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Researcher Track 1A Global Citizenship in the Digital Age (i) Engaging students in 21 st Century Learning with innovative, interactive digital technologies Dr Catherine McLoughlin Associate Professor ACU National, Canberra, Australia |
Associate Professor Catherine McLoughlin is Coordinator of the National Centre for Science, ICT and Mathematics in Rural and Regional Australia (SIMERR, ACT) at ACU National University, Canberra, Australia. Catherine is editor of the Australian Journal of Educational Technology. Her current research interests focus on innovative pedagogy in higher education, e-learning design and assessment strategies. Current research projects are the development of e-learning environments to foster self-direction, metacognitive skill development and models for the integration of emerging technologies with innovative pedagogies.
Digital technology is everywhere, and is embedded in everything around us, from washing machines to watches, phones, iPods, clocks, elevators and computers. Learning technologies, if appropriately deployed, can bring about new and innovative teaching and learning practices among educators and students. In the Web 2.0 era, social software tools are enabling participation, knowledge production, collaboration and social connectivity on a global scale. This talk addresses the issue of whether we as educators are prepared for the massive changes in teaching approaches and in the design of learning environments that are possible with digital technologies. It proposes a number of scenarios for educators that will prepare students for 21 st century learning. Technology serves as a bridge to more engaged, relevant, meaningful, and personalized learning—all of which can lead to higher academic achievement.
| Researcher Track 1A Global Citizenship in the Digital Age (ii) Gaming Boundaries through and for Learning Dr Steven Zuiker Learning Sciences & Technologies National Institute of Education |
Dr. Steven Zuiker is researcher in the Learning Sciences Lab and an assistant professor in the Learning Sciences & Technologies academic group at the National Institute of Education. His projects pursue three interrelated goals: to design educational games that serve the twin aims of supporting and revealing science learning; to understand the ways that game design influences individual and collective participation in classroom contexts; and to understand the ways classroom engagement with educational games impacts individual and collective performance. Dr. Zuiker previously served school communities as a USA Peace Corps Volunteer in
Since the emergence of transistors in 1947, a rapidly unfolding technological landscape has inspired bold visions of learning, teaching, and schooling. An expanding repertoire of technologies of engagement now enable a global scope that blurs the boundaries suggest by classroom walls, national borders, and to some extent, distinctions between virtual and real. As a member of a design team, I build and support one such global learning environment. In this presentation, I will share my experiences and recent research related to a multi-user virtual environment called Quest Atlantis. I will also specifically report on a series of design-based research studies involving a game-based river ecology curriculum featured therein as well as a complementary approach to game-based assessment.
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Researcher Track 1B Leadership for Development of 21st Century Skills (i) Measuring The Value of Educational Technologies In Schools International Project Keith Krueger CEO, Consortium of School Network, USA |
Keith R. Krueger is CEO of the Consortium for School Networking (CoSN), a national nonprofit organization that serves as the voice of K-12 technology leaders, especially school district CTO’s, who use technology strategically to ultimately improve teaching and learning.
He serves on the Advisory Boards for eSchool News, and Scholastic Administr@tor Magazine, GetNetWise and Generation Y. He is a past Board Member for the Organizations Concerned about Rural Education (OCRE) and served for many years as Board Member and Treasurer of the National Committee on Technology in Education & Training (NCTET). He has been honored as an eSchool News IMPACT 30 key national leader in educational technology.
Policymakers and the public often ask the question of what is the “ROI” – Return on the Investment – for investing in ICT in education. Hear from Keith Krueger, CEO of the U.S.-based nonprofit association the Consortium for School Networking (CoSN) www.cosn.org about an innovative effort to calculate the value of investment. Learn about this joint international research effort involving case studies in Australia, the U.K. and U.S.
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Researcher Track 1B Leadership for Development of 21st Century Skills (ii) From Addition to Assimilation: How teachers’ conceive and practice ‘ICT integration’ Dr Vince Ham Director Research CORE Education, New Zealand |
Vince was one of the foundation staff at CORE education when it opened as Ultralab South on 1 April, 2003. Vince came to CORE steeped in teaching and education, having clocked up 16 years in teacher education and research at Christchurch College of Education and (briefly) the University of Canterbury. Prior to this he was the History HOD at Nelson College for Girls.
This paper investigates some of the tensions teachers experience in the space between a relatively established pedagogical imperative to ‘integrate’ new technologies into normal classroom practice, and an emerging curriculum imperative to teach (for) ‘21 st Century skills’.
The ‘integration’ of ICTs into the normalised practices of the classroom has long been advocated as a vision for the use of new technologies in schools. Learning ‘through’ rather than ‘about’ ICTs, teaching ICTs ‘across the curriculum’ rather than ‘as’ the curriculum, and using new technologies to ‘transform’ pedagogy rather than merely to reinforce it, have become part of the normalised discourse of educational technology. Drawing on the experience of New Zealand teachers, however, this paper argues that the dilemmas of how do achieve this normalisation are not only still largely unresolved in the daily experience of teachers’ classrooms, but they have become more rather than less problematic in an era when the curriculum itself is also undergoing dramatic reform.
What do teachers actually mean when they talk of ‘integrating’ new technologies into their teaching and learning programmes? What does such a thing look like in the daily practices of teachers’ classrooms? And, more particularly, to what extent are such conceptions and practices compatible with emerging curriculum imperatives to teach and learn ‘21 st Century skills’?
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Researcher Track 1C Design of Games & Game-like Environments Exploring Digital Games for Playing vs. Learning in Korea: Implications for Design of EduGame Dr Hyeonjin Kim Senior Researcher International Cooperation & Research Centre Korea Education & Research Information Service, Korea |
Dr Hyeonjin Kim
Hyeonjin Kim is Senior Researcher in International Cooperation & Research Centre, Korea Education & Research Information Service (KERIS). She obtained her Ph.D from Instructional Technology, The University of Georgia (UGA), Athens, GA.
She had conducted research and development projects for technology-based or -enhanced learning environments including Web-enhanced case-based reasoning learning for preservice teachers. Dr. Kim has been also working on policy research and consulting projects for ICT in education in developing countries. Current research efforts focus on Web-based learning environment, case-based learning (case methods), situated cognition, technology integration, distance learning, teacher education, international development, and qualitative research methodology.
We will explore the current status of digital games for entertainment and for learning in Korea from the student perspective. From this perspective, the purpose of this presentation is to explore Korean students¡¯ use of and perception of digital games for playing vs. learning and finally to provide implications for designing educational games. To this end, two research questions guide this study. First, in what environment do students use digital games for playing and games for learning, and how? Second, what perceptions and attitudes do students have toward digital games for playing and games for learning?
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Researcher Track 1C Design of Games & Game-like Environments (ii) The Consolarium: Learning and Teaching Scotland’s advocate for games based learning Derek P Robertson New Technologies Development Officer Learning and Teaching Scotland |
Derek began his teaching career in 1994 in Dundee in Scotland. During this time he experienced an epiphany when he observed two boys from his ‘lower ability’ maths group engaging with a complex problem solving environment within a Nintendo computer game. This experience made him reflect on why these boys were so successful at problem solving within the computer games context but not so successful within the more traditional school contexts that he was offering.
This experience greatly influenced his thinking and classroom practice and also when he moved to be an ICT Staff Tutor in Dundee City Council . A subsequent position as a lecturer in the teacher education programmes at the University of Dundee offered him the opportunity to embed games based learning contexts within the developmental experiences of B.Ed(P) and PGCE(P0 teaching students.
Now Derek is enjoying the challenge of leading developments for Learning and Teaching Scotland in the field of games and learning.
The vibrant and dynamic world of the computer game and how it can impact on teaching and learning in Scottish schools is an area of development that Learning Teaching Scotland is committed to exploring, promoting and developing. In order to facilitate this we have established The Consolarium, otherwise known as the Scottish Centre for Games and Learning. This is a centre in our Dundee Office where we aim to:
- explore the range of games technologies and in doing so practically and theoretically inform and influence curriculum developments and professional practice.
- provide a resource where teachers and educational managers can come and get hands-on access to these resources and where they can begin to engage with the debates that surround games and learning
- establish relationships with education, academic and industry partners that will help us to extend, refine and articulate what effective practice with games based learning means.
- deconstruct associated moral panics and the folk devil reputation of computer games
In this presentation Derek Robertson will discuss a number of games based pilots that he has initiated and supported in Scottish schools over the past year. Be it using Dr. Kawashima for the Nintedno DS to aid mathem,atical development or Guitar Hero to act as the cataslyst for cross-curricular working the Consolarium is using many commercial games to motivate, engage and challenge learners. He will deliver an impassioned and informed series of arguments as to why games based learning has a vital role to play in creating contexts for learning that resonate with and motivate the digital native that we now find in Scottish schools. The benefits, practicalities and challenges of classroom use of games based learning will then be explored via the the experiences and lessons learned from the range of games based pilot projects that the Consolarium has initiated over the past year.
Project website
http://www.ltscotland.org. uk/consolarium
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Researcher Track 1D Making Sense the 3Cs in Educational Technology: Connect, Communicate and Collaborate Production Failure Dr Manu Kapur Learning Science & Technologies National Institute of Education, Singapore |
Dr Manu Kapur is an Assistant Professor in the Learning Sciences and Technology (LST) Academic Group and a researcher at the Learning Sciences Lab (LSL) at the National Institute of Education (NIE) of Singapore. He received his doctorate in instructional technology and media from Teachers College, Columbia University in New York where he also completed a Master of Science in Applied Statistics. He also has a Master of Education from the NIE and a Bachelor of Mechanical Engineering (Honors) from the National University of Singapore.
Contrary to the commonly-held notion in education and the learning sciences that unsupported, ill-structured problem solving rarely lead to meaningful learning, I will argue that by not structuring the problem-solving process—leaving learners to struggle and even fail at tasks that are ill-structured and beyond their skills and abilities—can in fact be a productive exercise in failure. Leveraging the laws of self-organization and complexity, I will present empirical evidence from several experimental studies of problem-solving groups in online as well as face-to-face settings to support the case for productive failure. In so doing, I will argue for a shift in instructional design from structuring the learning and performance space of learners to how order comes about in that space. How much of the order is created in a top-down manner; how much is allowed to emerge from within in a bottom-up manner? Top-down order creates an efficient learning process in the shorter term but such learning may not be flexible and adaptive in the longer term. On the other hand, bottom-up order is not nearly as efficient in the shorter term but possibly more flexible, adaptive, and innovative in the longer term. So, how does one strive for a balance between top-down and bottom-up order, between efficiency and innovation? Leveraging complexity theory and latest research, I will derive what I believe are important implications for learning and instruction.
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Researcher Track 1D Making Sense the 3Cs in Educational Technology: Connect, Communicate and Collaborate ECAWA Best Paper Author Wikis, Blogs, Aggregators and Office 2.0 - Democratizing the student learning process Mike Leishman Educational Computing Association of West Australia, Australia Newman College, |
Mike Leishman is the Secondary Coordinator and Web Master of ECAWA and Manager ICT at Newman College,
Mike Leishman is also an ACCE fellow, ECAWA educator of the year 1997 and ACCE Educator of the year 1998. He manages the IT department of one of the largest Catholic K-12 schools in WA. Mike has been a teacher of computing studies for more than 20 years and in that time has taught most subjects in the IT area.
Students in my class used WEB 2.0 tools in place of those tools traditionally delivered by the internal network to research, document and deliver their final project in Interactive Media. These tools included a blog and office 2.0 applications. Science students have been using Wikis for a variety of collaboration projects.
This presentation demonstrates the how the learning process can be democratized by empowering students to take control of their workflow, engaging them and providing them with rich learning opportunities provided by Web 2.0 applications.
Actual student work will be presented to illustrate the concepts.
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