The document summarizes a workshop presented by M.S. Vijay Kumar and Brandon Muramatsu at KFUPM in Dhahran, Saudi Arabia on using educational technology to enhance learning opportunities. The workshop covered MIT's approach of using technology to support pedagogical goals like active learning, hands-on experiences, improving mastery of concepts, and sharing teaching practices. Examples of educational technologies at MIT were discussed, including virtual labs, simulations, visualizations, and OpenCourseWare. Participants identified teaching issues at KFUPM and how educational technologies could help address them. The workshop aimed to help participants understand how technology supports learning and identify opportunities to innovate using these approaches at KFUPM

1. Workshop: Educational Technology
Opportunities for KFUPM
M.S. Vijay Kumar, vkumar@mit.edu
Brandon Muramatsu, mura@mit.edu
Monday, August 25, 2014
Cite as: Kumar, V. & Muramatsu, B. (2014a, August). Educational technology opportunities for KFUPM.
Workshop presented at KFUPM. Dhahran, Saudi Arabia.
Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License. 1

2. Agenda
 Part 1: Introduction
 Part 2: Discussion of the Morning Keynote
 Break
 Part 3: Review Pedagogical Goals & Examples of
Educational Technologies
 Part 4: Summary
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3. Part 1: Introduction
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4. Goals & Objectives for the Workshops
 Help you understand how we think about
educational technologies, and how they support
pedagogy and learning
 See some examples of educational technologies, to
help you understand a range of possibilities
 Identify how KFUPM can implement online / digital
learning
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5. Goals for this Afternoon
 Discuss the morning keynote
 Identify teaching and learning issues at KFUPM and
understand what you’re doing to address them
 Begin to discuss how education technology and
online / digital learning may impact these issues
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6. Key Takeaways
 Education technology in the service of pedagogy
 Innovate (experiment at course and department-level)
to impact the whole (university)
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7. Vijay’s Background
 B.Tech. in Chemical Engineering, M.S. in Industrial
Management & Ed.D. in Future Studies in Education
 Research in educational technology innovation diffusion
 Taught courses in introductory programming, data
communications, instructional computing, future
studies, and teacher education
 30+ years in EdTech – Developing, managing, &
innovating educational uses of Information
Technologies
 10+ years in Open Education: Open Educational Resources and
OpenCourseWare
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8. Brandon’s Background
 B.S. & M.S. in Mechanical Engineering
 Taught multimedia design and open education
 20 years in EdTech
 ~10 years in educational digital libraries: Collections, nationwide
collaborations, quality and peer review
 10+ years in Open Education: Open Educational Resources and
OpenCourseWare
 “Been There, Done That”
 Multimedia courseware design and course support, course design,
video production software design, digital libraries, metadata,
learning objects, open educational resources/OpenCourseWare,
…
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9. About you!
 Name
 Department
 What do you hope to get out of the workshop?
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10. Part 2: Discussion of the
Morning Keynote
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11. Framing the Discussion
 General reactions?
 Any questions?
 Anything you’d like us to elaborate on in particular?
 (E.g., embedded assessment)
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12. Framing the Discussion (cont.)
 Any approaches or applications that could be easily
adopted for the course you’re teaching, or at
KFUPM?
 Are you doing anything similar now? Please
describe what you’re doing.
 Are there any barriers to doing any of these things?
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13. Break
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14. Part 3: Review Pedagogical Goals &
Examples of Educational Technologies
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15. MIT’s Approach
 Our approach at MIT is technology in the service of
pedagogy
 Educational technology is not new
 Digital learning is becoming more dominant
 Current era is based in research and development going back
to the 1960s
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16. EdTech Strategy at MIT
 Support faculty and students with experimenting
and adopting innovative practices in teaching and
learning
 Innovative approach in delivering General Ed requirements
 Make powerful tools and experiments accessible to students
 Leverage content and resources across courses and programs
 Facilitate hands-on learning in new ways
 Develop educationally valuable software tools
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17. EdTech Strategy at MIT
 Inform development of educational infrastructure
and services
 Develop platforms (not one-offs) that render sustainability
 Implement test-beds for promising educational technologies
and new services, to advance teaching and learning
 Develop plans for the incubation, early implementation, and the
transitioning of delivery systems to long-term core service
providers
 Support a shift to more blended and online learning
experiences
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18. Review of Pedagogical Goals
 Active & hands-on
learning
 Increasing lab
experiences
 Authentic lab /
research
experiences
 Improve mastery of
concepts
 Deeper learning
through simulations
& visualizations
 Modularity
 Sharing how we
teach
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19. Active & Hands-on Learning / Engagement
 Active and hands-on learning in a large in-person
class, traditionally a large lecture class
 TEAL–Technology Enabled Active Learning
 Studio format, redesigned course and two classrooms
 Small group teams, desktop lab experiments & simulations
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Photos courtesy of MIT/Microsoft Research iCampus Alliance
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20. Active & Hands-on Learning / Engagement
 Active and hands-on learning in the humanities
 Visualizing Cultures
 Shared access to primary source materials via web
 Communications and community
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visualizingcultures.mit.edu
Image courtesy of Visualizing Cultures

21. Increasing Lab (Hands-on) Experiences
 Increase lab experiences
 iLabs
 Can access “real” experiences without being in the physical lab
 Order of magnitude more and more sophisticated lab
experiences
 International network / community providing access to physical
labs over the Web
Photos courtesy of MIT/Microsoft Research iCampus Alliance
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22. Authentic Lab / Research Experiences
 Expose undergrads to the process and tools of
research in the life sciences
 StarBiology, StarGenetics
 Based on actual tools that researchers use
 Enables faculty to ask research-like questions
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StarBiochem StarGenetics
Protein visualization Genetic cross simulator
star.mit.edu

23. Modularity
 Enable students to take a specific module
 Flexibility for research / study abroad
 Review or focus on specific concepts
 Modularity “experiments”
 i2.002: Mechanical Engineering, core tree and 4 branches
 Chemistry Bridge: Challenging concepts and bridges to other
courses
 MITx Courses: 6.00.1x & 6.00.2x; 18.01.1x-18.01.3x
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24. 2.002 Mechanics and Materials
Viscoelasticity
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Plasticity
Fracture &
Fatigue
Rubber
3D Continuum Mech
& Linear Elasticity
Pre-reqs.
& 2.001
2.002: Mechanics and Materials II
2012: 64 students
2013: 103 students
Image courtesy of MIT/Prof. Pedro Reis and Prof. Ken Kamrin

25. Chemistry Bridge
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Image courtesy of MIT/Prof. John Essigmann
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26. Improve Mastery of Concepts
 Enable students to check their understanding /
mastery of concepts directly in course materials
 Primarily for formative (self-check, understanding) not
summative (exams or formal assignments)
 Strengthened by tie to learning outcomes, content
 “Embedded Assessment”
 MITx Courses
 Open Embedded Assessment: Assessments anywhere,
anytime
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27. Auto-scored Exercises: Chemistry
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Video courtesy of edX
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28. Virtual Laboratory: Electric Circuits
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Video courtesy of edX
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29. Open Embedded Assessment
 Screenshot
 Demo www.openassessments.org
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30. Deeper Learning
 Enable deeper learning through visualizations
 MIT ARTEMiS (mit-artemis.org)
 Develops visualizations to enable students to “see” and
experience concepts to promote deeper learning
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3D Interactive Tectonics Fluvial Environment
Images courtesy of MIT ARTEMiS

31. Deeper Learning
 Enable deeper learning through simulations
 Mathlets (mathlets.org)
 Interactive web apps that enable students to simulate
mathematical concepts
 Relate math to systems behavior; transference to other
disciplines
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Amplitude and Phase: First Order
Image courtesy of MIT/Prof. Haynes Miller

32. Sharing How we Teach
 Involving and sharing how we teach
 MIT OpenCourseWare
 Sharing our course materials, with the world, and with
colleagues across campus
 OCW Educator: “This course at MIT”
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33. OCW Educator: Biology 7.013
 http://ocw.mit.edu/courses/biology/7-013-
introductory-biology-spring-2013/this-course-at-mit/
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34. Review: Pedagogical Goals
 Active & hands-on
learning
 Increasing lab
experiences
 Authentic lab /
research
experiences
 Improve mastery of
concepts
 Deeper learning
through simulations
& visualizations
 Modularity
 Sharing how we
teach
Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
34

35. Teaching and Learning Issues?
 Which of these are
concerns for you?
 How are you
addressing these now?
 Can you imagine using
one of the approaches
we’ve mentioned to
help address these
concerns?
 Are there other issues
that we haven’t
mentioned?
Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
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36. Part 4: Summary
Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
36

37. Key Takeaways
 Education technology in the service of pedagogy
 Innovate (experiment at course and department-level)
to impact the whole (university)
Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
37

38. Workshop: Educational Technology
Opportunities for KFUPM
M.S. Vijay Kumar, vkumar@mit.edu
Brandon Muramatsu, mura@mit.edu
Cite as: Kumar, V. & Muramatsu, B. (2014a, August). Educational technology opportunities for KFUPM.
Workshop presented at KFUPM. Dhahran, Saudi Arabia.
Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License. 38