Catch Up and Leap Forward: The 10 Year Evolution of the Learning Landscape


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  • Show them the wikispaces page
  • We’ll take some breaks throughout the morning and afternoon, but this will be our overall schedule. We’ll start the morning by establishing a framework for our discussion. Then we’ll take a look the last five years. We’ll finish the morning by starting to look at current trends and best practices. We’ll continue with the current state after lunch and then finish up the afternoon with a look ahead five years and some concluding thoughts and discussions.
  • We want this to be an interactive and collaborative session. So, I’ll be looking for you to provide feedback and input throughout the session. We’ll start in just a few minutes with some text polling. So, you can get your cell phones out now in preparation for a poll that will be coming up shortly.
  • By a show of hands, before registering for this session or coming here today, how many of you had heard of Harrisburg University?
  • Biotechnology & Biosciences – nanotechnology, food & quality science, drug design, molecular and microbial Computer and Information Sciences – new media design, software development, large-scale computing, information security, project management Management and eBusiness Geospatial Technologies Integrative Sciences – environmental chemistry, forensics Project Management Information Systems Engineering and Management Learning and Entertainment Technologies
  • Web link -
  • Focus of today: Give a big picture view of what’s happening in educational technology, including some cutting edge developments Discuss some strategies for how you can continue to learn about educational and emerging technologies Generate some excitement for the changing educational landscape. Change is upon us. It might take 5-10-15 years but we’re on a shift toward truly changing how we learn in K-12, higher ed and business. We will do some hands-on with technology today, but this is not intended to be a technology workshop. There are some other STEP sessions throughout the summer that are more focused on developing skills in specific technologies.
  • When we think about implementing learning technologies we can’t only consider the technology. There are a number of factors that impact technology implementation and as we discuss learning technologies today, and we’re going to do so today by considering some of these other elements when we review educational technology in the past five years, today and over the next 5 years.
  • To put the change we’ve seen over the last 5 years in context, let’s take a look at technology’s evolution in education overall. 5:18
  • There are a number of disruptors having an impact on the evolution of learning over the past 15-20 years. Q: Does everyone have a concept of these disruptors? Any questions about the detail behind these?
  • Technology is one of the disruptors impacting learning, but it is also an supportive element that can be used to address some of the other disruptors impacting learning.
  • When we talk about learning technologies today, it’s a much different conversation than we may have had even 10 years ago and certainly different than the conversation we would have had 15 years ago. Twitter is 6 years old. It was launched publicly in 2006. YouTube is 7 years old. It was launched publicly in 2005. Facebook is 8 years old. It was launched publicly in 2004.
  • Show some of the volume and impact of technology
  • So, there are a lot of new tools out there that are having an impact. What I’d like to take a look at now is the Gartner Hype Cycle. The hype cycle explains what happens when a new technology is introduced. July 2011 Gartner’s hype cycle Whenever a technology is introduced, it goes through a peak of inflated expectations
  • July 2007 Gartner Hype Cycle
  • Read the descriptions of the type of adopter and determine which one you are
  • Remember your self-categorization for some group work we’ll do later in the session.
  • We’ll be exploring some new tools and approaches today. Regardlesss of what type of adopter you are, when doing so there’s a tendency for us to become overwhelmed. Don’t feel that you need to remember everything that’s talked about today or begin using everything you see. Our goal for today is primarily Awareness. As you become aware of some new tools and techniques, you might find a few you want to use for yourself and test out. Then you might integrate 1 or 2 of those into your teaching. And the cycle will continue. 1. Awareness: Learn more about what’s available 2. Use: Widen toolkit and possibilities 3. Integrate: Plan for improving student experience
  • Learning today requires a lot of interconnected entities and experiences. As you continue to learn more about educational technology you’ll need to consider how you expand your network of resources and become a contributor of that network as well as a consumer. Look for opportunities to increase your network connections today.
  • As we discuss each timeframe we’ll do so through the context of four (4) constituents. 1) Factors external to K-12 that are impacting it. 2) K-12 Administration 3) K-12 Teachers 4) K-12 Learners
  • Continued to move more away from a product economy to a knowledge economy
  • Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns The World Is Flat: A Brief History of the Twenty-First Century is an international bestselling book by Thomas Friedman that analyzes globalization, primarily in the early 21st century. The title is a metaphor for viewing the world as a level playing field in terms of commerce, where all competitors have an equal opportunity. (2005)
  • By this time No Child Left Behind and the charter schools and cyber charter schools have been established. But, New models of higher education appear around this timeframe HU = STEM focused, minority focus Western Governors University – competency-based online courses
  • Education Innovation focused on delivering digital content
  • By raise of hands, how many of you have heard of ISTE? How many of you are aware of the National Educational Technology Standards? Go out to the wiki site and access the NETS-S, the NETS for students, and read through the two page list of standards for students. Take three (3) minutes to read the NETS for students. Now, go out to the wiki site and access the NETS-T, the NETS for teachers, and read through the two page list of standards for teachers. Take four (4) minutes to read the NETS for teachers. Finally, go out to the wiki site and access the NETS for teachers self-evaluation tool. I’d like you to complete this evaluation to analyze your level of use of technology and 21st century skills personally and with students. If you are not a teacher, you can fill it out with a teacher you work with in mind.   In the space provided next to each skill, enter a 0 through 4. There are scoring guidelines in the document to help you gauge the appropriate score for each skill.   The directions also read to “Be sure and include a bulleted description (example) of each skill in action, link to an artifact when possible.” We are not going to do that today. I’d just like you to put a score next to each skill.   This is your own personal self-evaluation. We won’t be discussing it after your done and you won’t be sharing it with anyone else. So, critically evaluate yourself to determine your technology use strengths, and weaknesses you can improve upon as you move to hybrid learning. Take ten (10) minutes to complete the self-evaluation.
  • Knowledge Economy Books New K-12 and Higher Ed Institutions Educational innovation focused on digital Content No Child Left Behind ISTE (how many of you are aware of the NETS) NETS-S NETS-T (teacher evaluation)
  • 21 st Century Skills STEM CFF – Classrooms for the Future UBD – Understanding by Design LFS – Learning Focused Schools State Standards Standardized Testing Are there any of these that you are not familiar with? Go out and visit the 21 st century skills interactive - Classroom For the Future success stories - Do summary on this screen
  • Technology-focused professional development (focus more on the tool, did not model good integration) Tech coaches Break down the walls of the classroom – bring experts in, connect students in other schools/state/countries Goal/results = engaged students, move from sage on the stage to guide on the side
  • Like using technology 24 x 7 access to information and resources Create content outside of school A Vision of K-12 Students Today Play 3:52 of 4:09 video
  • Static web sites Classroom technology (smartboards, student response devices & computers for students) Web 2.0 Course Management Systems Online content Proprietary Online Education Resources Online Course Providers Play the Jim Gates video
  • Break up into groups based on the type of adopter you are: Innovators Early Adopters Early Majority Late Majority Laggards What has been the biggest change in the classroom over the past 5 years? What did you do to facilitate or adjust to that change? Answer for yourself first Then, share and discuss among your group Then we’ll share and discuss among all of the groups So, a lot about the last five years was using technology to engage the students more. There was great impact in that, but it didn’t drastically change teaching and learning.
  • These are the STEP sessions related to ENGAGING
  • Read the NETS-A. How would your rate your administrators against these standards? Read the NETS-C Everyone is being accountable for technology integration in education. It can’t just be the concern of the teacher and the students. Where administrators once threw equipment at the challenge, they must now model good tech use to lead cultural change.
  • Traditional literacy form the foundation for digital literacy. Traditional reading and writing is founded in print. New literacy are founded in digital media . . . Application of traditional literacy change in today’s digital environment. What are some digital literacy skills: Computer Hardware Software (those most commonly used by business – office or office-like products) Internet (two-way, information literacy and social networking literacy) Cell Phones Play this Video -
  • Changing Workplace Global economy Location-independent Entrepreunerial (failure is viewed a the new success. “Fail often and fail big” is something you often here from progressive companies
  • Traditional college / university model being questioned
  • Established learning theories have been primarily validated through external observation of how humans react in certain situations. In recent years brain research has moved beyond a focus on behavioral problems and has been able to provide insight into how we physiologically react in learning situations. This has been made possible mainly through the advances in functional magnetic resonance imaging that shows neurological activity through oxygen concentration in the brain. Functional magnetic resonance imaging or functional MRI (fMRI) is an MRI procedure that measures brain activity by detecting associated changes in blood flow.[1] The primary form of fMRI uses the blood-oxygen-level-dependent (BOLD) contrast,[2] discovered by Seiji Ogawa. This is a type of specialized brain and body scan used to map neural activity in the brain or spinal cord of humans or animals by imaging the change in blood flow (hemodynamic response) related to energy use by brain cells.[3] Since the early 1990s, fMRI has come to dominate brain mapping research because it does not require people to undergo shots, surgery, or to ingest substances, or be exposed to radiation. Some of the recent findings in brain research affirm theories and practice, while others point out contradictions between formal education and how we learn and how we biologically operate. Neuroscience is a vast field. We’re not going to explore it in-depth, but I would like to investigate some elements of neuroscience research that can impact the way we approach learning design.
  • Educational startups focused on changing education Economy
  • Core Curriculum SAS Budget Constraints Online Learning
  • Common Lesson Plans (based on the core) Professional development focused on active learning and improving learning outcomes
  • Common Lesson Plans (based on the core) Professional development focused on active learning and improving learning outcomes PLN to Support Technology Integration Flipped Classroom Technology for Formative Assessment Contructivism Move more from the sage on stage to guide on side
  • Flipped Classroom Technology for Formative Assessment Contructivism Move more from the sage on stage to guide on side
  • Contructivism Move more from the sage on stage to guide on side Constructivism is driven by the individual learner, the prior knowledge they bring into the learning situation and how they will assimilate new knowledge with pre-existing. Everyone’s experience will be somewhat unique. The Zone of Proximal Development and Multiple Intelligences are concepts that are embedded in the Constructivist Theory. “ Learning by Teaching” is also part of the Constructivist Theory. The process of teaching others is part of self-reflection and is an individualized learning opportunity for ourselves. Constructivism encourages a changing role of the instructor from “sage-on-the-stage” to “guide on the side”, moving from teacher to facilitator. The focus of teacher is no long to deliver a didactic lecture to cover subject matter, but to become someone who helps learners come to their own understanding. Teachers and learners learn from each other in a constructivist environment. Another component of Constructivism is social learning. Bandura’s social learning theory and social constructivist theory emphasize that people learn and learn about learning by observing, interacting and collaborating. For true learning to happen, it must happen outside one’s own mind. An individual creates their own meaning, but they must be able to test that meaning out in social interactions; through observation, discussion and teaching others. We then adapt and adjust our interpretation based on feedback that we get from those social interactions. We also adjust our learning strategy or process based on this social feedback.
  • Technology is a part of their everyday lives 24 x 7 access to learning resources from experts on almost any subject Before it was just something they liked
  • Alternatives to CMS Alternative to Student Response Systems Online Educational Resources Online Course Providers Multimedia Tools Games Web 2.0 Backchannel Chat (look at Twitter chats) Technology in Education: Games Play 6:32 of the 22:12 video   What comments from the video jumped out at you? Language is connected to context & actions in games Assessment is built into games. There is a constant assessment & feedback loop in games and simulations. The worst thing a student can say about homework is that it’s too hard. The worst thing a student can say about a game is it’s too easy. A child will go to bed early when frustrated by homework. But, a child will stay up late to defeat a game level. Frustration is often looked at as a bad thing. But, frustration is a good thing in games. It means a learning moment is eminent.
  • Break up into groups based on the type of adopter you are. But, this time, organize yourselves so that your are a mixed group of at least one type of adopter in each group. Innovators Early Adopters Early Majority Late Majority Laggards How will teaching & learning be different in your classroom this fall, compared to fall 2011? Answer for yourself first Then, share and discuss among your group Then we’ll share and discuss among all of the groups Current trends: Students technology expectations have risen More purposeful design of learning and technology integration to achieve improved learning, not just engage more Focus of technology integration shifting to admins and culture. Technology integration happening at a broader level Teachers collaborating
  • These are the STEP sessions related to ENRICH
  • What do you think about this quote? Somewhat short sited. Now we know it’s a short sighted outlook, but at the time it was a pretty reasonable assumption. The lesson we can take from this is to consider how our environment can change quickly. What we think is going to happen may be the exact opposite of what will happen. So, we need to be aware of the changing environment around us and be proactive about change realize the advantages it can give us. And, today that change is much faster than it was in 1977.
  • Connections economy New models for higher ed Educational startups to replace K-12
  • Budget constraints Bring Your Own Technology Reusable learning objects Blended Learning Hybrid Learning (play video of hybrid learning and show the hybrid learning diagrams) Hybrid Learning Video -
  • Expected to integrate technology (it will be assumed versus add-on) Facilitate and manage students’ technology use in the classroom Connectivism Move almost completely from the sage on the stage to guide on the side
  • Will develop as digital citizens early Self-directed learners Educational choice Students as mentors
  • Online course providers Game mechanics Virtual worlds Augmented Reality Mobile Apps QR codes Augmented Reality Virtual Classrooms Adaptive Assessment LiveScribe -
  • Break up into groups based on the type of adopter you are. Group with those that are like minded Innovators Early Adopters Early Majority Late Majority Laggards Make predictions about the future of education Content, Teacher, Student, Assessment This fall 2014 2017 Answer for yourself first Then, share and discuss among your group Then we’ll share and discuss among all of the groups Possibilities: More unique K-12 learning environments than traditional Structure Time Athletics
  • These are the STEP sessions related to EMPOWER
  • But, you don’t want to wait until year 10. Get started today. Continue learning more.
  • Show them the wikispaces page
  • Catch Up and Leap Forward: The 10 Year Evolution of the Learning Landscape

    1. 1. Catch Up & Leap ForwardThe 10 Year Evolution of the Learning Landscape Engage . Enrich . Empower IU 29 Summer Technology Education Program (STEP) June 11, 2012
    2. 2. LTMS Harrisburg UniversityAndy PetroskiDirector of Learning TechnologiesAssistant Professor of LearningTechnologiesHarrisburg University@apetroski CAE&
    3. 3. 9:00-11:30 AM LUNCH 12:30-3 PM
    4. 4. The Harrisburg University ofScience and Technology is anindependent educationalinstitution offering academic andresearch programs inmathematics, science andtechnology designed to meet theneeds of the region’s youth,workforce, and businesses, and toexpand, attract, and createeconomic opportunities for theregion.
    5. 5. Hallmarks & Milestones Fast FactsDecember 12, 2001: University incorporates as a Only science and technology-focused comprehensive private, independent, non-profit University university between Philadelphia and PittsburghAugust 25, 2005: The University opens its doors, 1022 total student enrollment (~400 FTE) welcoming its first class of 113 No tenure faculty, no academic departmentsJanuary 12, 2009: Students begin taking classes in the new Academic Center Recognized nationally as a new and replicable national model for higher educationMay 14, 2009: The University graduates its Pioneer Class during its Commencement Exercises and Five (5) Bachelor of Science (B.S.) degrees Partners Day Three (3) Master of Science (M.S.) degreesJune 2009: The University receives its accreditation from the Middle States Commission on Higher Education.
    6. 6. Academic Areas of FocusBiotechnology & Biosciences | Computer and Information Sciences | Managementand eBusiness | Geospatial Technologies | Integrative Sciences | Project Management | Information Systems Engineering and Management | Learning and Entertainment Technologiesnanotechnology, food & quality science, drug design, molecular and microbial, newmedia design, software development, large-scale computing, information security, project management, environmental chemistry, forensics
    7. 7. Create Continuum of Education and Activities Example of How it Comes Together CISc Concentration New Media Design Learning & MS in Entertainment Learning Evolution Technologies Forum Focus on Learning & Entertainment Techno Integration Ctr for Educator Adv Ent. Technology & Learning Clinics Technos
    8. 8. LTMSThe Learning Technologies Master of Science is a 36 semester hourprogram that provides students with leading edge approaches and skills tohelp them apply existing and emerging learning technologiesin a variety of learning environments. The innovative, appliedlearning technologies program provides students with immediate careerbenefits while preparing them for anticipated industry needs The LTMSprogram supports learning outcome advancements in business andeducation by cultivating learning leaders with a foundation ininstructional design, learning theory, technology application, anunderstanding of critical issues and an advanced vision fortechnology-supported learning.
    9. 9. LTMS Core (15 credits)Macro Instructional Design What’s the process for creating media-based instruction?Learning Theory & Instructional How do humans learn?StrategiesMedia Selection, Design and How do I use and create media forProduction instruction?eLearning Development How do I create interactive media?Learning Technologies and What are all of the optionsSolutions available?
    10. 10. Concentrations (15 Credits) ElectivesInstructional Technology Specialist Instructional Design Instructional Developer Games and Simulations Leadership & Integration
    11. 11. HU Graduate Structure
    12. 12. Today’s Focus
    13. 13. Educational Technology: Looking Backward, Thinking Forward
    14. 14. Learning Evolution Teams Time Tightening Learning Travel Theory Technology
    15. 15. Learning Evolution Teams Time Tightening Learning Travel Theory Technology
    16. 16. Learning Technologies video, online courses, simulations, games, virtual environments, wikis, blogs, podcasts, student response systems, web conferencing, virtual characters, learning management systems, onlinecommunities of practice, rss feeds, virtual tradeshows,online assessment, course management systems, mobile learning . . .
    17. 17.
    18. 18. Diffusions of Innovations Type DefinitionInnovators Innovators are the first individuals to adopt an innovation. Innovators are willing to take risks, youngest in age, have the highest social class, have great financial lucidity, very social and have closest contact to scientific sources and interaction with other innovators. Risk tolerance has them adopting technologies which may ultimately fail. Financial resources help absorb these failures.Early Adopters This is the second fastest category of individuals who adopt an innovation. These individuals have the highest degree of opinion leadership among the other adopter categories. Early adopters are typically younger in age, have a higher social status, have more financial lucidity, advanced education, and are more socially forward than late adopters. More discrete in adoption choices than innovators. Realize judicious choice of adoption will help them maintain central communication positionEarly Majority Individuals in this category adopt an innovation after a varying degree of time. This time of adoption is significantly longer than the innovators and early adopters. Early Majority tend to be slower in the adoption process, have above average social status, contact with early adopters, and seldom hold positions of opinion leadership in a systemLate Majority Individuals in this category will adopt an innovation after the average member of the society. These individuals approach an innovation with a high degree of skepticism and after the majority of society has adopted the innovation. Late Majority are typically skeptical about an innovation, have below average social status, very little financial lucidity, in contact with others in late majority and early majority, very little opinion leadership.Laggards Individuals in this category are the last to adopt an innovation. Unlike some of the previous categories, individuals in this category show little to no opinion leadership. These individuals typically have an aversion to change-agents and tend to be advanced in age. Laggards typically tend to be focused on "traditions", likely to have lowest social status, lowest financial fluidity, be oldest of all other adopters, in contact with only family and close friends.
    19. 19. Personal Learning•
    20. 20. Networked Educator
    21. 21. ENGAGE 2007-2012
    22. 22. ENGAGE 2007-2012
    23. 23. ENGAGE 2007-2012
    24. 24. ENGAGE 2007-2012
    25. 25. ENGAGE 2007-2012
    26. 26. ENGAGE 2007-2012
    27. 27. ENGAGE 2007-2012
    28. 28. ENGAGE 2007-2012 Curriculum
    29. 29. ENGAGE 2007-2012
    30. 30. ENGAGE 2007-2012
    31. 31. ENGAGE 2007-2012
    32. 32. ENGAGE 2007-2012 Web 2.0 (read/write/share) Web 1.0 (read)
    33. 33. ActivityWhat has been What did you dothe biggest to facilitate orchallenge or adjust to thatchange in the change?classroom overthe past 5 years?
    34. 34. IU 29 STEP Sessions• Advanced Multimedia Tools for Smartboard Users• Digital Storytelling• Google Lit Trips•• Welcome to the World of Google• Free Educational Resources
    35. 35. ENRICH 2012
    36. 36. ENRICH 2012
    37. 37. ENRICH 2012 LiteracyComputer Literacy Info Literacy Media Literacy Digital LiteracyReadingWriting
    38. 38. ENRICH 2012
    39. 39. ENRICH 2012 StanfordArtificial Intelligence MOOC 58,000 students (Coursera)
    40. 40. ENRICH 2012 Brain Research NeuroscienceLearning Theories
    41. 41. ENRICH 2012
    42. 42. ENRICH 2012
    43. 43. ENRICH 2012
    44. 44. ENRICH 2012
    45. 45. FlippedClassroom 2012 ENRICH
    46. 46. ENRICH 2012Constructivism
    47. 47. ENRICH 2012 24 x 7
    48. 48. ENRICH 2012
    49. 49. ActivityHow willteaching &learning bedifferent in yourclassroom thisfall, compared tofall 2011?
    50. 50. IU 29 STEP Sessions• Art Resources on the Web: A Toolbox Crash Course• Using Screencasts to Enhance Instruction in the Classroom• Social Learning Ecosystems• Building a SAS ePortfolio• Steps Toward Creating an Interactive Instructional Website
    51. 51. EMPOWER 2012-2017
    52. 52. EMPOWER 2012-2017“There is no reason for any individual to have a computer in his home.” (Ken Olson, President, Digital Equipment Corporation, 1977)
    53. 53. EMPOWER 2012-2017K-12 Horizon Report
    54. 54. EMPOWER 2012-2017
    55. 55. EMPOWER 2012-2017
    56. 56. EMPOWER 2012-2017
    57. 57. EMPOWER 2012-2017
    58. 58. EMPOWER 2012-2017
    59. 59. ActivityHow is yourschool /classroom goingto be different in2017?
    60. 60. IU 29 STEP Sessions• iPads in the Classroom• QR Codes in Education
    61. 61. Educational Technology EffectiveStudents Digital Teaching & Tools Learning Strategies Educators Improved Learning Outcomes 21st Century Skills
    62. 62. “We always overestimate the change that will occur inthe next two years and underestimate the changethat will occur in the next ten. Dont let yourself belulled into inaction.”Bill Gates
    63. 63. LTMS Harrisburg UniversityAndy PetroskiDirector of Learning TechnologiesAssistant Professor of LearningTechnologiesHarrisburg University@apetroski CAE&
    64. 64. Catch Up & Leap Forward The 10 Year Evolution of the Learning Landscape Engage . Enrich . Empower IU 29 Summer Technology Education Program (STEP) June 11, 2012