This document discusses interactive learning systems (ILS) and emerging technologies that can be integrated into ILS based on learning theories. It defines ILS and identifies four types of emerging technologies: educational networking, web-based learning, mobile learning, and classroom equipment. Examples are provided of how each technology has been used in ILS along with the learning theory integrated. The shifting focus in educational technology research from a problem-centric to design-based approach is also summarized.

1. Integrating Emerging Technologies
and Learning Theories
Heng Luo, Jing Lei.
IDD&E, Syracuse University

2. What is interactive learning system
(ILS)?
• A learning system in which different
components act upon each other to
facilitate learning.
technologies, theories Process, format, outcome,
attitude…
• Different types of interaction
• Learner-content
• Learner-instructor Different components
in the system Learning
• Learner-learner
• Learner-interface
• Roots in three major learning theories
• Behaviorist Interacting facilitating
• Cognitive
• Social-learning
• Is there a learning system that is not
interactive?

3. The role of technologies
“Interactivity is an intrinsic
characteristic for most
technologies…” (Greenfield
& Cocking, 1996)
user-created virtual
environments
• Longer information retention
time (street & Goodman 1998),
• Increased learning speed and
“click to select” level (Horton, 2000),
• Enhanced collaboration among
peers (Brown et al., 2008;
Delwiche, 2006),
• Higher confidence and motivation
from learners (Klassen, 2001).

4. Four Types of Emerging Technologies
Type of ICT tools Definition Examples
Educational Online learning platforms that connect learners using Ning, Classroom 2.0, Elgg
Networking social networking technologies, exhibiting similar
functions to sites like Facebook or MySpace.
Web-Based A set of online applications or services that expand Wiki, blog, podcasting,
Learning learners’ abilities to interact and collaborate with each social bookmarking,
other in the process of searching, receiving, virtual worlds
organizing, and generating educational content
Mobile Learning Mobile devices or technologies used for educational Smartphone, PDA, GPS
purposes that support different aspects of instruction (for augmented reality
or make new educational activities available. games), interactive
response pads
Classroom Stand-alone devices that are used in traditional Interactive whiteboard,
Equipment classrooms to facilitate the interaction between touch-screen computer,
teachers and students in different class activities. Kiosk

5. Change brought by emerging
technologies
Easier
operation
Wider scope
Better
of
simulation
interaction
Broader
channels for
interaction
Greater
mobility

6. A shifting Paradigm in educational
technology research
Problems New Trend
The proliferation of studies on cutting-edge More and more studies were conducted to
technology applications often fails to be built upon explore the relationship between ICT and
the existing theories and scholarship in the field of learning theories, seeking to design learning
instructional design, ignoring both well-established systems based on robust theoretical foundation
principles of learning and findings from basic (Jonassen, Peck, & Wilson, 1999; Vrasidas, 2000;
educational psychology research. (Ross, Morrison & Mandell, Sorge, & Russell, 2002; Kirschner et.
Lowther, 2010) al, 2004; Wang, & Woo, 2007)
Technologies are often used infrequently and
inconsistently in educational settings and have little Media
conclusive effect (Christensen et al., 2008; Brown & comparison
and effect
Green, 2008; Selwyn, 2011). Teachers often use
study
computers as a minor supplement to enhance their
teaching (Aslan & Reigeluth, 2011), and the use of
emerging technologies is often limited to merely
supporting the traditional standardized and
Design
centralized educational model (Cuban, 2001). research and
formative
research

7. A few good examples from research
Technology Tools used in ILS Instructional Theory used in ILS
• Using Ning, an educational networking Collaborative learning theory
site, to teach an undergraduate level
technology course for pre-service Collaborative learning theory is based on
teachers (Hoffman, 2009) four assumptions regarding the learning
process (Smith & MacGregor, 1992):
• Using the Nutrition Game, an educational
game developed inside Second Life, to 1. Learning is an active, constructive
teach children knowledge of nutrition
and healthy eating habits (Cooper, 2007) process.
• Using Environmental Detective, an 2. Learning depends on rich contexts.
augmented reality game that utilized
GPS or pocket PC, to teach middle school 3. Learners are diverse.
students environmental science (Klopfer
& Squire, 2008) 4. Learning is inherently social.
• Using an interactive whiteboard to teach When designing an effective ILS, the
science in elementary school (Gillen affordances of ICT tools should be exploited
et.al, 2008) in the pedagogic context that supports those
learning assumptions.

8. Ning
Key Features Benefits:
Customizable design features Positive learning experience
Widgets include blogs, discussion A sense of community and personal
board, individualized profiles, file connection
sharing, synchronous and asynchronous
messaging, and grouping and sub- Higher motivation, engagement and
grouping of its members. satisfaction.
Friends-making mechanism Problems:
Occasional dysfunction
Entry level computer skill requirement
Privacy concerns

9. Nutrition Game
Key Features: Benefits:
Simulated experience of dining in three Fun learning experience
restaurant (fast food, soul food, Chinese)
Providing different experience
Personalized experience with real data (personalized or hypothetical, extreme)
like height, weight, age, gender and
activity level. Significant self-reported knowledge game
A variety of choices and responsive Problems:
results. Technical (lagging, unresponsive)
Unable to change body shape
Time consuming to design and develop

10. Environmental Detective
Key Features Benefits
Combination of fantasy and reality Highly engaging and active learning
experience
A problem-based learning experience
Scientific inquiry skills
Supported by internal scaffolding and
online data base higher-order learning
open-ended, with multiple paths to task Collaborative learning experience
completion
Problems
Not reported

11. Interactive Whiteboard
Key Features Benefits (additional)
All features of a touch-screen computer Better learner-learner, learner-instructor
interaction. (work on the same task
Multiple presentation simultaneously)
(video, audio, animation)
Make the process visible (using cognitive
Integrated scaffolding tools like tools)
annotations, visual clues…
Easier to prepare a lesson with IWB
Shared work place (collaborative class
project) Students are engaged and motivated
Problems:
High demand on hardware and software
Teacher training needed
Too much attention to the IWB instead of
content.

12. Assumption No. 1: Learning is an
active, constructive process.
ICT tools should actively engage learners
in meaningful learning activities which
offer them an opportunity to apply newly
acquired information and ideas in their
constructive inquiries, such as theory
testing, model development, and problem
solving.
Example: The Nutrition Game.
The game did not provide direct lectures
about the healthy eating habit, but rather
offered learners a chance to explore
different food choices and learn their
impact on health.

13. Assumption No. 1: Learning is an
active, constructive process.
ICT should also provide various cognitive
tools to guide such constructive
processes, offering instructional scaffolds
along the way.
Example: Environmental Detective (ED).
Learners were required to solve a
simulated toxin spill problem by
themselves, they received guidance by
interacting with virtual avatars, searching
online, and accessing the resource
database.

14. Assumption No. 2: Learning depends
on rich contexts.
In contrast to most lecture-based
teaching, ICT tools should establish a
learning context that is learner-
centered, allowing for constant exchange of
ideas, frequent reflection, and multimodal
presentation.
Example: Interactive Whiteboard (IWB)
The IWB case describes a learning context
where teachers used the affordances of the
IWB to present the concept of evaporation in
different forms
(lecture, video, image, text, and diagrams)
and facilitate learners’ discussion and
reflection using highlights, annotation, and
prompts.
The other three cases also indicate that rich
contexts are not confined to the classroom
setting, and can also occur in virtual and
outdoor learning environments.

15. Assumption No. 3: Learners are diverse.
ICT tools should be used to accommodate
learner differences in background
knowledge and skills, learning styles, or
aspirations, by offering interactive
features that give learners’ control over
the learning process and allow them to
customize their own learning
pace, sequence, and preference.
Example: Ning and Environmental
Detective
The Ning’s asynchronous messaging
system and the open-ended game design
in ED are interactive features that support
such adaptations.

16. Assumption No. 4: Learning is
inherently social.
To enhance the social aspect of learning
requires a learning system that can
maximize the intellectual synergy through
simultaneous engagement of learners.
ICT tools can aid in this process by
facilitating interpersonal communications
with peers and instructors and by
supporting learners’ contribution to the
learning resources, strategies, and body
of knowledge.
Example: Ning
Social interactions between learners that
were enhanced through
personalization, such as adding profile
pictures or sharing personal information.
Learners are more likely to contribute
when they feel personally connected.

17. Guidelines for designing ILS based on
the collaborative learning theory
Through the lens of collaborative learning theory, this paper proposes that
the following features should be considered when designing effective
interactive learning systems:
• Actively engage learners in meaningful learning activities
• Allow learners to customize their own learning pace, sequence and preference
• Provide prompt feedback and opportunities for reflection
• Facilitate interpersonal communication with peers and instructors/experts
• Encourage learners to contribute to the learning resources, strategies, and body of
knowledge
• Integrate various cognitive tools to support learning process

18. “Within a particular design, the medium
enables and constrains the method; the
method draws on and instantiates the
capabilities of the medium... a good design
will integrate them” ------ Kozma, 1991