ETEC 510 Design of Technology Supported Learning Environments - Winter 2013
As per our course site, " The Design of Technology-Supported Learning Environments is an online seminar examining research, and exemplary media tools, as these inform the design of technology-mediated environments. We will explore constructivist and sociocultural theories of mind, learning and instruction and their significance for the design of educational technologies and environments. Students will design a technology-supported learning environment."
Our required readings were as follows
Norman, D. (1999). Affordances, Conventions and Design. Interactions, 6 (3), 38-41.
Dick, W., & Carey, L. (1990). The systematic design of instruction. New York: Harper Collins. Chapter 1: Introduction to instructional design (pp. 2-11).
Reigeluth, C.M. (1999). What is instructional-design theory and how is it changing? In C.M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory, Vol.2 ,. Mahwah, NJ: Lawrence Erlbaum Associates.
Jonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.), Instructional design theories and models: Volume II. Mahwah, NJ: Lawrence Erlbaum.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review. 66 (1), 60-92.
Module 3: Constructivist Learning Environments: Designs for Thinking
"Introduction: Computers and Children" and "Chapter 1: Computers and Computer Culture" in Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283.
Lax, L., Taylor, I., Wilson-Pauwels, L., & Scardamalia, M. (2004). Dynamic curriculum design in Biomedical Communications: Integrating a knowledge building approach and a Knowledge Forum learning environment in a medical legal visualization course. The Journal of Biocommunication, 30(1), 1-10.
Barab, S., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen and S. Land (Eds.), Theoretical foundations of learning environments. Mahweh, NJ: Lawrence Erlbaum.
Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? Educause Review, 41(2), 32-44.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review. 66 (1), 60-92.
Lankshear, C., & Knobel, M. (2008). The “twoness” of learn 2.0: Challenges and prospects of a would-be new learning paradigm. Closing keynote presented at the Learning 2.0: From Preschool to Beyond, Montclair State University, Montclair, NJ.
Module 4: Designs for Serious Play
Gee, J. (2003). Semiotic domains: Is playing video games a “waste of time? Chapter in: What video games have to teach us about learning and literacy. New York: Palgrave.
de Castell, Suzanne, & Jenson, Jennifer. (2003). Serious play. Journal of Curriculum Studies, 35(6), 649-665.
Module 5: Designs for e-Learning Environments
Anderson, T. (2008). “Towards and Theory of Online Learning.” In Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.
Bates and Poole. (2003) “A Framework for Selecting and Using Technology.” In Effective Teaching with Technology. San Francisco: Jossey-Bass. Pages 75-105.
Anderson, T. (2008). “Teaching in an Online Learning Context.” In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.
Jenkins, M. (2004). “Unfulfilled Promise: formative assessment using computer-aided assessment.” Learning and Teaching in Higher Education. 1, 67-78.
Module 6: Learning 2.0 – Designing Educational Futures, Now
Papert, S. (1984). New theories for new learning. School Psychology Review, 13(4), 422-428.
Beasley-Murray, J. (2008). Was introducing Wikipedia to the classroom an act of madness leading only to mayhem if not murder? Retrieved: http://en.wikipedia.org/wiki/User:Jbmurray/Madness
Bruns, A. and Humphreys, S. (2005). Wikis in teaching and assessment -The M/Cyclopedia project. Proceedings of the 2005 International Symposium on Wikis.
Halavais, A. (2005). Weblogs and collaborative web publishing as learning spaces. In J. Weiss (Ed.), The international handbook of virtual learning environments. Dordrecht, NE: Springer.
Prensky, M. (2001). Digital natives, digital immigrants. On The Horizon, 9 (5), 1-6.
boyd, d. (2008). Why youth (heart) social network sites: The role of networked publics in teenage social life. In David Buckingham (Ed.), Youth, Identity, and Digital Media (pp. 119–142). The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press.
Keats, D., & Schmidt, P. (2007). The genesis and emergence of Education 3.0 in higher education and its potential for Africa. First Monday, 12(3).
Our required readings were as follows
Norman, D. (1999). Affordances, Conventions and Design. Interactions, 6 (3), 38-41.
Dick, W., & Carey, L. (1990). The systematic design of instruction. New York: Harper Collins. Chapter 1: Introduction to instructional design (pp. 2-11).
Reigeluth, C.M. (1999). What is instructional-design theory and how is it changing? In C.M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory, Vol.2 ,. Mahwah, NJ: Lawrence Erlbaum Associates.
Jonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.), Instructional design theories and models: Volume II. Mahwah, NJ: Lawrence Erlbaum.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review. 66 (1), 60-92.
Module 3: Constructivist Learning Environments: Designs for Thinking
"Introduction: Computers and Children" and "Chapter 1: Computers and Computer Culture" in Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283.
Lax, L., Taylor, I., Wilson-Pauwels, L., & Scardamalia, M. (2004). Dynamic curriculum design in Biomedical Communications: Integrating a knowledge building approach and a Knowledge Forum learning environment in a medical legal visualization course. The Journal of Biocommunication, 30(1), 1-10.
Barab, S., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen and S. Land (Eds.), Theoretical foundations of learning environments. Mahweh, NJ: Lawrence Erlbaum.
Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? Educause Review, 41(2), 32-44.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review. 66 (1), 60-92.
Lankshear, C., & Knobel, M. (2008). The “twoness” of learn 2.0: Challenges and prospects of a would-be new learning paradigm. Closing keynote presented at the Learning 2.0: From Preschool to Beyond, Montclair State University, Montclair, NJ.
Module 4: Designs for Serious Play
Gee, J. (2003). Semiotic domains: Is playing video games a “waste of time? Chapter in: What video games have to teach us about learning and literacy. New York: Palgrave.
de Castell, Suzanne, & Jenson, Jennifer. (2003). Serious play. Journal of Curriculum Studies, 35(6), 649-665.
Module 5: Designs for e-Learning Environments
Anderson, T. (2008). “Towards and Theory of Online Learning.” In Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.
Bates and Poole. (2003) “A Framework for Selecting and Using Technology.” In Effective Teaching with Technology. San Francisco: Jossey-Bass. Pages 75-105.
Anderson, T. (2008). “Teaching in an Online Learning Context.” In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.
Jenkins, M. (2004). “Unfulfilled Promise: formative assessment using computer-aided assessment.” Learning and Teaching in Higher Education. 1, 67-78.
Module 6: Learning 2.0 – Designing Educational Futures, Now
Papert, S. (1984). New theories for new learning. School Psychology Review, 13(4), 422-428.
Beasley-Murray, J. (2008). Was introducing Wikipedia to the classroom an act of madness leading only to mayhem if not murder? Retrieved: http://en.wikipedia.org/wiki/User:Jbmurray/Madness
Bruns, A. and Humphreys, S. (2005). Wikis in teaching and assessment -The M/Cyclopedia project. Proceedings of the 2005 International Symposium on Wikis.
Halavais, A. (2005). Weblogs and collaborative web publishing as learning spaces. In J. Weiss (Ed.), The international handbook of virtual learning environments. Dordrecht, NE: Springer.
Prensky, M. (2001). Digital natives, digital immigrants. On The Horizon, 9 (5), 1-6.
boyd, d. (2008). Why youth (heart) social network sites: The role of networked publics in teenage social life. In David Buckingham (Ed.), Youth, Identity, and Digital Media (pp. 119–142). The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press.
Keats, D., & Schmidt, P. (2007). The genesis and emergence of Education 3.0 in higher education and its potential for Africa. First Monday, 12(3).
Assignments
Design Proposal:
My group decided to create a Massive Open Online Course in Documentary Filmmaking, targeted at participants with no background in filmmaking and by the end of the course participants will be able to create a short documentary about a topic of their choice.
Wiki Entry Assignment
http://etec.ctlt.ubc.ca/510wiki/Machinima
Group Design Project
Documentary Filmmaking 101, the MOOC
Our group planned, designed and executed a MOOC in Short Documentary Filmmaking. Since we did not develop the course fully, as we opted to develop 6/12 weeks of content, we did not launch this MOOC live. Instead, we built it in Moodle and hope to use that as a plan for further development. My goal is to pursue developing online courses in film production and therefore, this assignment was tremendously enlightening.
My group decided to create a Massive Open Online Course in Documentary Filmmaking, targeted at participants with no background in filmmaking and by the end of the course participants will be able to create a short documentary about a topic of their choice.
Wiki Entry Assignment
http://etec.ctlt.ubc.ca/510wiki/Machinima
Group Design Project
Documentary Filmmaking 101, the MOOC
Our group planned, designed and executed a MOOC in Short Documentary Filmmaking. Since we did not develop the course fully, as we opted to develop 6/12 weeks of content, we did not launch this MOOC live. Instead, we built it in Moodle and hope to use that as a plan for further development. My goal is to pursue developing online courses in film production and therefore, this assignment was tremendously enlightening.
