Interview with David H. Jonassen: Looking at the Field of
Educational Technology from Radical and Multiple Perspectives.
Ali Simsek Anadolu
University, Turkey
E-Learning in Maths - Research, practical tips and discussionStephen McConnachie
Plenary presentation from conference on 23rd October 2014. Overview of relevant research, practical frameworks for designing and evaluating learning activities (TPACK and the Activity Types taxonomy), and a quick look at the SAMR model.
Talk of Richard Andrews @ ticEDUCA2010 - I International Conference on ICT and Education, Institute of Education of the Univerity of Lisbon
Richard Andrews
Professor in English
Department of Learning, Curriculum and Communication Institute of Education University of London
E-Learning in Maths - Research, practical tips and discussionStephen McConnachie
Plenary presentation from conference on 23rd October 2014. Overview of relevant research, practical frameworks for designing and evaluating learning activities (TPACK and the Activity Types taxonomy), and a quick look at the SAMR model.
Talk of Richard Andrews @ ticEDUCA2010 - I International Conference on ICT and Education, Institute of Education of the Univerity of Lisbon
Richard Andrews
Professor in English
Department of Learning, Curriculum and Communication Institute of Education University of London
«Lets educate, learn and flourish: how can we open doors, light fires and rac...eMadrid network
In this lecture, professor Rebecca Strachan ( Northumbria University) ilustrates how we should be reimagining education to use technology in transformational ways
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
Universal Design in Learning at Learning Disabilities Association Conference ...rbomar
Universal Design in Learning is a framework where student diversity, evidence-based instructional practices, education theory and education legislative requirements can intersect. This power point presents the history and brain science behind UDL and some practical suggestions for implementing UDL in your classroom.
How to design (develop & evaluate) sociotechnical-educational learning
successfully? What is "successful" for whom? What elements can be designed? What R&D methods are appropriate?
Planning For And Supporting Productive Online InquiryJulie Coiro
How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.
This presentation is for undergraduate students on BSc Design and Technology Education at Nottingham Trent University.
The session considers the philosophy of technology, where students learn about Carl Mitcham's different approaches to technology (artifacts, knowledge, processes and volition). Through learning about these four approaches they begin to think about consequences for their D&T teaching - realising that D&T is more than 'design and make'.
Following this session the students research an emerging technology (see www.dandtfordandt.wordpress.com for more details), using Mitchum's four approaches to critique how emerging technologies can be taught in schools.
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
«Lets educate, learn and flourish: how can we open doors, light fires and rac...eMadrid network
In this lecture, professor Rebecca Strachan ( Northumbria University) ilustrates how we should be reimagining education to use technology in transformational ways
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
Universal Design in Learning at Learning Disabilities Association Conference ...rbomar
Universal Design in Learning is a framework where student diversity, evidence-based instructional practices, education theory and education legislative requirements can intersect. This power point presents the history and brain science behind UDL and some practical suggestions for implementing UDL in your classroom.
How to design (develop & evaluate) sociotechnical-educational learning
successfully? What is "successful" for whom? What elements can be designed? What R&D methods are appropriate?
Planning For And Supporting Productive Online InquiryJulie Coiro
How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.
This presentation is for undergraduate students on BSc Design and Technology Education at Nottingham Trent University.
The session considers the philosophy of technology, where students learn about Carl Mitcham's different approaches to technology (artifacts, knowledge, processes and volition). Through learning about these four approaches they begin to think about consequences for their D&T teaching - realising that D&T is more than 'design and make'.
Following this session the students research an emerging technology (see www.dandtfordandt.wordpress.com for more details), using Mitchum's four approaches to critique how emerging technologies can be taught in schools.
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
Revolutionizing School – Fablab@school dk 2016 KeynotePeter Troxler
Maker Education is a new method of learning. It promises that students not only learn to "read" technology but also become able to "write" it—an approach previously not found in the education system. The core of this method is that students themselves take ownership of their learning process by working on challenges they can solve by applying digital manufacturing technology.
An important prerequisite for "writing" technology however remains the ability to "read" it. However, technology today is often read protected—hardware has "no serviceable parts inside", the source code of software is not available to users. The remedy is open hardware and open source software; and education has equally to embrace open design principles.
Presentation / Keynote for The Aalborg University Teaching Day 2015Thomas Ryberg
Presentation titled "Changing Conditions for PBL? A Critical View on Digital Technologies as a Springboard to Unfold the Potentials.
Given at the annual Teaching Day in Aalborg University
Universal Design in Learning at Learning Disabilities Association Conference ...rbomar
Universal Design in Learning is a framework where learning theory, diversity of learners, education legislation and evidenced-based instructional practices can intersect. This power point will show you the history and science behind UDL and provide some practical application of UDL to the instructional practices in the classroom.
Slide set for members of Departement of Translation, Interpreting and Communication at Ghent University 12 October 2015. How can social media play a part in your research and the communication of your research?
How to mitigate communication challenges in global IT-projects?Karsten Eskelund
Working from different locations and with people from different cultures make communication a challenge in global projects. This is the background for my qualitative research where IT-workers in India, the Philippines, Norway and Denmark have been interviewed. The aim of my thesis is to shed light of the following research question: “What do workers in global IT-projects do to mitigate communication challenges?”
Conclusions and recommendations are given in my enclosed thesis.
Evaluación de t-MOOC universitario sobre competencias digitales docentes medi...eraser Juan José Calderón
Evaluación de t-MOOC universitario sobre competencias
digitales docentes mediante juicio de expertos
según el Marco DigCompEdu.
Julio Cabero-Almenara
Universidad de Sevilla, Sevilla, España
cabero@us.es
Julio Barroso--‐Osuna
Universidad de Sevilla, Sevilla, España
jbarroso@us.es
Antonio Palacios--‐Rodríguez
Universidad de Sevilla, Sevilla, España
aprodriguez@us.es
Carmen Llorente--‐Cejudo
Universidad de Sevilla, Sevilla, España
karen@us.es
REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL LAYING DOWN HARMONIS...eraser Juan José Calderón
Proposal for a
REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL
LAYING DOWN HARMONISED RULES ON ARTIFICIAL INTELLIGENCE
(ARTIFICIAL INTELLIGENCE ACT) AND AMENDING CERTAIN UNION
LEGISLATIVE ACTS
Predicting Big Data Adoption in Companies With an Explanatory and Predictive ...eraser Juan José Calderón
Predicting Big Data Adoption in Companies With an Explanatory and Predictive Model
Predecir la adopción de Big Data en empresas con un modelo explicativo y predictivo. @currovillarejo @jpcabrera71 @gutiker y @fliebc
Ética y Revolución Digital
Revista Diecisiete nº 4 2021. Investigación Interdisciplinar para los Objetivos de Desarrollo Sostenible.
PANORAMA
Ética y Derecho en la Revolución Digital
Txetxu Ausín y Margarita Robles Carrillo
artículoS
¿Cuarta Revolución Industrial? El reto de la digitalización y sus consecuencias ambientales y antropológicas
Joaquín Fernández Mateo
Hacia una ética del ecosistema híbrido del espacio físico y el ciberespacio
Ángel Gómez de Ágreda y Claudio Feijóo
Aprendizaje-Servicio y Agenda 2030 en la formación de ingenieros de la tecnología inteligente
Angeles Manjarrés y Simon Pickin
Tecnología Humanitaria como catalizadora de una nueva arquitectura de Acción Exterior en España: Horizonte 2030
Raquel Esther Jorge Ricart
Revolución digital, tecnooptimismo y educación
Ricardo Riaza
Desafíos éticos en la aplicación de la inteligencia artificial a los sistemas de defensa
Juan A. Moliner González
notas y colaboraciones
Hacerse viral: las actividades artísticas y su respuesta ante los retos que impone la transformación digital
Marta Pérez Ibáñez
Salud digital: una oportunidad y un imperativo ético
Joan Bigorra Llosas y Laura Sampietro-Colom
El futuro digital del sector energético
Beatriz Crisóstomo Merino y María Luz Cruz Aparicio
Innovación y transformación digital en las ONG. La visión de Acción contra el Hambre
Víctor Giménez Sánchez de la Blanca
El impacto de la inteligencia artificial en la Sociedad y su aplicación en el sector financiero
María Asunción Gilsanz Muñoz
La ética en los estudios de ingeniería
Rafael Miñano Rubio y Gonzalo Génova Fuster
An ethical and sustainable future of work
David Pastor-Escuredo, Gianni Giacomelli, Julio Lumbreras y Juan Garbajosa
Los datos en una administración pública digital - Perspectiva Uruguay
María Laura Rodríguez Mendaro
Ciudades y digitalización: construyendo desde la ética
David Pastor-Escuredo, Celia Fernandez-Aller, Jesus Salgado, Leticia Izquierdo y María Ángeles Huerta
#StopBigTechGoverningBigTech . More than 170 Civil Society Groups Worldwide O...eraser Juan José Calderón
#StopBigTechGoverningBigTech: More than 170 Civil Society Groups Worldwide Oppose Plans for a
Big Tech Dominated Body for Global Digital Governance.
Not only in developing countries but also in the US and EU, calls for stronger regulation of Big Tech
are rising. At the precise point when we should be shaping global norms to regulate Big Tech, plans
have emerged for an ‘empowered’ global digital governance body that will evidently be dominated
by Big Tech. Adding vastly to its already overweening power, this new Body would help Big Tech
resist effective regulation, globally and at national levels. Indeed, we face the unbelievable prospect
of ‘a Big Tech led body for Global Governance of Big Tech’.
PACTO POR LA CIENCIA Y LA INNOVACIÓN
8 de febrero de 2021.
El conocimiento y la innovación son esenciales para mantener y mejorar el bienestar social y el crecimiento
económico. La competitividad y la productividad del tejido económico depende, casi en exclusiva, de la
cantidad de conocimiento avanzado incorporado por la actividad productiva y, por ende, de su continua
renovación. La investigación en las ciencias naturales, sociales y humanas es fuente de valores y
enriquecimiento cultural.
Desigualdades educativas derivadas del COVID-19 desde una perspectiva feminis...eraser Juan José Calderón
Desigualdades educativas derivadas del COVID-19 desde una perspectiva feminista. Análisis de los discursos de profesionales de la educación madrileña.
Melani Penna Tosso * Mercedes Sánchez SáinzCristina Mateos CasadoUniversidad Complutense de Madrid, España
Objetivos: Especificar las principales dificultades percibidas por las profesoras y los departamentos y equipos de orientación en relación con la atención a las diversidades en la actual situación de pandemia generada por el COVID-19. Exponer las prácticas educativas implementadas por dichas profesionales para disminuir las desigualdades. Visibilizar desigualdades de género que se dan en el ámbito educativo, relacionadas con la situación de pandemia entre el alumnado, el profesorado y las familias, desde una perspectiva feminista. Analizar las propuestas de cambio que proponen estas profesionales de la educación ante posibles repeticiones de situaciones de emergencia similares.
Resultados: Los docentes se han visto sobrecargados por el trabajo en confinamiento, en general el tiempo de trabajo ha tomado las casas, los espacios familiares, el tiempo libre y los fines de semana. Las profesionales entrevistadas se ven obligadas a una conexión permanente, sin limitación horaria y con horarios condicionados por las familias del alumnado. Se distinguen dos períodos bien diferenciados, en que los objetivos pasaron de ser emocionales a académicos. Como problemática general surge la falta de coordinación dentro los centros educativos.
Método: Análisis de entrevistas semiestructuradas a través de la metodología de análisis crítico de discurso.
Fuente de datos: Entrevistas
Autores: Melani Penna Tosso, Mercedes Sánchez Sáinz y Cristina Mateos Casado
Año: 2020
Institución: Universidad Complutense de Madrid
País al que refiere el análisis: España
Tipo de publicación: Revista arbitrada
"Experiencias booktuber: Más allá del libro y de la pantalla"
Maria Del Mar Suárez
Cristina Alcaraz Andreu
University of Barcelona
2020, R. Roig-Vila (Coord.), J. M. Antolí Martínez & R. Díez Ros (Eds.), XARXES-INNOVAESTIC 2020. Llibre d’actes / REDES-INNOVAESTIC 2020. Libro de actas (pp. 479-480). Alacant: Universitat d'Alacant. ISBN: 978-84-09-20651-3.
Recursos educativos abiertos (REA) en las universidades españolas. Open educational resources (OER) in the Spanish universities. Gema Santos-Hermosa; Eva Estupinyà; Brigit Nonó-Rius; Lidón París-Folch; Jordi Prats-Prat
Pensamiento propio e integración transdisciplinaria en la epistémica social. ...eraser Juan José Calderón
Pensamiento propio e integración
transdisciplinaria en la epistémica social
Arlet Rodríguez Orozco.
Resumen. La educación evoluciona en la vida del estudiante
(ontogenia) y en la vida del sistema escolar (filogenia). Estas
rutas pueden consolidar la continuidad o producir un cambio en la formación del pensamiento propio como estrategia
pedagógica. La experiencia que expongo sucedió durante los
ciclos 2015-1 y 2016-1 al dictar la materia Epistemología de
la Investigación a nivel licenciatura en Estudios Sociales y Gestión Local en la unidad enes (unam) de Morelia. He basado la
praxis educativa en dinámicas de colaboración, buscando arraigar la formación cognitiva del pensamiento propio en jóvenes
aprendices del estudio social. El descubrimiento constante, la
recuperación del pensamiento en tiempo presente y el reconocimiento recíproco produjeron resultados sintéticos dispuestos
aquí para la develación reflexiva.
Escuela de Robótica de Misiones. Un modelo de educación disruptiva. 2019, Ed21. Fundación Santillana.
Carola Aideé Silvero
María Aurelia Escalada
Colaboradores:
Alejandro Piscitelli
Flavia Morales
Julio Alonso
Covid-19 and IoT: Some Perspectives on the Use of IoT Technologies in Prevent...eraser Juan José Calderón
Covid-19 and IoT: Some Perspectives on the Use of
IoT Technologies in Preventing and Monitoring
COVID-19 Like Infectious Diseases & Lessons
Learned and Impact of Pandemic on IoT
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Interview with David H. Jonassen: Looking at the Field of Educational Technology from Radical and Multiple Perspectives
1. CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2012, 3(1), 76-80
76
Interview with David H. Jonassen: Looking at the Field of
Educational Technology from Radical and Multiple Perspectives
Ali Simsek
Anadolu University, Turkey
There are people whose names are identified with their fields. When an outsider wants to learn
about the field of educational technology and enters some keywords, David H. Jonassen is
perhaps one the few people whose names will appear instantly. Of course, this is not without
reasons. David H. Jonassen has produced enormous amount of work addressing both major
and trendy issues in the field of educational technology over the years. His name appears on
some of the milestone work in our field. Moreover, I think it is not an exaggeration to say that
he is an academic trend setter too.
David H. Jonassen has produced at least 37 books, 180 journal articles, 64 book chapters, 12
book reviews, 136 invited presentations, and 282 conference papers. He has supervised 27
doctoral dissertations; most of his advisees were international students. He has provided
educational consultancy services in countries such as United States, Brazil, Australia, Saudi
Arabia, United Kingdom, Singapore, Canada, Netherlands, and Italy. He has also been active in
professional organizations like AECT, AERA, ASTD, and NSPI.
Throughout his academic career, he has received about two dozens of awards including but not
limited to outstanding publication awards, distinguished development awards, outstanding
practice awards, distinguished service awards, and lifetime achievement awards for excellence.
Almost all of these awards were given by well-known professional organizations in the field of
educational technology.
I am sure there is more about him but these are preliminary outcomes of my speedy search.
Considering his milestone contributions and eye-opening discussions in our field along with the
worldwide recognition he has among colleagues, we decided to interview Professor Jonassen
for this issue of Contemporary Educational Technology. As usual, we conducted the interview
through communication technologies in several rounds of exchanging questions, answers, and
elaborations. I think the interview has a number of enlightening messages for all, particularly
for young colleagues.
When and how did you enter the field of educational technology?
During my undergraduate studies at the University of Delaware, I worked my way through
school. After two years of boring part-time jobs, I accepted a position as television cameraman
producing educational television programs. I soon began repertory video and other media
activities, deciding later to study for a degree in educational media.
2. CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2012, 3(1), 76-80
77
How did the field look like then or what were the major issues/trends?
Educational television was a major force then. Researchers were conducting media studies,
and visual literacy was among the hottest issues. Media studies in education compared media
such as television, with other media such as traditional face-to-face classes. The field has
advanced so significantly since the 1970s.
Where did you start to your academic career and how did it evolve?
After completing a degree in finance while doing educational television production, I realized
that I needed educational experience if I chose to pursue educational media. Thus, I enrolled in
a certification program at the University of Delaware, after which I taught fifth grade reading
and language arts and then junior high school reading and language arts. During that time, I
was taking courses in learning psychology, and I decided to pursue a doctorate in educational
media. While studying at Temple University in Philadelphia, I completed more courses in
experimental or educational psychology than in media. My research interests have always
focused first on learning and then on the technology.
Which countries have you worked in and what did you do for each assignment?
In addition to numerous international presentations, I have had visiting professorships at the
University of Twente in the Netherlands, Heriot-Watt University in Scotland, National Institute
of Education in Singapore, and several smaller workshop activities in Italy. In these activities, I
delivered workshops, courses, and consulting on a variety of issues.
How many books, chapters, and articles have you published?
I really don’t know. I believe that I have published 35 books and hundreds of articles and book
chapters.
Which of your publications have made the most important contribution to the field?
That would be for others to determine. I suppose that the two editions of the Handbook of
Research on Educational Communications and Technology were the largest contributions (each
1400 pages). I hope that one of my recent books, Learning to solve Problems: A Handbook for
Designing Problem-Solving Learning Environments, may also be considered among my most
significant contributions. It represents 15 years of research into problem solving, one of the
most important yet least researched issues in education.
What major areas/topics have you worked on throughout your career?
I began early on focusing on text design, culminating on the publications of two volumes of the
Technology of Text. That work is still important because so much of the information on the
World Wide Web (www) is in the form of text. Also, textbooks are still prominent. While it’s a
topic that does not merit a lot of attention, it is still very relevant.
With the advent of microcomputers in classrooms, I gravitated toward the concept of
Mindtools for students to construct models of what they know. Mindtools provide multiple
formalisms for model building, each of which engages different kinds of critical, creative, and
complex thinking. Mindtools include semantic organization tools (databases, semantic
3. CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2012, 3(1), 76-80
78
networks), dynamic modeling tools (spreadsheets, expert systems, systems modeling tools,
and microworlds), information interpretation tools, visualization tools, knowledge construction
tools (multimedia production, hypermedia construction and linking, Web site production), and
conversation tools (synchronous communication environments, asynchronous information
tools, scaffolded computer conferences). These tools can be used to build models of domain
knowledge, systems, problems, experiences, and thinking processes.
How do you decide to work in a particular area such as constructivism or problem solving?
In the early 1990s, Tom Duffy and I pushed the field of instructional design and technology in a
constructivist direction. With constructivism, it naturally occurred to me that I was always a
constructivist so I enjoyed perturbing the field and changing minds about some of the basic
assumptions of instructional design.
If you look at the topics of conference papers and articles in educational technology journals, it
is obvious that we change the thinking of so many people. As indicated by the paper by
Kirschner, Sweller, and Clark in 2006, some researchers believe that constructivism has little to
add and that direct instruction is more effective and powerful. What is being learned from
constructivist approaches to learning cannot be effectively compared to the outcomes of
direct instruction so the debate is not meaningful.
During the late 1980s and early 1990s, I also examined the effects of a new technology,
hypertext/hypermedia. We were examining different ways of structuring hypertext in order to
facilitate learning. With the exception of Roger Azevedo, not many researchers focus explicitly
on hypertext, but the World Wide Web is an example of hypermedia so it is still a relevant
topic.
My interest in constructivism became instantiated in problem solving because it is probably
the most constructivist form of learning. In order to learn to solve problems, learners must
necessarily construct understanding of problem types and solution alternatives. While
teaching instructional design at Pennsylvania State University, I discovered that there was little
or no advice on how to design instruction to support problem solving. Therefore, I published
the article in 1997 and just continued on that path. Once again, if you examine the titles of
conference presentations and journal articles in our field, problem solving has become a much
more commonly investigated topic; so one more time, I have had some impact on the field.
Since the mid-1990s, I have focused most of my research on problem solving.
One of my side interests has been the role of epistemic beliefs on learning and problem
solving. Epistemic beliefs describe the ways that we conceive of knowledge, learning, and
authority. What is the role of the student, a receiver of information or a constructor of
knowledge. Research on epistemic beliefs today still continues in the educational psychology
field, and it has implications for the field of educational technology.
What kinds of projects have you completed and which of them excited you the most?
We have completed many funded projects. Perhaps the most interesting was designing a new
curriculum and instructional support for radiation protection technicians working in nuclear
power plants, hospitals, irradiation facilities and elsewhere. We designed case-based
environments around an Ask Systems that could be used by instructors in many ways. We
pushed the envelope about as far as possible in that culture.
4. CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2012, 3(1), 76-80
79
How many doctoral and master’s theses have you supervised?
Only a few master’s theses but I have supervised 27 doctoral dissertations with students from
several countries. Supervising dissertations is perhaps the greatest honor for a professor.
What are your fundamental conclusions regarding the role of technology in education?
People do not learn from technology; they learn from thinking. When technologies can
enhance students thinking, they should be used. Otherwise, they are probably no better than
no technology.
Who made the greatest influence on you as an academic?
Early on, I followed Dave Merrill’s theory development. His is perhaps the most coherent
model of direct instruction. After focusing in constructivism, I moved in a different direction.
As a researcher, I have always been impressed by the work of Gavriel Salomon. He is a gifted
researcher. Also, I admire the work of Deanna Kuhn on argumentation.
What are your major accomplishments and failures in retrospective?
I suppose that my publications are my greatest accomplishment. I have received numerous
publication and service awards for my contributions to the field. I am honored by them. The
acknowledgement of your peers is perhaps the greatest honor that one can receive. I tell
people all of the time that I have committed my share of mistakes in my personal life but
career choice was not one of them. I cannot imagine any career that would have provided
greater autonomy and also reward that the professoriate.
How do you see the future of instructional design and technology field?
It continues to be driven by technology (nowadays mobile technologies, games, etc.). While
these are powerful technologies, I believe that researchers and designers should always focus
first on the learning. Better understanding learning is essential to good design. I tell my
students all of the time that if you are unable to articulate how you expect your learners to
think, then you have no business designing instruction for them. Our field seems compelled by
each new technology, as if it will somehow change the course of learning.
What do you suggest to young colleagues in the field of educational technology?
Find an issue that really impels you, and then carve out significant blocks of time to work on it.
Perhaps more importantly, you should always take your work seriously but try not to take
yourself too seriously.
For manycolleagues, Professor Jonassen is perhaps one of the most admirable academics in the
field of educational technology for a number of reasons. As seen repeatedly in his responses to
our questions, he is not unidirectional in his thinking but has concurrent and multiple points of
views. There is a saying in Anatolia which goes “One brain is not enough to understand the
world.” When you talk with or listen to Professor Jonassen, you may feel that he has several
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brains functioning simultaneously. I had this feeling many times when I had conversations with
him. He is a conscientious academic who works fast, produces milestone work, offers sound
alternatives, and assures quality. He is considered both critical and radical; however, he always
provides liable alternatives in the areas he has dealt with.
In this interview Professor Jonassen has clearly emphasized that it is the learning not the
technology that instructional designers should focus on. We should encourage student thinking
with alternative perspectives rather than conveying information to them or providing learners
with limited exposure to the unlimited world of knowledge. Therefore, the field of educational
technology should not be perceived as the testing ground for every new technology as they
emerge. We know that technology does not generate learning but it has a mediating role when
the context is appropriate so that instructional designers should be eager to create the most
nurturing environment for all learners. I think this has been the fundamental challenge for our
field and Professor Jonassen has provided rigorous alternatives over the years both in theory
and practice.
Correspondence: Ali Simsek, Professor, Institute of Communication Sciences, Anadolu
University, Yunus Emre Campus, Eskisehir, Turkey