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Technology-­‐Infused 
+ 
Experien7al 
Learning 
for 
Improved 
Value 
and 
Efficiency 
S. 
O%o 
Khera 
September 
20, 
2014 
Annual 
Conference 
on 
Emerging 
Technologies 
in 
Educa7on 
and 
Computer 
Science 
Universidad 
da 
Vinci 
Cancun, 
Mexico
We 
seek 
to 
offer 
value 
for 
our 
customers 
using 
our 
educaConal 
services.
Efficiency 
and 
Efficacy 
To 
offer 
our 
students 
a 
truly 
‘valuable’ 
learning 
experience, 
we 
must 
offer 
efficient 
learning 
opportuniCes. 
For 
our 
instructors 
to 
offer 
efficient 
and 
efficacious 
(effecCve) 
learning 
opportuniCes 
to 
our 
students, 
we 
must 
support 
our 
faculty 
with 
efficient 
systems.
Two 
Important 
Points: 
1. ExisCng 
daily 
life 
pracCces 
and 
needs 
should 
govern 
our 
technology 
use 
and 
applicaCon 
decisions. 
2. We 
are 
both 
mind 
AND 
body 
across 
all 
domains 
of 
life, 
including 
learning, 
career, 
and 
community.
Quality 
is 
CriCcal 
to 
Compe77veness
So 
what 
does 
this 
mean? 
“Technology-­‐Infused 
+ 
Experien7al 
Learning 
for 
Improved 
Value 
and 
Efficiency”
technology 
‘enhanced’ 
vs. 
‘infused’ 
? 
en·∙hance 
enˈhans/verb 
intensify, 
increase, 
or 
further 
improve 
the 
quality, 
value, 
or 
extent 
of. 
"his 
refusal 
does 
nothing 
to 
enhance 
his 
reputaCon" 
synonyms: 
increase, 
add 
to, 
intensify, 
heighten, 
magnify, 
amplify, 
inflate, 
strengthen, 
build 
up, 
supplement, 
augment, 
boost, 
raise, 
li[, 
elevate, 
exalt;
in·∙fuse 
inˈfyo͞oz 
verb 
past 
tense: 
infused; 
past 
parCciple: 
infused 
1. 
fill; 
pervade. 
"her 
work 
is 
infused 
with 
an 
anger 
born 
of 
pain 
and 
oppression" 
synonyms: 
fill, 
suffuse, 
imbue, 
inspire, 
charge, 
pervade, 
permeate 
"she 
was 
infused 
with 
pride" 
2. 
soak 
(tea, 
herbs, 
etc.) 
in 
liquid 
to 
extract 
the 
flavor 
or 
healing 
properCes. 
"infuse 
the 
dried 
flowers 
in 
boiling 
water" 
synonyms: 
steep, 
brew, 
stew, 
soak, 
immerse, 
marinate 
"infuse 
the 
dried 
herbs 
in 
hot 
oil
We 
are 
soaking 
in 
technology 
…. 
• We 
have 
the 
ability 
to 
glean 
environmental 
+ 
contextual 
informaCon 
based 
on 
our 
immediate 
surroundings. 
• We 
use 
mobile 
networked 
devices 
for 
two-­‐way 
and 
mulC-­‐way 
media 
rich 
synchronous 
and 
asynchronous 
communicaCons. 
• We 
cull 
‘big 
data’ 
+ 
‘li%le 
data’ 
+ 
longitudinal 
data 
collected 
from 
everyone 
– 
let’s 
talk 
about 
MOOCs 
(Is 
the 
learning 
pladorm 
a 
valuable 
source 
of 
learning 
analyCcs?)
Image 
-­‐ 
Pew 
Research 
Internet 
Project 
-­‐ 
2014
A 
canvassing 
of 
2,558 
experts 
and 
technology 
builders 
about 
where 
we 
will 
stand 
by 
the 
year 
2025 
finds 
striking 
pa%erns 
in 
their 
predicCons. 
In 
their 
responses, 
these 
experts 
foresee 
an 
ambient 
informa7on 
environment 
where 
accessing 
the 
Internet 
will 
be 
effortless 
and 
most 
people 
will 
tap 
into 
it 
so 
easily 
it 
will 
flow 
through 
their 
lives 
“like 
electricity.” 
-­‐-­‐Pew 
Research 
Center’s 
Internet 
Project 
Answers 
online 
between 
November 
25, 
2013 
and 
January 
13, 
2014 
See: 
h%p://www.pewinternet.org/2014/03/11/digital-­‐life-­‐in-­‐2025/ 
Full 
Report: 
h%p://www.pewinternet.org/files/2014/03/ 
PIP_Report_Future_of_the_Internet_PredicCons_031114.pdf
Technology-­‐Infused 
vs. 
Technology-­‐Enhanced: 
Two 
subtexts 
of 
‘Techno-­‐Infused’ 
(vs. 
-­‐ 
Enhanced): 
1. Core 
Learning 
Principles 
Apply 
Across 
All 
Environments 
2. Technology 
is 
oQen 
a 
double-­‐edged 
sword
So 
what 
does 
this 
mean? 
“Technology-­‐Infused 
+ 
Experien7al 
Learning 
for 
Improved 
Value 
and 
Efficiency”
Ac7ve 
Learning 
with 
Video 
…. 
Technology-­‐Infused 
Experien7al 
Learning 
DIABOLO!
experien7al 
learning: 
“learning 
from 
experience” 
Supports 
construc7ve 
learning 
principles 
and 
inquiry-­‐based 
learning: 
“a 
seeking 
for 
truth, 
informaCon, 
or 
knowledge 
-­‐-­‐ 
seeking 
informaCon 
by 
quesConing.”
Aldo 
Leopold 
High 
School 
– 
Silver 
City, 
New 
Mexico
Experts 
Ma%er
What 
are 
you 
making?
CollaboraCon 
is 
Key
Tracy 
Fullerton
Reality 
Ends 
Here 
….
Todd 
Presner, 
UCLA, 
Center 
for 
Digital 
HumaniCes 
Philip 
Ethington, 
USC, 
History
Alexander 
Robinson 
– 
USC 
School 
of 
Architecture 
… 
later 
with 
Lauren 
Bon 
of 
Metabolic 
Studios, 
DTLA
FacilitaCon 
and 
Mentorship 
Busteed 
said 
that 
96 
percent 
of 
the 
college 
provosts 
Gallup 
surveyed 
believed 
their 
schools 
were 
successfully 
preparing 
young 
people 
for 
the 
workplace. 
“When 
you 
ask 
recent 
college 
grads 
in 
the 
work 
force 
whether 
they 
felt 
prepared, 
only 
14 
percent 
say 
‘yes,’ 
” 
he 
added. 
And 
then 
when 
you 
ask 
business 
leaders 
whether 
they’re 
ge_ng 
enough 
college 
grads 
with 
the 
skills 
they 
need, 
“only 
11 
percent 
strongly 
agree.” 
Concluded 
Busteed: 
“This 
is 
not 
just 
a 
skills 
gap. 
It 
is 
an 
understanding 
gap.”
Value 
Maaers 
to 
Our 
Students 
• Time 
on 
Task 
• Efficiency 
vs. 
Efficacy 
• Career 
success 
– 
income 
potenCal 
• Costs 
vs. 
Benefits 
• Level 
of 
personal 
saCsfacCon 
• Ability 
and 
confidence 
to 
apply 
knowledge
Gamson 
& 
Chickering’s 
Good 
prac7ce 
in 
undergraduate 
educa7on: 
1. 
Encourages 
contact 
between 
students 
and 
faculty 
2. 
Develops 
reciprocity 
and 
cooperaCon 
among 
students. 
3. 
Encourages 
acCve 
learning. 
4. 
Gives 
prompt 
feedback. 
5. 
Emphasizes 
Cme 
on 
task. 
6. 
Communicates 
high 
expectaCons. 
7. 
Respects 
diverse 
talents 
and 
ways 
of 
learning.
For more information visit www.qualitymatters.org or email info@qualitymatters.org 
Standards Points 
1.1 Instructions make clear how to get started and where to find various course components. 
1.2 Learners are introduced to the purpose and structure of the course. 
1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are clearly stated. 
1.4 Course and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to current policies is provided. 
1.5 Minimum technology requirements are clearly stated and instructions for use provided. 
1.6 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated. 
1.7 Minimum technical skills expected of the learner are clearly stated. 
1.8 The self-introduction by the instructor is appropriate and is available online. 
1.9 Learners are asked to introduce themselves to the class. 
2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable. 
2.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level 
objectives or competencies. 
2.3 All learning objectives or competencies are stated clearly and written from the learner’s perspective. 
2.4 The relationship between learning objectives or competencies and course activities is clearly stated. 
2.5 The learning objectives or competencies are suited to the level of the course. 
3.1 The assessments measure the stated learning objectives or competencies. 
3.2 The course grading policy is stated clearly. 
3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy. 
3.4 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed. 
3.5 The course provides learners with multiple opportunities to track their learning progress. 
4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies. 
4.2 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. 
4.3 All instructional materials used in the course are appropriately cited. 
4.4 The instructional materials are current. 
4.5 A variety of instructional materials is used in the course. 
4.6 The distinction between required and optional materials is clearly explained. 
5.1 The learning activities promote the achievement of the stated learning objectives or competencies. 
5.2 Learning activities provide opportunities for interaction that support active learning. 
5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated. 
5.4 The requirements for learner interaction are clearly stated. 
6.1 The tools used in the course support the learning objectives and competencies. 
6.2 Course tools promote learner engagement and active learning. 
6.3 Technologies required in the course are readily obtainable. 
6.4 The course technologies are current. 
6.5 Links are provided to privacy policies for all external tools required in the course. 
7.1 The course instructions articulate or link to a clear description of the technical support offered and how to obtain it. 
7.2 Course instructions articulate or link to the institution’s accessibility policies and services. 
7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help 
learners succeed in the course and how learners can obtain them. 
7.4 Course instructions articulate or link to an explanation of how the institution’s student services and resources can help learners succeed and 
how learners can obtain them. 
8.1 Course navigation facilitates ease of use. 
8.2 Information is provided about the accessibility of all technologies required in the course. 
8.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners. 
8.4 The course design facilitates readability. 
8.5 Course multimedia facilitate ease of use. 
Learning 
Objectives 
(Competencies) 
Assessment 
and 
Measurement 
Instructional 
Materials 
Course 
Activities and 
Learner 
Interaction 
Course 
Technology 
Learner 
Support 
Accessibility 
and Usability 
Quality MattersTM Rubric Standards 
Fifth Edition, 2014, with Assigned Point Values 
Course 
Overview and 
Introduction 
3 
3 
2 
2 
2 
1 
1 
1 
1 
3 
3 
3 
3 
3 
3 
3 
3 
2 
2 
3 
3 
2 
2 
2 
1 
3 
3 
3 
2 
3 
3 
2 
1 
1 
3 
3 
2 
1 
3 
3 
2 
2 
2 
© 2014 MarylandOnline, Inc. All rights reserved. 
This document may not be copied or duplicated without written permission of QM Quality Matters. 
The fully annotated Higher Education Rubric, Fifth Edition, 2014, is available only to institutions that subscribe to Quality Matters.
What is a “Flipped Classroom”? 
Flipped Classrooms| 2 
Source: 
h%p://www.washington.edu/teaching/teaching-­‐resources/flipping-­‐the-­‐classroom/ 
Our “Open” Concept of a Flipped Classroom 
The “Flipped Classroom” is defined as a rearrangement of student-centered 
learning activities by means of “flipping” conventional or existing events, both 
inside and outside of the classroom and supported by digital technologies.
Case Study| 2 
Flipped Classrooms 
Widely different methods of flipping in ENG, SOC, and HUM classes 
Engineering 
(ENG) 
Social Studies 
(SOC) 
Humanities 
(HUM) 
Pedagogy In-class Problem 
Solving 
Project-Based 
Learning 
Self-/Co-regulated 
Discussion 
Flipped Events Lectures, Quiz Lectures*, On-line 
Collaboration 
The Roles of 
Instructor and 
Students 
In-Class Activities Problem solving in 
small groups 
Assigned 
discussion time for 
group projects 
The small group 
discussion without 
the presence of 
the Instructor; 
recording the 
discussions 
Out-of-Class 
Activities 
View online video 
lecture, answer to 
quiz, comments 
on the videos 
Small group 
project via LMS 
View group 
discussions and 
give comments 
(Instructor) 
Technology YouTube, LMS YouTube, LMS, 
GoogleDocs 
Google Hangout, 
Video Cam, 
Dropbox 
Table 
1. 
Flipped 
Classrooms
1. Provide an opportunity for students to gain first exposure prior to class 
(Source: Vanderbilt Center for Teaching) 
2. Provide an incentive for students to prepare for class 
(Source: Vanderbilt Center for Teaching) 
3. Provide a mechanism to assess student understanding 
(Source: Vanderbilt Center for Teaching) 
4. Provide clear connections between in-class and out-of-class activities 
Online content and activities should directly support and connect with the associated in-class activities. 
5. Provide clearly defined and well-structured guidance 
Students required clearly defined and well-structured guidance and scaffolding on flipped classroom 
activities. 
6. Provide proper time for students to carry out the assignments 
In-class activities should be designed with appropriate time to apply the knowledge, information, and 
skills class students acquire out of class. 
7. Provide facilitation and guidance for building a learning community 
Especially since group work continues to be a universal challenge, there should be well-prepared 
facilitation and guidance for student collaboration. In-class group work appears to be difficult for many 
students (i.e. group dynamics, roles and levels of participation, and satisfaction with grading schema). 
8. Provide prompt and adaptive feedback on group and project work 
Students needed greater and prompt feedback for various reasons including improved group work and/ 
or to connect the in-class problem-solving activities with the out-of-class preparation. 
9. ! Provide technologies familiar and easy to access "
technology-­‐infused 
+ 
experienCal 
learning 
Leveraging 
accessible 
(available 
and 
exis<ng!) 
technologies 
to 
guide 
learners 
within 
their 
own 
contextualized 
environment 
and 
domain 
to 
apply 
knowledge 
in 
ways 
that 
inspire 
and 
acCvate 
their 
personal 
and 
natural 
pursuits 
of 
learning.
We 
are 
both 
mind 
AND 
body 
across 
all 
domains 
of 
life, 
including 
learning, 
career, 
and 
community.
Simple 
Technology 
Works 
!
The 
Catalyst 
and 
Sponsor: 
innovaCon 
_design+ 
art 
+ 
science 
+ 
engineering 
Media, 
culture, 
society: 
transformaCon__ 
parCcipatory 
cultures 
François 
Bar 
Ben 
Stokes 
George 
Villanueva 
O%o 
Khera 
César 
Jiménez 
Teresa 
Gonzalez
Together 
We 
Learn 
– 
in 
the 
Real 
World
The 
Context: 
Image? 
Reality? 
USC 
South 
LA
Situated 
Engagement/Situated 
Learning 
Learning 
takes 
place 
in 
the 
same 
context 
in 
which 
it 
is 
applied 
and 
is 
a 
social 
process 
where 
knowledge 
is 
co-­‐ 
constructed 
(Lave 
and 
Wenger 
1991). 
• Micro-­‐local 
• experienced 
together 
• invites 
parCcipaCon 
• open 
eyes 
and 
ears 
• toward 
jusCce 
social, 
transporta<on, 
food, 
media, 
security
Mobile 
Phones 
ParTour 
Plagorm 
Overview 
ParTour Mobile 
Mapping Platform 
Geo-Located 
Observation 
of Physical 
Environment 
or Event 
Crowdsourced 
Data 
Representation 
and Re-Usage 
Participatory 
Citizens and 
Community 
Partners
Urban 
Space: 
Physical 
to 
Social 
ProducCon 
Perceived 
space 
Conceived 
space 
TrialecCcs 
of 
SpaCality 
Lived 
space 
(Lefebre 
1991)
Collaborators 
EastSide 
Riders 
Bike 
Club 
Real 
Rydaz
ParTour.net 
Story 
telling 
(in 
South 
LA) 
Through 
Simple 
Accessible 
Mobile 
Technology 
: 
Vozmob 
Metamorphosis 
RIDESOUTHLA.com
Events>$Bike$FesMvals$
Personal 
Mobility 
+ 
Mobile 
Learning 
• How 
we 
move 
through 
space 
and 
Cme 
is 
criCcal 
to 
our 
personal 
and 
community’s 
health 
and 
ability 
to 
parCcipate 
in 
economic 
and 
social 
opportuniCes. 
• Technology 
that 
supports 
personal 
mobility 
should 
be 
simple, 
accessible 
(affordable), 
and 
have 
a 
low 
impact 
on 
our 
surroundings 
and 
community. 
• Data 
and 
new 
mobile 
transportaCon 
applicaCons 
suggest 
big 
changes 
ahead.
CommuCng#and#Well#Being# 
CorrelaCon:$Driving$+$
The 
study 
looked 
at 
feelings 
of 
worthlessness, 
unhappiness, 
sleepless 
nights, 
and 
being 
unable 
to 
face 
problems. 
The 
researchers 
also 
accounted 
for 
numerous 
factors 
known 
to 
affect 
well-­‐ 
being, 
including 
income, 
having 
children, 
moving 
house 
or 
job, 
and 
relaConship 
changes. 
…study 
shows 
that 
the 
longer 
people 
spend 
commuCng 
in 
cars, 
the 
worse 
their 
psychological 
well-­‐being. 
And 
correspondingly, 
people 
feel 
be%er 
when 
they 
have 
a 
longer 
walk 
to 
work.”
Kim 
Sanderhoff 
Johan 
Bender 
USC 
Marshall 
School 
of 
Business
Soaking 
or 
Drowning 
in 
Technology?
Screens 
are 
EVERYWHERE 
…..
Effects 
of 
too 
much 
Screen 
Time 
• Over 
the 
past 
30 
years, 
myopia 
(nearsightedness) 
has 
more 
than 
doubled, 
according 
to 
a 
large 
survey 
published 
by 
the 
Achives 
of 
Opthalmology. 
• The 
Mayo 
Clinic 
lists 
the 
following 
possible 
effects 
of 
too 
much 
screen 
Cme 
in 
children: 
obesity, 
irregular 
sleep, 
behavioral 
problems, 
impaired 
academic 
performance, 
violence 
and 
less 
Cme 
for 
play. 
• Other 
concerns 
with 
too 
much 
screen 
Cme 
include 
its 
effect 
on 
posture, 
cervical 
spine 
health, 
reading, 
a%enCon 
and 
overall 
brain 
health.
Screen 
7me 
releases 
'happy 
chemicals' 
in 
the 
brain 
Spending 
large 
amounts 
of 
Cme 
on 
tablets, 
smartphones, 
laptops 
and 
applicaCons 
like 
Twi%er, 
Facebook 
and 
Instagram 
can 
change 
our 
brains 
over 
Cme. 
Psychologist 
Jocelyn 
Brewer 
works 
as 
a 
counsellor 
for 
school 
kids 
and 
has 
helped 
depressed 
children 
shake 
their 
screen 
addicCon. 
She 
says 
screen 
Cme 
sCmulates 
happy 
chemicals 
in 
the 
brain 
and 
can 
leave 
users 
anxious 
and 
distracted.
Context 
• We 
emphasize 
neurological 
processes 
and 
the 
ability 
to 
reason 
in 
our 
Age 
of 
Knowledge. 
• We 
are 
gaining 
weight 
across 
all 
age 
groups, 
and 
our 
youth 
seems 
especially 
vulnerable. 
• We 
lead 
an 
historically 
sedentary 
life 
-­‐-­‐ 
largely 
because 
of 
our 
technological 
successes.
“A%enCon 
= 
Learning” 
-­‐Howard 
Rheingold 
-­‐ 
2009, 
Stanford 
University 
“Put 
the 
Physical 
in 
Educa7on” 
New 
York 
Times, 
September 
4, 
2014 
“Recent 
research 
suggests 
that 
even 
small 
amounts 
of 
exercise 
enable 
children 
to 
improve 
their 
focus 
and 
academic 
performance.” 
-­‐-­‐ 
New 
York 
Times, 
September 
4, 
2014
The 
survey 
looked 
at 
nearly 
20,000 
Danish 
kids 
between 
the 
ages 
of 
5 
and 
19. 
It 
found 
that 
kids 
who 
cycled 
or 
walked 
to 
school, 
rather 
than 
traveling 
by 
car 
or 
public 
transportaCon, 
performed 
measurably 
be%er 
on 
tasks 
demanding 
concentraCon, 
such 
as 
solving 
puzzles, 
and 
that 
the 
effects 
lasted 
for 
up 
to 
four 
hours 
a[er 
they 
got 
to 
school. 
The 
Link 
Between 
Kids 
Who 
Walk 
or 
Bike 
to 
School 
and 
Concentra7on
Ins7tu7onal 
Fail 
? 
• Very 
few 
higher 
educaCon 
insCtuCons 
are 
measuring 
success 
on 
the 
basis 
of 
applying 
knowledge 
or 
post-­‐graduate 
success 
– 
nor 
are 
accreditaCon 
agencies 
asking 
for 
this. 
• Very 
few 
higher 
educaCon 
insCtuCons 
are 
considering 
the 
connecCon 
between 
corporeal 
health 
and 
mental 
health, 
and 
academic 
performance 
– 
nor 
are 
accreditaCon 
agencies 
asking 
for 
this. 
• Higher 
educaCon 
research 
organizaCons 
relaCng 
to 
teaching 
with 
technology 
are 
not 
focused 
on 
this 
reality 
– 
AECT, 
AERA, 
nor 
SITE. 
• Our 
educaConal 
support 
organizaCons 
such 
as 
EDUCAUSE, 
ELI, 
and 
New 
Media 
ConsorCum 
are 
also 
not 
adequately 
informing 
its 
members 
of 
our 
technological 
realiCes 
– 
and 
how 
these 
manifest 
in 
daily 
life.
NMC Horizon Report > 2014 Higher Education Edition
Value 
Revisited: 
THIS 
IS 
AN 
OPPORTUNITY 
• Establish 
tradiConal 
best 
pracCces 
and 
metrics 
– 
Gamson 
and 
Chickering; 
current 
research 
findings 
along 
these 
lines, 
etc. 
• Embrace 
objecCve, 
established, 
explicit 
standards 
of 
quality. 
• Rely 
upon 
simple 
technologies 
that 
are 
already 
being 
used. 
• Implement 
experien7al 
learning 
supporCng 
inquiry-­‐ 
based 
learning, 
collabora7on, 
and 
confidence. 
• Learning 
and 
mo7on 
are 
connected: 
create 
opportuniCes 
for 
more 
corporeal 
(bodily) 
and 
brain 
(cogniCve) 
acCviCes 
relaCng 
to 
the 
curriculum.
Technology-Infused + Experiential Learning for Improved Value and Efficiency

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Technology-Infused + Experiential Learning for Improved Value and Efficiency

  • 1. Technology-­‐Infused + Experien7al Learning for Improved Value and Efficiency S. O%o Khera September 20, 2014 Annual Conference on Emerging Technologies in Educa7on and Computer Science Universidad da Vinci Cancun, Mexico
  • 2. We seek to offer value for our customers using our educaConal services.
  • 3. Efficiency and Efficacy To offer our students a truly ‘valuable’ learning experience, we must offer efficient learning opportuniCes. For our instructors to offer efficient and efficacious (effecCve) learning opportuniCes to our students, we must support our faculty with efficient systems.
  • 4. Two Important Points: 1. ExisCng daily life pracCces and needs should govern our technology use and applicaCon decisions. 2. We are both mind AND body across all domains of life, including learning, career, and community.
  • 5. Quality is CriCcal to Compe77veness
  • 6. So what does this mean? “Technology-­‐Infused + Experien7al Learning for Improved Value and Efficiency”
  • 7. technology ‘enhanced’ vs. ‘infused’ ? en·∙hance enˈhans/verb intensify, increase, or further improve the quality, value, or extent of. "his refusal does nothing to enhance his reputaCon" synonyms: increase, add to, intensify, heighten, magnify, amplify, inflate, strengthen, build up, supplement, augment, boost, raise, li[, elevate, exalt;
  • 8. in·∙fuse inˈfyo͞oz verb past tense: infused; past parCciple: infused 1. fill; pervade. "her work is infused with an anger born of pain and oppression" synonyms: fill, suffuse, imbue, inspire, charge, pervade, permeate "she was infused with pride" 2. soak (tea, herbs, etc.) in liquid to extract the flavor or healing properCes. "infuse the dried flowers in boiling water" synonyms: steep, brew, stew, soak, immerse, marinate "infuse the dried herbs in hot oil
  • 9. We are soaking in technology …. • We have the ability to glean environmental + contextual informaCon based on our immediate surroundings. • We use mobile networked devices for two-­‐way and mulC-­‐way media rich synchronous and asynchronous communicaCons. • We cull ‘big data’ + ‘li%le data’ + longitudinal data collected from everyone – let’s talk about MOOCs (Is the learning pladorm a valuable source of learning analyCcs?)
  • 10. Image -­‐ Pew Research Internet Project -­‐ 2014
  • 11. A canvassing of 2,558 experts and technology builders about where we will stand by the year 2025 finds striking pa%erns in their predicCons. In their responses, these experts foresee an ambient informa7on environment where accessing the Internet will be effortless and most people will tap into it so easily it will flow through their lives “like electricity.” -­‐-­‐Pew Research Center’s Internet Project Answers online between November 25, 2013 and January 13, 2014 See: h%p://www.pewinternet.org/2014/03/11/digital-­‐life-­‐in-­‐2025/ Full Report: h%p://www.pewinternet.org/files/2014/03/ PIP_Report_Future_of_the_Internet_PredicCons_031114.pdf
  • 12. Technology-­‐Infused vs. Technology-­‐Enhanced: Two subtexts of ‘Techno-­‐Infused’ (vs. -­‐ Enhanced): 1. Core Learning Principles Apply Across All Environments 2. Technology is oQen a double-­‐edged sword
  • 13. So what does this mean? “Technology-­‐Infused + Experien7al Learning for Improved Value and Efficiency”
  • 14. Ac7ve Learning with Video …. Technology-­‐Infused Experien7al Learning DIABOLO!
  • 15. experien7al learning: “learning from experience” Supports construc7ve learning principles and inquiry-­‐based learning: “a seeking for truth, informaCon, or knowledge -­‐-­‐ seeking informaCon by quesConing.”
  • 16. Aldo Leopold High School – Silver City, New Mexico
  • 18. What are you making?
  • 20.
  • 21.
  • 24. Todd Presner, UCLA, Center for Digital HumaniCes Philip Ethington, USC, History
  • 25. Alexander Robinson – USC School of Architecture … later with Lauren Bon of Metabolic Studios, DTLA
  • 26. FacilitaCon and Mentorship Busteed said that 96 percent of the college provosts Gallup surveyed believed their schools were successfully preparing young people for the workplace. “When you ask recent college grads in the work force whether they felt prepared, only 14 percent say ‘yes,’ ” he added. And then when you ask business leaders whether they’re ge_ng enough college grads with the skills they need, “only 11 percent strongly agree.” Concluded Busteed: “This is not just a skills gap. It is an understanding gap.”
  • 27. Value Maaers to Our Students • Time on Task • Efficiency vs. Efficacy • Career success – income potenCal • Costs vs. Benefits • Level of personal saCsfacCon • Ability and confidence to apply knowledge
  • 28. Gamson & Chickering’s Good prac7ce in undergraduate educa7on: 1. Encourages contact between students and faculty 2. Develops reciprocity and cooperaCon among students. 3. Encourages acCve learning. 4. Gives prompt feedback. 5. Emphasizes Cme on task. 6. Communicates high expectaCons. 7. Respects diverse talents and ways of learning.
  • 29. For more information visit www.qualitymatters.org or email info@qualitymatters.org Standards Points 1.1 Instructions make clear how to get started and where to find various course components. 1.2 Learners are introduced to the purpose and structure of the course. 1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are clearly stated. 1.4 Course and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to current policies is provided. 1.5 Minimum technology requirements are clearly stated and instructions for use provided. 1.6 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated. 1.7 Minimum technical skills expected of the learner are clearly stated. 1.8 The self-introduction by the instructor is appropriate and is available online. 1.9 Learners are asked to introduce themselves to the class. 2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable. 2.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies. 2.3 All learning objectives or competencies are stated clearly and written from the learner’s perspective. 2.4 The relationship between learning objectives or competencies and course activities is clearly stated. 2.5 The learning objectives or competencies are suited to the level of the course. 3.1 The assessments measure the stated learning objectives or competencies. 3.2 The course grading policy is stated clearly. 3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy. 3.4 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed. 3.5 The course provides learners with multiple opportunities to track their learning progress. 4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies. 4.2 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. 4.3 All instructional materials used in the course are appropriately cited. 4.4 The instructional materials are current. 4.5 A variety of instructional materials is used in the course. 4.6 The distinction between required and optional materials is clearly explained. 5.1 The learning activities promote the achievement of the stated learning objectives or competencies. 5.2 Learning activities provide opportunities for interaction that support active learning. 5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated. 5.4 The requirements for learner interaction are clearly stated. 6.1 The tools used in the course support the learning objectives and competencies. 6.2 Course tools promote learner engagement and active learning. 6.3 Technologies required in the course are readily obtainable. 6.4 The course technologies are current. 6.5 Links are provided to privacy policies for all external tools required in the course. 7.1 The course instructions articulate or link to a clear description of the technical support offered and how to obtain it. 7.2 Course instructions articulate or link to the institution’s accessibility policies and services. 7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help learners succeed in the course and how learners can obtain them. 7.4 Course instructions articulate or link to an explanation of how the institution’s student services and resources can help learners succeed and how learners can obtain them. 8.1 Course navigation facilitates ease of use. 8.2 Information is provided about the accessibility of all technologies required in the course. 8.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners. 8.4 The course design facilitates readability. 8.5 Course multimedia facilitate ease of use. Learning Objectives (Competencies) Assessment and Measurement Instructional Materials Course Activities and Learner Interaction Course Technology Learner Support Accessibility and Usability Quality MattersTM Rubric Standards Fifth Edition, 2014, with Assigned Point Values Course Overview and Introduction 3 3 2 2 2 1 1 1 1 3 3 3 3 3 3 3 3 2 2 3 3 2 2 2 1 3 3 3 2 3 3 2 1 1 3 3 2 1 3 3 2 2 2 © 2014 MarylandOnline, Inc. All rights reserved. This document may not be copied or duplicated without written permission of QM Quality Matters. The fully annotated Higher Education Rubric, Fifth Edition, 2014, is available only to institutions that subscribe to Quality Matters.
  • 30. What is a “Flipped Classroom”? Flipped Classrooms| 2 Source: h%p://www.washington.edu/teaching/teaching-­‐resources/flipping-­‐the-­‐classroom/ Our “Open” Concept of a Flipped Classroom The “Flipped Classroom” is defined as a rearrangement of student-centered learning activities by means of “flipping” conventional or existing events, both inside and outside of the classroom and supported by digital technologies.
  • 31. Case Study| 2 Flipped Classrooms Widely different methods of flipping in ENG, SOC, and HUM classes Engineering (ENG) Social Studies (SOC) Humanities (HUM) Pedagogy In-class Problem Solving Project-Based Learning Self-/Co-regulated Discussion Flipped Events Lectures, Quiz Lectures*, On-line Collaboration The Roles of Instructor and Students In-Class Activities Problem solving in small groups Assigned discussion time for group projects The small group discussion without the presence of the Instructor; recording the discussions Out-of-Class Activities View online video lecture, answer to quiz, comments on the videos Small group project via LMS View group discussions and give comments (Instructor) Technology YouTube, LMS YouTube, LMS, GoogleDocs Google Hangout, Video Cam, Dropbox Table 1. Flipped Classrooms
  • 32. 1. Provide an opportunity for students to gain first exposure prior to class (Source: Vanderbilt Center for Teaching) 2. Provide an incentive for students to prepare for class (Source: Vanderbilt Center for Teaching) 3. Provide a mechanism to assess student understanding (Source: Vanderbilt Center for Teaching) 4. Provide clear connections between in-class and out-of-class activities Online content and activities should directly support and connect with the associated in-class activities. 5. Provide clearly defined and well-structured guidance Students required clearly defined and well-structured guidance and scaffolding on flipped classroom activities. 6. Provide proper time for students to carry out the assignments In-class activities should be designed with appropriate time to apply the knowledge, information, and skills class students acquire out of class. 7. Provide facilitation and guidance for building a learning community Especially since group work continues to be a universal challenge, there should be well-prepared facilitation and guidance for student collaboration. In-class group work appears to be difficult for many students (i.e. group dynamics, roles and levels of participation, and satisfaction with grading schema). 8. Provide prompt and adaptive feedback on group and project work Students needed greater and prompt feedback for various reasons including improved group work and/ or to connect the in-class problem-solving activities with the out-of-class preparation. 9. ! Provide technologies familiar and easy to access "
  • 33. technology-­‐infused + experienCal learning Leveraging accessible (available and exis<ng!) technologies to guide learners within their own contextualized environment and domain to apply knowledge in ways that inspire and acCvate their personal and natural pursuits of learning.
  • 34. We are both mind AND body across all domains of life, including learning, career, and community.
  • 35.
  • 37. The Catalyst and Sponsor: innovaCon _design+ art + science + engineering Media, culture, society: transformaCon__ parCcipatory cultures François Bar Ben Stokes George Villanueva O%o Khera César Jiménez Teresa Gonzalez
  • 38. Together We Learn – in the Real World
  • 39.
  • 40. The Context: Image? Reality? USC South LA
  • 41. Situated Engagement/Situated Learning Learning takes place in the same context in which it is applied and is a social process where knowledge is co-­‐ constructed (Lave and Wenger 1991). • Micro-­‐local • experienced together • invites parCcipaCon • open eyes and ears • toward jusCce social, transporta<on, food, media, security
  • 42. Mobile Phones ParTour Plagorm Overview ParTour Mobile Mapping Platform Geo-Located Observation of Physical Environment or Event Crowdsourced Data Representation and Re-Usage Participatory Citizens and Community Partners
  • 43. Urban Space: Physical to Social ProducCon Perceived space Conceived space TrialecCcs of SpaCality Lived space (Lefebre 1991)
  • 44. Collaborators EastSide Riders Bike Club Real Rydaz
  • 45.
  • 46. ParTour.net Story telling (in South LA) Through Simple Accessible Mobile Technology : Vozmob Metamorphosis RIDESOUTHLA.com
  • 47.
  • 48.
  • 49.
  • 51. Personal Mobility + Mobile Learning • How we move through space and Cme is criCcal to our personal and community’s health and ability to parCcipate in economic and social opportuniCes. • Technology that supports personal mobility should be simple, accessible (affordable), and have a low impact on our surroundings and community. • Data and new mobile transportaCon applicaCons suggest big changes ahead.
  • 52.
  • 54. The study looked at feelings of worthlessness, unhappiness, sleepless nights, and being unable to face problems. The researchers also accounted for numerous factors known to affect well-­‐ being, including income, having children, moving house or job, and relaConship changes. …study shows that the longer people spend commuCng in cars, the worse their psychological well-­‐being. And correspondingly, people feel be%er when they have a longer walk to work.”
  • 55. Kim Sanderhoff Johan Bender USC Marshall School of Business
  • 56. Soaking or Drowning in Technology?
  • 58. Effects of too much Screen Time • Over the past 30 years, myopia (nearsightedness) has more than doubled, according to a large survey published by the Achives of Opthalmology. • The Mayo Clinic lists the following possible effects of too much screen Cme in children: obesity, irregular sleep, behavioral problems, impaired academic performance, violence and less Cme for play. • Other concerns with too much screen Cme include its effect on posture, cervical spine health, reading, a%enCon and overall brain health.
  • 59. Screen 7me releases 'happy chemicals' in the brain Spending large amounts of Cme on tablets, smartphones, laptops and applicaCons like Twi%er, Facebook and Instagram can change our brains over Cme. Psychologist Jocelyn Brewer works as a counsellor for school kids and has helped depressed children shake their screen addicCon. She says screen Cme sCmulates happy chemicals in the brain and can leave users anxious and distracted.
  • 60. Context • We emphasize neurological processes and the ability to reason in our Age of Knowledge. • We are gaining weight across all age groups, and our youth seems especially vulnerable. • We lead an historically sedentary life -­‐-­‐ largely because of our technological successes.
  • 61. “A%enCon = Learning” -­‐Howard Rheingold -­‐ 2009, Stanford University “Put the Physical in Educa7on” New York Times, September 4, 2014 “Recent research suggests that even small amounts of exercise enable children to improve their focus and academic performance.” -­‐-­‐ New York Times, September 4, 2014
  • 62. The survey looked at nearly 20,000 Danish kids between the ages of 5 and 19. It found that kids who cycled or walked to school, rather than traveling by car or public transportaCon, performed measurably be%er on tasks demanding concentraCon, such as solving puzzles, and that the effects lasted for up to four hours a[er they got to school. The Link Between Kids Who Walk or Bike to School and Concentra7on
  • 63. Ins7tu7onal Fail ? • Very few higher educaCon insCtuCons are measuring success on the basis of applying knowledge or post-­‐graduate success – nor are accreditaCon agencies asking for this. • Very few higher educaCon insCtuCons are considering the connecCon between corporeal health and mental health, and academic performance – nor are accreditaCon agencies asking for this. • Higher educaCon research organizaCons relaCng to teaching with technology are not focused on this reality – AECT, AERA, nor SITE. • Our educaConal support organizaCons such as EDUCAUSE, ELI, and New Media ConsorCum are also not adequately informing its members of our technological realiCes – and how these manifest in daily life.
  • 64. NMC Horizon Report > 2014 Higher Education Edition
  • 65. Value Revisited: THIS IS AN OPPORTUNITY • Establish tradiConal best pracCces and metrics – Gamson and Chickering; current research findings along these lines, etc. • Embrace objecCve, established, explicit standards of quality. • Rely upon simple technologies that are already being used. • Implement experien7al learning supporCng inquiry-­‐ based learning, collabora7on, and confidence. • Learning and mo7on are connected: create opportuniCes for more corporeal (bodily) and brain (cogniCve) acCviCes relaCng to the curriculum.