Emerging Technologies as Enablers of Advanced Teaching and Learning Practice

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? • definition is context dependent • In K-12: • non-mainstream technology • 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 • collaborative • project based • inquiry based • constructivist • interdisciplinary • personalized/differentiated instruction • inclusive

5. Advanced (effective) teaching and learning practices … part 2 • peer mentoring • fosters metacognition • addresses and builds on prior knowledge • contextualizes information in the domain • connects abstract knowledge to authentic uses • 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!): • if it provides more and/or more appropriate information • if it is more motivating and engaging for learners • 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 • videoconferencing • graphical multi-user environments • wireless & mobile technologies • authoring tools & systems • data driven decision-making tools

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

10. Videoconferencing Basic characteristics: • brings external / remote real-time information in sensory rich and interactive (two-way) mode • shared visual, audio and temporal context • 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: • it brought both remote people and places to the classroom: students would not have physical access to the wild seals and experts otherwise • interdisciplinary approach: marine biologist, seals trainer, aquarium technologists (set of remote cameras pointed to the rocks in Long Island Sound) • it enabled active student engagement: squid dissection and jellyfish & plankton sessions • 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? • it brings resources (people, expertise, data) that otherwise would not be available • it enables activities that otherwise would not be possible: think about video quiz situation between 5 classrooms in different schools • connecting multiple groups: visual information reinforces the sense of belonging to larger community • 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: • firewall issues • more is not always better: sometimes text chat session may be ideal for what you want to achieve • it is not the same as face-to-face meeting! There is no full transparency of social interactions. • high dependency on network parameters (bandwidth, delay) • attention span: max 15 min of passive (listening) mode • expect and accept video/audio imperfections

16. Videoconferencing Strongly recommended: • make supporting script for video session • learn video etiquette • prepare back-up plan - what do you do if connection fails? • test, test, test… • lights, camera position, mike (avoid causing echo please!) • use projector i.e. life-size imagery to reinforce immersion • 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: • multiple remote users interact in the same spatial and temporal context • spatial context: avatars in virtual environments (both can be either 2D or 3D) • 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: • inquiry based: scavenger hunt type of activity to find clues and solve medical mystery in simulated 19th century city • group collaboration: development of group problem solving skills • game-like activity: active involvement and strategy building • contextualizes interdisplinary information in the domain

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

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

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

26. Wireless & portable technologies Example: augmented reality Project approach: • 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) • multilayered, non-linear information • contextualizes interdisciplinary information in the domain

27. Authoring tools & systems

28. Authoring tools & systems Basic characteristics: • user as consumer but most importantly producer of information and knowledge • 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? • work produced for larger and more “authentic” audience which motivates higher standards • producing knowledge based products requires students to demonstrate understanding and exposes misconceptions about and links to prior knowledge • 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 Is An Idea Processor For Children Of All Ages! ... an instrument whose music is ideas Squeak Alan Kay & Viewpoint Research Institute, Inc.

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

33. Data-driven decision making tools

34. Data-driven decision making tools Basic characteristics: • 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) • comprehensive integration and management of data on students, teachers, finances and overall school system performance mCLASS: Reading (Wireless Generation) • teacher tool for observational data collection and assessment of early reading • addresses and builds on prior knowledge • enables differentiated instruction

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

37. Web pointers • COVEN: www.cs.ucl.ac.uk/research/vr/Coven/ • Imagining the Future: www.futureoflearning.org/projects/itf • MARS: Mobile Augmented Reality System: www1.cs.columbia.edu/graphics/projects/mars/mars.html • mCLASS: Reading : www.wirelessgeneration.com/web/readingProducts.html • MUVEES “River City”: www.gse.harvard.edu/~dedech/muvees/view.htm • SAS Education Performance Management: www.sas.com/govedu/education/edperfman.html • Seals on camera: www.futureoflearning.org/projects/SealsOnCameras • SERC Teleconference series: www.serc.org/whatsnew/info/future.htm • Session videoconf. software: www.wave3software.com/pc.html

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

39. Q & A