Technology-Enhanced Learning and Instructional Design: Higher Education and Beyond

Seminar Overview

We will examine the economic, social, and intellectual history of technological change over time, as well as technology and digital media design and use. Our primary focus is on the mutual shaping of technology and academic pedagogy and academic researchhow people and technologies have shaped academic classroom and research interactions in the past, and how they are reshaping the university in the present. By examining the uses and design of technologies inside and outside of the academy, we are, of course, also reflecting on what it means to be human in a world increasingly dominated and controlled by various technologies. The course also explores the history and theory of digital media, including hypertext and multimedia, highlighting the theoretical and practical possibilities for research, reading, writing, teaching, presentation, interaction, and play.

Learning Objectives

Recognize terms and events in the history and theory of technology-enhanced learning Classify and Compare through structured debates and use of evidence Implement an interactive practice through collaborative work Differentiate root causes of pedagogical change in relation to technology Critique and Assess the impact of technology on higher education Design and Construct a learning portfolio with digital components Master normative debates: make cogent arguments, identify logical fallacies, support arguments with evidence

Tentative Schedule

Part I: History and Future of Technology and Teaching in the ClassroomWeek 1: Teachers and Machines: The Classroom Use of Technology Since 1920. Week 2: Rethinking Education in the Age of Technology; The Digital Revolution and School in America. Week 3: Epistemology and Theories of Learning Read Distributed Learning, Chapter 1: Information, knowledge, and learning: some issues facing epistemology and education in a digital age Week 4: How We Learn. Week 5: Building a Better Teacher: How Teaching Works.

Part II: Research, Technology, and Learning Week 6 Documenting (l. docer): to teach or to show. Paper Knowledge. Week 7: Fitzpatrick, Kathleen. Planned Obsolescence. Week 8: The Anarchist in the Library: How the Clash Between Freedom and Control Is Hacking the Real World and Crashing the System. Student Debate 1: Folsom, Ed. Database as Genre: The Epic Transformation of Archives. PMLA 122: 5.10 (2007): 1571-79 and Freedman, Jonathan et al. Responses to Ed Folsoms Database as Genre: The Epic Tranformation of Archives PMLA 122: 5.10 (2007): 1580-1612.

Part III: Social Media in EducationWeek 9: Social Media: Usage and Impact. Part II: Social Media and Education (pp. 57-125)Week 10: Social Media: Pedagogy and Practice. Part I: Pedagogy (pp. 1-90)Week 11: Student Debate 2: Spreadability vs. Stickiness. Spreadable Media vs. Make It Stick.

Part IV: Wrap-Up Weeks 12-13: Presentations Week 14: Assessments. Exit Portfolios and one-on-one meetings.

Requirements

Participation: This is not a lecture-based course. Students are expected to complete the readings and contribute thoughtful and supported comments during every class discussion. Each class will consist of part-lecture, part-collaborative activity, part-individual demonstration, digital lab, or fieldwork preparation. While portable devices are permitted, students are strongly discouraged from using these devices during the class; extensive notes and lecture capture will be provided so that use of these devices is unnecessary. Students will also participate in two class debates using principles of good debate including critical analysis, synthesis, rhetorical skill and ability to identify logical fallacies and cogent arguments.

Written Assignments: Students will complete informal, weekly write-ups of 50-100 words (or less; illustrations encouraged) that must include a question inspired by the weekly theme and reading; these write-ups are due at the start of each class period and will be submitted on a notecard (10%). Students will write one theoretical or critical analysis paper (approximately 1750-2500 words) based on one of the three themes this term (history, research, social media); the paper project will be developed over several weeks as a project to include a prospectus, annotated bibliography, outline, draft, peer review, and final revision.

Presentation: Students will work in groups of 2-4 people to develop a 20-minute multimedia, interactive presentation on one of the concepts covered this term.

Digital Portfolio: In addition to the multimedia presentation materials and digitized written portfolio, students will complete two small scale digital projects to be selected by the professor based on trending interactive pedagogy and available campus resources (i.e., data visualization, maps, timelines, blogs, simulations, etc).

Assessment: Students will complete an in-class final assessment that may include recall and recognition components (multiple choice, matching, short answer) and require students to reflect on a short passage prepared in advance of the exam.

Grade Distribution

Participation and In-Class Debates 10% Written Assignments 25%Presentation 15%Digital Portfolio 40%Assessments (Final Exam) 10%

Required Texts

Brown, Peter. Make It Stick: The Science of Successful Learning. Cambridge: Harvard University Press, 2014.

Carey, Benedict. How We Learn: The Surprising Truth About When, Where, and Why It Happens. New York: Random House, 2014.

Collins, Allan and Richard Halverson. Rethinking Education in the Age of Technology; The Digital Revolution and School in America. New York: Teachers College Press, 2009.

Cuban, Larry. Teachers and Machines: The Classroom use of Technology Since 1920. New York: Teachers College Press, 1986.

Fitzpatrick, Kathleen. Planned Obsolescence: Publishing, Technology and the Future of the Academy. New York: NYU Press, 2011.

Gitelman, Lisa. Paper Knowledge: Toward a Media History of Documents. Durham: Duke University Press Books, 2014.

Green, Elizabeth. Building a Better Teacher: How Teaching Works. New York: W.W. Norton and Company, 2014.

Jenkins, Henry et al. Spreadable Media: Creatiing Value and Meaning in a Networked Culture. New York: NYU Press, 2013.

Jonassen, David and Susan Land, eds. Theoretical Foundations of Learning Environments. 2nd Edition. New York: Routledge, 2012.

Knight, Simon and Karen Littleton. Epistemology, Assessment, Pedagogy: Where Learning Meets Analytics in the Middle Space. Journal of Learning Analytics 1.2 (2014): 23-47.

Langmia, Kehbuma et al. Social Media: Pedagogy and Practice. Lanham: University Press of America, 2013.

Lea, Mary and Kathy Nicoll, eds. Distributed Learning: Social and Cultural Approaches to Practice. New York: Routledge, 2001.

Noor Al-Deen, Hans S. Social Media: Usage and Impact. Lanham: Lexington Books, 2012.

Vaidhynathan, Siva. The Anarchist in the Library: How the Clash Between Freedom and Control Is Hacking the World and Crashing the System. New York: Basic Books, 2005.

Milstein 2015