The document discusses how the internet is changing the way people learn. It provides examples of how the internet has expanded access to education through platforms like Khan Academy, Coursera, peer-to-peer university, and University of the People. It also discusses how the internet allows for more communication and collaboration through tools like Google Docs, Wikipedia, research databases, and video conferencing. Finally, it explores how the learner's role is changing, with people becoming more active learners through searching for information online rather than relying solely on teachers for knowledge.

1. How is the Internet
changing the way we
learn?
Term Project for psych 532
Yue Chang

2. Outline
 Overview of the course material
 Deep dive section one – Internet has greatly
expanded our access to education
 Deep dive section two – Internet has changed
how we communicate and collaborate when
learning
 Deep dive section three – how is learner’s role
changing?

3. Overview of the course
material
 Five fundamental principles of learning
 Learn from Khan Academy and YouTube videos
 Massive Open Online Course(MOOC)

4. Internet-based higher
education can…
Lead to
better
mastery
Optimize
performance
Deepen
memory
Promote
critical
thinking
Enhance
writing skills

5. Learn from Khan
Academy
 Jeffrey Young's (2010) “A Self-Appointed
Teacher Runs a One-Man ‘Academy’ on
YouTube”
 Short videos, ten minutes each
 every subjects, 1400 lectures since 2006
 Students correct him in comments
 Students more engaged in material
 Totally free for viewers

6. Learn from YouTube
videos
 Greg Jarboe's (2014) “How a DIY YouTube
Tutorial Video Saved Me $700”
 To fix leaking Maytag washer
 Buying a new washer cost around 710 dollars
 But learn from YouTube video only 7-and-a half
minutes and for free!

7. Learn from YouTube
Videos

8. MOOC
 Clay Shirky's (2012) “Napster, Udacity, and the
Academy”
 A series of video lectures with associated written
materials and self-scoring tests
 Open to anyone
 Attract people all over the world and free!
 We don’t need to afford expensive tuition cost!

9. Deep dive section one
 Internet is changing the way we
learn by…
 Expand our access to education
 Khan Academy ten years later

10. Khan Academy ten years
later
 In 2010, Google give Khan Academy $2 million for
creating more courses and translating them into
more languages
 In 2013, Spanish library videos were expanded
 In 2015, a new mobile learning platform and app is
developed
 In 2015, there are more than 5000 courses including
subjects of history, healthcare, medicine, finance,
physics, chemistry, biology, economics, music and
computer science.

11. Khan Academy ten years
later
 The website is translated into 23 languages
including Indonesian, German, Spanish, Czech,
French, Italian, Swahili, Norwegian, Polish,
Portuguese, Russian, Turkish, Xhosa, Greek,
Bulgarian, Ukrainian, Urdu, Arabic, Persian,
Bengali, Hindi, Malayalam, and Chinese.

12. Technical support of
Khan Academy
 Video library with over 9000 videos
 Personalized learning engine to help learners
track what they have learned and recommend
the next step
 Automated exercises with continuous
assessment and the software is under MIT
license
 New app can be downloaded on smartphone or
tablets and you can learn whenever you want!

13. Deep dive section one
 Internet is changing the way we
learn by…
 Expand our access to education
 Learn from Coursera

14. “Coursera Is”: Learners
Reflect on What
Coursera Means to Them
 https://youtu.be/mnMm8RcM4M8

15. Coursera
 For-profit MOOCs works with universities and
organizations to make the traditional lectures online
 Subjects: physics, engineering, humanities, medicine,
biology, social sciences, mathematics, business, computer
science, digital marketing, data science, and so on.
 Can offer college credits such as Algebra from the
University of California, Irvine; Pre-Calculus, from the
University of California, Irvine; Introduction to Genetics
and Evolution from Duke University; Bioelectricity: A
Quantitative Approach from Duke University; Calculus:
Single Variable from the University of Pennsylvania

16. Coursera
 Proctored exams through ProctorU
 How to make sure online students don’t cheat?
 https://www.youtube.com/watch?v=sJCvZVrj HnE

17. Deep dive section one
 Internet is changing the way we
learn by…
 Expand our access to education
 Learn from P2PU

18. Peer to Peer University
 https://www.youtube.com/watch?v=7SAUkEVY8
Ys

19. Peer to Peer University
 Online nonprofit community
 Courses are free and not accredited
 Focus on sharing knowledge in a community
 Anyone can create a course
 Activities are not necessarily courses

20. Deep dive section one
 Internet is changing the way we
learn by…
 Expand our access to education
 Learn from University of the
People

21. University of The People
 https://www.youtube.com/watch?v=LwCY4Unpp
h8

22. University of the People
University of the People offers the following seven degrees
 Bachelor of Science Degree (B.S.) in Business Administration
 Associate of Science Degree (A.S.) in Business Administration
 Bachelor of Science Degree (B.S.) in Computer Science
 Associate of Science Degree (A.S.) in Computer Science
 Bachelor of Science Degree (B.S.) in Health Studies
 Associate of Science Degree (A.S.) in Health Studies
 Master in Business Administration (MBA)

23. Deep dive section one
 Internet is changing the way we
learn by…
 Expand our access to education
 Get an online degree

24. Get an online degree
 Hall, Darnette Louise(2015) “Articulation
agreements: Academic success, persistence
and graduation from online and face-to-face
degree completion programs.”
 The results of this study revealed that
articulation students who enrolled in an
articulation programs, online versus face-to-face
degree completion, had a significant difference
in time to degree obtainment in favor of online
degree completion.

25. Get an online degree
 Students in both online and face-to-face
obtained similar grade point averages and
graduation completion rates indicating no
significant difference.
 Result shows people are less frequently to quit
when they take online course than in-person
course

26. Deep dive section two
 Internet has changed how we communicate and
collaborate when learning
 How often do we use Wikipedia and Google for a
research?

27. Wikipedia and Google
use
 How frequently do college students use
Wikipedia for course-related research?

28. Wikipedia and Google
use
 Why students use Wikipedia?

29. Wikipedia and Google
use
 At what stage of the process do they use
Wikipedia?

30. Learning from Google
docs
 A student who wrote a blog and told us how he
use Google Docs to learn
 “When I started out at Trinity University, I didn’t
know much about Google Docs and relied
heavily on desktop word processors. As I
became increasingly frustrated with these
programs crashing mid-sentence, I thought I’d
give Google Docs a try. But what started as an
experiment to test Google Docs for group
projects and class notes quickly became a
permanent solution for all of my schoolwork, and
I haven’t looked back once.”

31. Learning from Google
docs
 She lists following things on her blog and these
points are also what I like to do when I use
Google Docs
 Work together on group projects
 “With Google Docs, my class groups are able
work together on the same presentation or paper
simultaneously while sharing links and ideas in a
separate doc.”

32. Learning from Google
docs
 Take notes collaboratively
 “I work with friends to take in-class notes on a
single Google doc, allowing everyone to come
away with a more thorough set of notes than they
could have written individually.”

33. Learning from Google
docs
 Convert PDFs and handouts to searchable text
with Optical Character Recognition (OCR)
 “With Google Docs’ OCR capabilities, I’m able to
upload a low-quality PDF and receive an editable
text document in return. This also works well for
any important handouts professors give out in
class - I just scan the handout and upload to
Google Docs, keeping all of my class material in
one place.”

34. Read research papers
online
 People search for research papers or read
published papers though…

35. But now…
 We don’t need to go to library to search for
papers
 Or buy magazines to read published papers
because we have…

36. How to use a database to
find research papers?
 https://www.youtube.com/watch?v=OaQhDyQb
MsA

37. Free research databases
 EBSCO
 Academic Search Elite (EBSCO)
 ABI/INFORM Complete (ProQuest)
 CQ Researcher
 Gale Virtual Reference Library
 Oxford Reference Online Premium
 LexisNexis Academic
 College Source Online
 Plunkett Research Online
 Census Information
 WorldCat (OCLC)

38. There are so many research
done using online databases

39. Learning from reading
scientists blogs

40. Scholarly
communication using
blogs
 Carolyn, Hank (2016)“Scholars and their blogs:
Characteristics, preferences, and perceptions
impacting digital preservation.”
 This descriptive study investigated scholars who
blog in the areas of history, economics, law,
biology, chemistry and physics, as well as
attributes of their respective blogs

41. Scholarly
communication using
blogs
 Results find:
 “Concerning capability, scholars perceive blog
service providers, hosts, and networks as most
capable.”
 “Most feel their blogs should be preserved for
both personal and public access and use into the
indefinite, rather than short-term, future.”

42. How to find a good
science blog?
 https://www.youtube.com/watch?v=6pcaZC8itqk

43. Learn from writing a
science blog
 “How Writing A Science Blog Saved My PhD” by
Julio Peironcely
 He wrote about the experience that writing a
science blog have encouraged him to learn and
go through tough time of PHD degree
 “I felt like I was writing for that poor little Julio at
the beginning of my PhD. But in fact, I was
reflecting on all I had learnt up until that
moment. I was giving to myself the advice I
needed.”

44. Learn from writing a
science blog
 “I started putting vague ideas I had in the back of
my mind into words. This exercise turned out to
be vital. It helped me to see the causes of my
frustration. Once I knew these causes I could act
upon them.”
 “After I wrote several posts about PhD life I
started to be more calmed, I regained some
hope in my PhD. I saw how the PhD game has
to be played and discovered how to handle
better the frustration. This kept me going in my
PhD.”

45. Learn from video
conferencing
 Einfeld, Dana Hobbs (2016)“Learner-content,
learner-instructor, and learner-learner interaction
in a Web-enhanced, internet videoconference
AP Calculus course.”
 The results find that
 Online threaded discussions served as an
extension of the face-to-face classroom
 learner interaction with content, the instructor,
and other learners was sustained at high levels
throughout the course

46.  online interactions enhanced interaction in face-
to-face settings; d) students perceived the AP
Calculus course as an active learning
environment
 online activities impelled learners to interact,
more than they would in a traditional course,
with the instructor and other learners
 technology facilitated collaborative activities
encouraged learners to interact with content at
deeper levels

47.  the online course and included collaborative
activities supported learners' mathematical
understanding

48. Deep dive section three
 How does the learner’s role
changing?
 We become active learners

49. We become active
learner
 With the development of Internet, we are not
confined to relying on teachers anymore. Since
we have so many resources online, we shifted
from the role of passive learner that waiting for
lectures, taking notes, and receiving whatever a
teacher or a professor teach us to a more active
learner that searching answers online, question
authorities which lead us master the material
much better than before.

50. We become active
learner
 https://www.youtube.com/watch?v=CZ5Vy9BgS
eY

51. What a teacher say about
using technology?
 “The best teachers that I have seen using
technology to aid independent learning are the
ones who have embraced the power that is
already in the pockets of students. Most
students have powerful devices, primed and
ready to go in their pockets – the dreaded
mobile phone. If you're lucky like me, your
school will see the power that these wonders
hold. Allowing students to unholster these
weapons is a liberating experience for both
teacher and student.”

53. Why the Internet Is
Making Us Smarter--in
One Way
 “Now we’re in the same early stages of the
visual information explosion. YouTube is
primitive, but powerful. Our ability to absorb
visual information is accelerating rapidly. If you
compare video – and movies – of the last few
years with a movie from the 1940s, the
difference in visual density and pacing is
astonishing.”

54.  “We’re learning a new language and a new
medium. We can now handle visual shortcuts
and codes that would have baffled us even 20
years ago. If you need proof of this, compare a
TV show from the 70s to one today. That
difference in pacing alone is remarkable.”

55.  “And it’s simply not true that the Internet has
caused us to be unable to handle longer forms
of information and entertainment. Whatever you
may think of Lost, or 24, or Homeland, the fact
remains that these are long-form stories and
require the viewer to be able to keep track of
plot lines and characters every bit as
complicated and dense as, say, Charles
Dickens’ Bleak House. The difference is that the
former are visually presented whereas the latter
is print-based.”

56. Technology-enabled active
learning environments:
an appraisal
 This article examines three case studies in three
different schools and see how effective is the
technology in enhancing teaching and learning
outcomes.
 The result shows online learning facilitate active
learning.

57. Source link
 Wikipedia:https://en.wikipedia.org/wiki/Khan_Acade
my
 Wikipedia: https://en.wikipedia.org/wiki/Coursera
 Wikipedia:
https://en.wikipedia.org/wiki/Peer_to_Peer_University
 Hall, Darnette Louise. "Articulation Agreements:
Academic Success, Persistence and Graduation
from Online and Face-to-Face Degree Completion
Programs." Order No. AAI3667860 2015. ProQuest.
Web. 5 Aug. 2016.

58.  https://en.wikipedia.org/wiki/University_of_the_People
 HEAD, Alison J.; EISENBERG, Michael B.. How today’s
college students use Wikipedia for course-related
research. First Monday, [S.l.], feb. 2010. ISSN 13960466.
Available at:
http://firstmonday.org/ojs/index.php/fm/article/view/2830/2
476>. Date accessed: 05 Aug. 2016.
doi:10.5210/fm.v15i3.2830.
 http://www.pdgm.com/resource-library/
 http://search.proquest.com.ezproxy.library.wisc.edu/psycin
fo/results/187AFDEE004B42PQ/1?accountid=465
 http://search.proquest.com.ezproxy.library.wisc.edu/psycin
fo/results/187AFDEE004B42PQ/1?accountid=465

59.  http://www.nextscientist.com/writing-science-
blog-saved-phd/
 Hank, Carolyn F. "Scholars and their Blogs:
Characteristics, Preferences, and Perceptions
Impacting Digital Preservation." Order No.
AAI3456270 2012. ProQuest. Web. 5 Aug. 2016.
 Einfeld, Dana Hobbs. "Learner-Content,
Learner-Instructor, and Learner-Learner
Interaction in a Web-Enhanced, Internet
Videoconference AP Calculus Course." Order
No. AAI3619495 2015. ProQuest. Web. 5 Aug.
2016.

60.  https://www.theguardian.com/teacher-
network/teacher-blog/2013/jun/18/technology-
transform-teaching-students-schools
 http://www.forbes.com/sites/nickmorgan/2012/11
/28/why-the-internet-is-making-us-smarter-in-
one-way/#3c3f9a9e45b0
 http://www.oecd.org/education/innovation-
education/centreforeffectivelearningenvironment
scele/45565315.pdf