Transform • Transcend Engagement • Passive Interest • Dynamic Interaction • Flow Academy/Knowledge • Transact • Transmit

31. Summary The central purpose of technology is to connect– –to make contact. To wake up, shocked by the voltage of increased interaction between the properties of humanity in my heart and those in yours– –to be whole. (Barlow, 1995)

32. To Make Contact SUSAN E. METROS Professor, Design Technology Deputy Chief Information Officer Executive Director for eLearning The Ohio State University Technology Enhanced Learning & Research Columbus, Ohio USA metros.1@osu.edu

33. Bibliography • J. Perry Barlow, (1995), “It’s a Poor Workman who Blames his Tools,” Wired. Scenario Special 3, No. 11, 120-142. • A. J. Bilson, (1995),“Get into the Groove: Designing for Participation,” Interactions 2, No. 2, 17-22. • M. Csikszentmihalyi, (1990),. Flow: The Psychology of Optimal Experience, New York: Harper and Row. • M. Csikszentmihalyi, (1998), Finding Flow: The Psychology of Engagement with Everyday Life, New York: Basic Books. • B. Laurel, (1993), Computers as Theatre, Reading, MA: Addison-Wesley Publishing Company, Inc., pp. 113 and 115. • S. Metros, (1999), “Making Connections: A Model for Online Interaction,” Leonardo: Journal of the International Society for the Arts Sciences and Technology, Vol. 32, No. 4, pp. 281-291, MIT Press: Cambridge, MA. • National Survey of Student Engagement (2002), Indiana University, p. 6. www.iub.edu/~nsse/html/report-2002.shtml • M. K. Smith, (2001), “Peter Senge and the Learning Organization,” The Encyclopedia of Informal Education, www.infed.org/thinkers/senge.htm • E. Tufte, (1994), Envisioning Information, Cheshire, CT:Graphics Press.