Annual Conference on Emerging Technologies in Education and Computer Science Universidad da Vinci Cancun, Mexico

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

17. Experts
Ma%er

18. What
are
you
making?

19. CollaboraCon
is
Key

22. Tracy
Fullerton

23. Reality
Ends
Here
….

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.

36. Simple
Technology
Works
!

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

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

46. ParTour.net
Story
telling
(in
South
LA)
Through
Simple
Accessible
Mobile
Technology
:
Vozmob
Metamorphosis
RIDESOUTHLA.com

50. Events>$Bike$FesMvals$

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.

53. CommuCng#and#Well#Being#
CorrelaCon:$Driving$+$

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?

57. Screens
are
EVERYWHERE
…..

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.