1 00:00:00,090 --> 00:00:02,430 The following content is provided under a Creative 2 00:00:02,430 --> 00:00:03,850 Commons license. 3 00:00:03,850 --> 00:00:06,060 Your support will help MIT OpenCourseWare 4 00:00:06,060 --> 00:00:10,150 continue to offer high-quality educational resources for free. 5 00:00:10,150 --> 00:00:12,690 To make a donation, or to view additional materials 6 00:00:12,690 --> 00:00:16,620 from hundreds of MIT courses, visit MIT OpenCourseWare 7 00:00:16,620 --> 00:00:17,850 at ocw.mit.edu. 8 00:00:26,410 --> 00:00:28,570 PROFESSOR: And before we get into the topic, which 9 00:00:28,570 --> 00:00:31,272 is educational teaching with educational technology, 10 00:00:31,272 --> 00:00:33,730 I just want to go back to some of the previous assignments, 11 00:00:33,730 --> 00:00:36,660 a little bit of logistics, et cetera. 12 00:00:36,660 --> 00:00:39,910 So you should have feedback on all the assignments 13 00:00:39,910 --> 00:00:44,650 that you can be given feedback on. 14 00:00:44,650 --> 00:00:49,354 The assignment where you gave a presentation to a friend, I 15 00:00:49,354 --> 00:00:50,770 can't really give you feedback on. 16 00:00:50,770 --> 00:00:51,790 I looked over it. 17 00:00:51,790 --> 00:00:55,270 You all made nice observations, good pointed observations, 18 00:00:55,270 --> 00:00:57,535 and I hope that you can see how-- 19 00:00:57,535 --> 00:00:59,410 and I think I made this comment on the wiki-- 20 00:00:59,410 --> 00:01:03,220 that you can see how just your presence, 21 00:01:03,220 --> 00:01:07,240 and the choice of words that you make, can have a big effect. 22 00:01:07,240 --> 00:01:09,290 And that was the whole point of that assignment. 23 00:01:09,290 --> 00:01:12,640 So that's my feedback on that assignment. 24 00:01:12,640 --> 00:01:14,571 The previous one, the last one that I 25 00:01:14,571 --> 00:01:16,570 feel like I can give you substantive feedback on 26 00:01:16,570 --> 00:01:19,510 is the active learning, how to incorporate active learning. 27 00:01:19,510 --> 00:01:22,060 As I mentioned last time, you guys 28 00:01:22,060 --> 00:01:25,120 did such a great job of incorporating active learning 29 00:01:25,120 --> 00:01:27,250 in the first time you'd submitted that, where 30 00:01:27,250 --> 00:01:28,979 it was just creating a course outline, 31 00:01:28,979 --> 00:01:30,520 that there wasn't a lot extra to add. 32 00:01:30,520 --> 00:01:34,400 But I added comments whenever possible. 33 00:01:34,400 --> 00:01:40,270 One thing that I commented on at least two people's homework, 34 00:01:40,270 --> 00:01:42,980 the one about active learning, was the idea-- 35 00:01:42,980 --> 00:01:45,370 you mentioned you doing demos. 36 00:01:45,370 --> 00:01:47,590 So there's a very interesting piece 37 00:01:47,590 --> 00:01:50,290 of work out of Eric Mazur's group at Harvard 38 00:01:50,290 --> 00:01:52,060 about the use of demos. 39 00:01:52,060 --> 00:01:54,640 And that paper is called "The Crouch and Mazur Paper." 40 00:01:54,640 --> 00:02:00,610 And it's a optional reading in, I believe, 41 00:02:00,610 --> 00:02:02,050 it's the active learning session. 42 00:02:07,810 --> 00:02:40,344 So this is the active learning class, which is class 5, right? 43 00:02:40,344 --> 00:02:41,260 Am I right about that? 44 00:02:41,260 --> 00:02:43,509 Or it was 6? 45 00:02:43,509 --> 00:02:44,300 AUDIENCE: It was 6. 46 00:02:44,300 --> 00:02:46,220 PROFESSOR: 6? 47 00:02:46,220 --> 00:02:46,970 AUDIENCE: Yes, 6. 48 00:02:46,970 --> 00:02:47,511 PROFESSOR: 6. 49 00:02:50,673 --> 00:02:53,068 AUDIENCE: [INAUDIBLE] 50 00:02:53,068 --> 00:02:54,150 PROFESSOR: Oh, OK. 51 00:02:54,150 --> 00:02:57,120 So it's 5. 52 00:02:57,120 --> 00:03:00,300 Yeah, so that's a really interesting paper. 53 00:03:00,300 --> 00:03:02,100 Because I think sometimes we say, 54 00:03:02,100 --> 00:03:04,290 oh, I'm going to do a demo. 55 00:03:04,290 --> 00:03:07,310 Apriori, a demo isn't active. 56 00:03:07,310 --> 00:03:08,650 I mean, it's active for you. 57 00:03:08,650 --> 00:03:10,470 You're doing the demo. 58 00:03:10,470 --> 00:03:13,510 But it's not necessarily active for students. 59 00:03:13,510 --> 00:03:16,290 And if we enter into the enterprise of doing a demo 60 00:03:16,290 --> 00:03:17,450 thinking we're being-- 61 00:03:17,450 --> 00:03:19,860 well, thinking they're being active-- 62 00:03:19,860 --> 00:03:21,390 they might not be. 63 00:03:21,390 --> 00:03:26,130 And Croutch and Mazur did an interesting study where 64 00:03:26,130 --> 00:03:29,430 they looked at-- they were doing a freshmen mechanics class. 65 00:03:29,430 --> 00:03:32,310 And they had amasses on an air track, when 66 00:03:32,310 --> 00:03:34,890 you have like a massive 2M, and you slam into it 67 00:03:34,890 --> 00:03:37,650 with a mass of M. What happens to the mass of 2M? 68 00:03:37,650 --> 00:03:40,800 What happens to this mass of M that was coming in, 69 00:03:40,800 --> 00:03:41,850 that kind of stuff. 70 00:03:41,850 --> 00:03:44,324 And so that it would show the students these demos. 71 00:03:44,324 --> 00:03:45,240 Oh, look what happens. 72 00:03:45,240 --> 00:03:48,390 Here comes a mass of M at a velocity, da, da, da. 73 00:03:48,390 --> 00:03:50,820 And then when they asked students 74 00:03:50,820 --> 00:03:53,460 in the same class at the end of the same class period 75 00:03:53,460 --> 00:03:55,140 to say what happens when a mass of M 76 00:03:55,140 --> 00:04:00,600 collides with a mass of 2M, a mass of M going x miles an hour 77 00:04:00,600 --> 00:04:04,710 collides with the mass 2M, what happens, students got it wrong. 78 00:04:04,710 --> 00:04:07,280 They had just seen the demo. 79 00:04:07,280 --> 00:04:09,044 They had just seen the demo. 80 00:04:09,044 --> 00:04:10,210 And they still got it wrong. 81 00:04:15,000 --> 00:04:18,240 And I think that's a really profound finding. 82 00:04:18,240 --> 00:04:20,246 Because as experts, we think, of course, 83 00:04:20,246 --> 00:04:21,329 they're going to see this. 84 00:04:21,329 --> 00:04:24,180 It's going to be emblazoned into their brain. 85 00:04:24,180 --> 00:04:26,310 They'll never forget it. 86 00:04:26,310 --> 00:04:29,880 But they never learn it, basically. 87 00:04:29,880 --> 00:04:32,560 So it's more evidence for active learning for sure. 88 00:04:32,560 --> 00:04:35,460 But what they found out was they forced students 89 00:04:35,460 --> 00:04:39,270 to make a prediction, to discuss that prediction with somebody 90 00:04:39,270 --> 00:04:42,960 else before they saw the demo. 91 00:04:42,960 --> 00:04:45,450 And when they did that, the scores 92 00:04:45,450 --> 00:04:50,280 on these sort of post-demo quizzes, if you will, 93 00:04:50,280 --> 00:04:52,050 went way up. 94 00:04:52,050 --> 00:04:55,380 So it's a small tweak, but it's a profound one. 95 00:04:55,380 --> 00:04:57,750 Because you might really just be wasting your time 96 00:04:57,750 --> 00:04:59,190 if you show a lot of demos and you 97 00:04:59,190 --> 00:05:02,520 don't ask students to make these predictions beforehand. 98 00:05:02,520 --> 00:05:04,620 This goes back to the mathematician 99 00:05:04,620 --> 00:05:08,730 George Polya, who wrote in the '50s about asking people 100 00:05:08,730 --> 00:05:11,790 to make predictions before you gave them the answer. 101 00:05:11,790 --> 00:05:13,290 I'm not sure he had any data for it. 102 00:05:13,290 --> 00:05:15,480 But this was his thing. 103 00:05:15,480 --> 00:05:18,270 This is pretty good data suggesting that you really 104 00:05:18,270 --> 00:05:21,090 should ask students to make predictions 105 00:05:21,090 --> 00:05:22,650 before showing the demo. 106 00:05:22,650 --> 00:05:26,372 So a couple people brought that up. 107 00:05:26,372 --> 00:05:28,330 And I wanted to make sure everybody heard that. 108 00:05:28,330 --> 00:05:28,960 OK? 109 00:05:28,960 --> 00:05:31,374 If you can't find this reference, let me know. 110 00:05:31,374 --> 00:05:32,790 It might be hiding somewhere else. 111 00:05:32,790 --> 00:05:35,310 I'm pretty sure it's in this-- 112 00:05:35,310 --> 00:05:36,164 it is? 113 00:05:36,164 --> 00:05:37,620 OK. 114 00:05:37,620 --> 00:05:40,100 OK, so that was that. 115 00:05:40,100 --> 00:05:43,230 But overall, a great job on that assignment. 116 00:05:43,230 --> 00:05:46,710 And then I briefly looked over the assignment it was due today 117 00:05:46,710 --> 00:05:53,130 or whenever creating prompts at various levels of Bloom's 118 00:05:53,130 --> 00:05:55,650 Taxonomy or a taxonomy of your choosing. 119 00:05:55,650 --> 00:05:58,350 Again, I thought you did a great job. 120 00:05:58,350 --> 00:06:01,242 I'd like to hear a little bit of reactions to that assignment. 121 00:06:01,242 --> 00:06:01,950 Was it difficult? 122 00:06:01,950 --> 00:06:02,940 Was it easy? 123 00:06:02,940 --> 00:06:04,389 Do you see how it could be useful? 124 00:06:04,389 --> 00:06:05,805 Does it seem like a waste of time? 125 00:06:08,395 --> 00:06:11,040 AUDIENCE: I think it was very, very useful. 126 00:06:11,040 --> 00:06:17,673 Yeah, it lets you see what the students will go to 127 00:06:17,673 --> 00:06:19,560 when you [INAUDIBLE]. 128 00:06:19,560 --> 00:06:22,910 Otherwise, because it's like you are solving too. 129 00:06:22,910 --> 00:06:27,060 So you kind of feel and see what level to take them to. 130 00:06:27,060 --> 00:06:27,842 It's very good. 131 00:06:27,842 --> 00:06:28,550 PROFESSOR: Great. 132 00:06:28,550 --> 00:06:29,460 AUDIENCE: Otherwise, you don't know. 133 00:06:29,460 --> 00:06:30,334 You just [INAUDIBLE]. 134 00:06:30,334 --> 00:06:33,809 And then you don't know how [INAUDIBLE] 135 00:06:33,809 --> 00:06:34,600 PROFESSOR: Exactly. 136 00:06:34,600 --> 00:06:37,300 And I mean, it's happened to me when I first started 137 00:06:37,300 --> 00:06:38,985 teaching intro materials. 138 00:06:38,985 --> 00:06:40,360 [INAUDIBLE] was like, OK, they'll 139 00:06:40,360 --> 00:06:43,762 calculate the stress on this plane, and blah, blah, blah. 140 00:06:43,762 --> 00:06:45,720 And you're like, well, why are they doing that? 141 00:06:45,720 --> 00:06:47,500 What is that getting them? 142 00:06:47,500 --> 00:06:49,330 And it's just this reality check for you, 143 00:06:49,330 --> 00:06:51,630 so that you don't go off into the weeds sort of. 144 00:06:51,630 --> 00:06:53,074 So, yeah, [INAUDIBLE]? 145 00:06:53,074 --> 00:07:16,890 AUDIENCE: I think [INAUDIBLE] most 146 00:07:16,890 --> 00:07:27,012 of very good question that [INAUDIBLE] They're 147 00:07:27,012 --> 00:07:28,431 [? setting ?] very good questions 148 00:07:28,431 --> 00:07:41,052 and [INAUDIBLE] more than just one, [INAUDIBLE] 149 00:07:41,052 --> 00:07:43,254 three at the same time. 150 00:07:43,254 --> 00:07:44,902 So I think it's really very good. 151 00:07:44,902 --> 00:07:45,860 It's a good experience. 152 00:07:45,860 --> 00:07:46,568 PROFESSOR: Right. 153 00:07:46,568 --> 00:07:49,350 And also to make sure you're aware of that, 154 00:07:49,350 --> 00:07:52,500 and then also decide, well, if they don't remember 155 00:07:52,500 --> 00:07:56,340 the value of the universal gas constant in these units, 156 00:07:56,340 --> 00:07:59,010 but they do the apply part fine, they just 157 00:07:59,010 --> 00:08:01,009 use the-- so it's important, we always 158 00:08:01,009 --> 00:08:03,050 have to think about that when we grade questions. 159 00:08:03,050 --> 00:08:06,630 But I think by parsing it out like that, 160 00:08:06,630 --> 00:08:08,880 it makes you more cognizant of those issues 161 00:08:08,880 --> 00:08:13,200 that might come up, in terms of how the students respond 162 00:08:13,200 --> 00:08:14,503 to the question. 163 00:08:14,503 --> 00:08:15,961 AUDIENCE: I thought it was actually 164 00:08:15,961 --> 00:08:20,981 difficult to make a question that only satisfied one of-- 165 00:08:20,981 --> 00:08:24,585 like applied [INAUDIBLE] Because everything I 166 00:08:24,585 --> 00:08:30,480 was asking [INAUDIBLE] to try to apply, was also analyzed. 167 00:08:30,480 --> 00:08:32,172 Because I tried to-- 168 00:08:32,172 --> 00:08:34,610 I guess i could have just made one that did both. 169 00:08:34,610 --> 00:08:37,659 But I was sitting and I was like, no, OK, not this one. 170 00:08:37,659 --> 00:08:42,157 But really, I almost left it blank and said, I'm stuck. 171 00:08:42,157 --> 00:08:44,115 I finally come with something that I think just 172 00:08:44,115 --> 00:08:45,506 answered the [INAUDIBLE]. 173 00:08:45,506 --> 00:08:47,130 But it was interesting to think about. 174 00:08:47,130 --> 00:08:48,480 PROFESSOR: Right, right. 175 00:08:48,480 --> 00:08:52,400 And you know, in real life, you don't have to just have one. 176 00:08:52,400 --> 00:08:55,430 You can embed them together, but you know, recall and apply, 177 00:08:55,430 --> 00:08:59,570 or whatever. 178 00:08:59,570 --> 00:09:02,240 And I think for some topics, it might be easier 179 00:09:02,240 --> 00:09:04,880 to add to silo-ize it a little bit. 180 00:09:04,880 --> 00:09:08,870 Given the data, construct a whatever, 181 00:09:08,870 --> 00:09:11,410 so that's more of an apply. 182 00:09:11,410 --> 00:09:14,480 But there may be classes of subjects where you can't really 183 00:09:14,480 --> 00:09:17,470 do that quite the same way. 184 00:09:17,470 --> 00:09:18,220 Other reactions? 185 00:09:21,148 --> 00:09:23,910 AUDIENCE: I was also thinking of it in terms of grading. 186 00:09:23,910 --> 00:09:29,344 Like if you have a rubric or you have 187 00:09:29,344 --> 00:09:31,330 assigning the number of points based 188 00:09:31,330 --> 00:09:35,350 on which level you were asking. 189 00:09:35,350 --> 00:09:37,960 Like as opposed to say, OK, five points for each question, 190 00:09:37,960 --> 00:09:41,140 to say, OK, you get one point for the remembering 191 00:09:41,140 --> 00:09:45,130 and then you get 10 points for the creative. 192 00:09:45,130 --> 00:09:45,940 PROFESSOR: Right. 193 00:09:45,940 --> 00:09:46,270 Right. 194 00:09:46,270 --> 00:09:47,140 I would be careful-- 195 00:09:47,140 --> 00:09:48,250 I mean, I think that's a fine idea. 196 00:09:48,250 --> 00:09:50,125 I would be careful to make sure that students 197 00:09:50,125 --> 00:09:53,260 know that, so they don't kill themselves memorizing pi out 198 00:09:53,260 --> 00:09:57,550 to 25 digits or something, right? 199 00:09:57,550 --> 00:10:00,670 So if you do have these sort of, this 200 00:10:00,670 --> 00:10:04,510 is what I think is important, you'll need to specify that. 201 00:10:04,510 --> 00:10:06,809 I mean, and a rubric could incorporate that for sure. 202 00:10:06,809 --> 00:10:08,350 But you do want to make sure students 203 00:10:08,350 --> 00:10:09,470 know what your logic is. 204 00:10:12,410 --> 00:10:14,860 AUDIENCE: I think also there are some questions 205 00:10:14,860 --> 00:10:21,874 you said that you give the formulas to the equation. 206 00:10:21,874 --> 00:10:27,660 Just to make sure that the student [INAUDIBLE] 207 00:10:27,660 --> 00:10:28,750 PROFESSOR: Yes, yes. 208 00:10:28,750 --> 00:10:29,250 Right. 209 00:10:29,250 --> 00:10:34,260 And in most classes, that's totally reasonable. 210 00:10:34,260 --> 00:10:37,000 You know the joke I make about it's rare to real life 211 00:10:37,000 --> 00:10:39,690 that somebody comes in and says, I need this answer right now! 212 00:10:39,690 --> 00:10:41,520 Don't look up anything. 213 00:10:41,520 --> 00:10:46,950 I mean, it's kind of a weird pretense. 214 00:10:46,950 --> 00:10:50,760 So it's usually reasonable to just put 215 00:10:50,760 --> 00:10:52,860 the equations at the bottom, or write it 216 00:10:52,860 --> 00:10:56,120 in the problem statement. 217 00:10:56,120 --> 00:10:58,750 Anything else on that? 218 00:10:58,750 --> 00:11:02,280 OK, so today we're going to talk about teaching 219 00:11:02,280 --> 00:11:05,120 with educational technology. 220 00:11:05,120 --> 00:11:07,860 I had written on the website to bring a web-enabled device. 221 00:11:07,860 --> 00:11:09,660 If you didn't, I have an extra laptop. 222 00:11:09,660 --> 00:11:10,590 And we can share. 223 00:11:10,590 --> 00:11:15,360 It's shouldn't be a problem. 224 00:11:15,360 --> 00:11:17,940 As part of this, I hope that you'll 225 00:11:17,940 --> 00:11:22,080 be able to identify appropriate educational technologies 226 00:11:22,080 --> 00:11:24,600 to advance an intended learning outcome. 227 00:11:24,600 --> 00:11:26,760 And I want to get back to that in just a second. 228 00:11:26,760 --> 00:11:29,220 And maybe describe best practices 229 00:11:29,220 --> 00:11:31,560 and potential pitfalls of particular educational 230 00:11:31,560 --> 00:11:36,150 technology, so somewhat modest goals. 231 00:11:36,150 --> 00:11:37,830 I think it's a really interesting thing 232 00:11:37,830 --> 00:11:40,160 to think about technology-- 233 00:11:40,160 --> 00:11:41,400 and I didn't make this up. 234 00:11:41,400 --> 00:11:43,650 I heard this at a conference. 235 00:11:43,650 --> 00:11:46,160 So they said, when you walk into Home Depot or one 236 00:11:46,160 --> 00:11:49,710 of these big home improvement stores, 237 00:11:49,710 --> 00:11:53,490 if you happen to be blessed by having an employee come up 238 00:11:53,490 --> 00:11:54,300 to you-- 239 00:11:54,300 --> 00:11:55,758 because sometimes it's hard to find 240 00:11:55,758 --> 00:11:57,240 an employee in those stores-- 241 00:11:57,240 --> 00:11:58,350 what do they ask you? 242 00:12:01,910 --> 00:12:03,052 AUDIENCE: Is everything OK? 243 00:12:03,052 --> 00:12:04,390 Is there anything I can help you with today? 244 00:12:04,390 --> 00:12:05,098 PROFESSOR: Right. 245 00:12:05,098 --> 00:12:07,230 OK, is there anything I can help you with? 246 00:12:07,230 --> 00:12:08,440 If and you say, yeah. 247 00:12:08,440 --> 00:12:09,550 Yeah, you can. 248 00:12:09,550 --> 00:12:10,300 And then they say? 249 00:12:15,440 --> 00:12:18,050 Usually, it's, what are you working on? 250 00:12:18,050 --> 00:12:21,110 What are you trying to do? 251 00:12:21,110 --> 00:12:26,019 They don't say, what tool do you want? 252 00:12:26,019 --> 00:12:26,810 I mean, they might. 253 00:12:26,810 --> 00:12:29,900 But if they're good, they don't. 254 00:12:29,900 --> 00:12:34,190 And I think that's a word the wise when we think 255 00:12:34,190 --> 00:12:36,230 about educational technology. 256 00:12:36,230 --> 00:12:38,420 It's not, what looks really cool and fun, 257 00:12:38,420 --> 00:12:41,320 and what tool do I want? 258 00:12:41,320 --> 00:12:43,700 It's, what am I trying to build? 259 00:12:43,700 --> 00:12:45,200 What do I want my students to build? 260 00:12:45,200 --> 00:12:46,283 What am I trying to build? 261 00:12:46,283 --> 00:12:48,110 What am I trying to accomplish? 262 00:12:48,110 --> 00:12:50,010 And then I can step back and say, 263 00:12:50,010 --> 00:12:53,830 which of these technologies is going to help me do it? 264 00:12:53,830 --> 00:12:55,960 And it's easy to get wrapped up-- 265 00:12:55,960 --> 00:13:00,340 I mean, we're all kind of techie, geeky. 266 00:13:00,340 --> 00:13:02,050 I mean that is a compliment. 267 00:13:02,050 --> 00:13:04,780 But it's kind of fun. 268 00:13:04,780 --> 00:13:06,989 Like, oh, cool, look what this can you. 269 00:13:06,989 --> 00:13:08,530 And then we go walking around looking 270 00:13:08,530 --> 00:13:12,250 for something to do with it. 271 00:13:12,250 --> 00:13:15,664 And that might be OK, but you have to check your assumption. 272 00:13:15,664 --> 00:13:17,080 You have to check your assumptions 273 00:13:17,080 --> 00:13:18,470 about why you're doing it. 274 00:13:18,470 --> 00:13:20,016 Are you doing it just to be cool? 275 00:13:20,016 --> 00:13:21,640 Or are you doing it because it's really 276 00:13:21,640 --> 00:13:23,265 going to help student learning, or it's 277 00:13:23,265 --> 00:13:25,440 going to help advance the learning outcome? 278 00:13:28,540 --> 00:13:30,160 We can use educational technology 279 00:13:30,160 --> 00:13:32,950 as some kind of a scapegoat, but that's true for anything. 280 00:13:32,950 --> 00:13:35,350 It's true for that amazing exam question 281 00:13:35,350 --> 00:13:37,220 that you thought up in the shower. 282 00:13:37,220 --> 00:13:39,210 Like, I know what I'll do. 283 00:13:39,210 --> 00:13:41,920 They'll do this, and do that, and blah, blah. 284 00:13:41,920 --> 00:13:45,490 Maybe it's cool, but maybe it's not going to get you anywhere. 285 00:13:45,490 --> 00:13:47,830 Maybe it's not consistent with your learning outcomes. 286 00:13:47,830 --> 00:13:49,330 So it doesn't have to be technology. 287 00:13:49,330 --> 00:13:51,970 But often, technology is kind of pretty shiny. 288 00:13:51,970 --> 00:13:55,240 And we tend to gravitate toward it. 289 00:13:55,240 --> 00:13:57,100 But it's remembering that we're using 290 00:13:57,100 --> 00:14:01,750 it to advance some particular learning outcome, OK? 291 00:14:01,750 --> 00:14:05,750 So you guys did the readings. 292 00:14:05,750 --> 00:14:07,920 What are educational technologies? 293 00:14:07,920 --> 00:14:09,890 What does it mean? 294 00:14:09,890 --> 00:14:11,833 Can we come up with a definition? 295 00:14:11,833 --> 00:14:12,735 AUDIENCE: Yeah. 296 00:14:12,735 --> 00:14:18,110 I think from what I can understand, 297 00:14:18,110 --> 00:14:27,590 educational technology is a tool which, perhaps, the student 298 00:14:27,590 --> 00:14:30,720 and also have the teacher. 299 00:14:30,720 --> 00:14:34,710 So that means something that can enable inter-communication 300 00:14:34,710 --> 00:14:37,152 between the teacher and the student. 301 00:14:37,152 --> 00:14:39,000 And then the student and the student. 302 00:14:39,000 --> 00:14:43,190 PROFESSOR: OK, so we have a lot of ideas in that statement. 303 00:14:43,190 --> 00:14:43,900 So it's a tool. 304 00:14:53,650 --> 00:14:55,546 You said, it enables communication. 305 00:14:55,546 --> 00:14:58,382 AUDIENCE: Yeah, students connect. 306 00:14:58,382 --> 00:15:01,334 And then the teacher [INAUDIBLE]. 307 00:15:20,550 --> 00:15:23,760 PROFESSOR: And I think you had something else in there. 308 00:15:23,760 --> 00:15:24,260 Did you? 309 00:15:24,260 --> 00:15:24,760 Or no? 310 00:15:33,139 --> 00:15:34,150 Somebody else? 311 00:15:34,150 --> 00:15:36,154 [INAUDIBLE]? 312 00:15:36,154 --> 00:15:39,257 AUDIENCE: Education technology is like a tool 313 00:15:39,257 --> 00:15:41,590 to enhance students' learning-- enhancement of student's 314 00:15:41,590 --> 00:15:43,813 learning. 315 00:15:43,813 --> 00:15:48,992 And enhancement of instructors' teaching as well. 316 00:15:57,805 --> 00:16:01,582 AUDIENCE: The technology part is like a electronic device. 317 00:16:01,582 --> 00:16:03,290 PROFESSOR: So it has to have electricity? 318 00:16:06,110 --> 00:16:07,290 It has to involve electrons? 319 00:16:07,290 --> 00:16:09,940 No, that's everything. 320 00:16:09,940 --> 00:16:12,790 Wait, let's let Michelle-- what should we say about that? 321 00:16:18,257 --> 00:16:20,245 AUDIENCE: I think that's kind of correct to say 322 00:16:20,245 --> 00:16:22,090 it has to be an electronic device, right? 323 00:16:22,090 --> 00:16:25,030 Like if it's a clicker or if it's a-- 324 00:16:25,030 --> 00:16:26,510 [INTERPOSING VOICES] 325 00:16:31,980 --> 00:16:33,550 PROFESSOR: It must be electronic. 326 00:16:33,550 --> 00:16:37,080 That sounds so like 1950s. 327 00:16:37,080 --> 00:16:39,839 I think we had-- yeah, Gordon? 328 00:16:39,839 --> 00:16:42,304 AUDIENCE: I would just adjust it a little bit 329 00:16:42,304 --> 00:16:45,262 and add in front of the two [INAUDIBLE]. 330 00:16:58,080 --> 00:17:04,462 AUDIENCE: A kind of tool that's created [INAUDIBLE] 331 00:17:04,462 --> 00:17:06,824 by time or place. 332 00:17:06,824 --> 00:17:11,450 PROFESSOR: So it lends itself to asynchronicity? 333 00:17:11,450 --> 00:17:13,748 AUDIENCE: Yes, something like that. 334 00:17:13,748 --> 00:17:31,952 PROFESSOR: Most-- Anything else? 335 00:17:31,952 --> 00:17:38,770 AUDIENCE: I think it's also enhancer, easier 336 00:17:38,770 --> 00:17:42,190 use of materials. 337 00:17:42,190 --> 00:17:43,286 PROFESSOR: Facilitates-- 338 00:17:46,202 --> 00:17:49,320 AUDIENCE: Yeah, materials like. 339 00:17:49,320 --> 00:17:51,470 It has to [INAUDIBLE]. 340 00:17:55,375 --> 00:17:56,750 PROFESSOR: Right, a distribution, 341 00:17:56,750 --> 00:17:59,153 aids distribution? 342 00:17:59,153 --> 00:18:13,550 AUDIENCE: [INAUDIBLE] 343 00:18:13,550 --> 00:18:15,881 PROFESSOR: Did I hear something else? 344 00:18:15,881 --> 00:18:19,110 AUDIENCE: [INAUDIBLE] 345 00:18:19,110 --> 00:18:22,421 PROFESSOR: Efficient, that's a loaded word. 346 00:18:33,616 --> 00:18:34,740 Anybody have anything else? 347 00:18:34,740 --> 00:18:38,220 Or does somebody want to make a comment on this collection 348 00:18:38,220 --> 00:18:39,332 of attributes? 349 00:18:39,332 --> 00:18:40,775 AUDIENCE: [INAUDIBLE]. 350 00:18:47,074 --> 00:18:49,240 PROFESSOR: I don't think I have any cynics in this-- 351 00:18:49,240 --> 00:18:52,150 well, the cynics haven't said anything. 352 00:18:52,150 --> 00:18:54,557 AUDIENCE: I think all the comments are positive things. 353 00:18:54,557 --> 00:18:57,360 Like if you're doing it well what should happen. 354 00:18:57,360 --> 00:19:00,610 But they aren't necessarily what actually happens. 355 00:19:00,610 --> 00:19:04,620 Because most of the time, it's probably not done well. 356 00:19:04,620 --> 00:19:07,786 Using technology is not optimal. 357 00:19:12,157 --> 00:19:13,740 PROFESSOR: OK, that's one observation. 358 00:19:13,740 --> 00:19:16,020 It's sort of, you know, that rhyme, there 359 00:19:16,020 --> 00:19:17,310 was a little girl who had a little curl right 360 00:19:17,310 --> 00:19:18,060 in the middle her forehead. 361 00:19:18,060 --> 00:19:19,710 And when she was good, she was very, very good. 362 00:19:19,710 --> 00:19:21,510 And when she was bad, she was horrid. 363 00:19:21,510 --> 00:19:23,790 So it's a little bit like this, right? 364 00:19:23,790 --> 00:19:25,394 When it's good, it's very, very good. 365 00:19:25,394 --> 00:19:27,060 And when it's bad, maybe it's even worse 366 00:19:27,060 --> 00:19:28,580 than if you hadn't bothered. 367 00:19:28,580 --> 00:19:32,050 But-- Alex, you had something to say? 368 00:19:32,050 --> 00:19:32,660 No? 369 00:19:32,660 --> 00:19:34,410 AUDIENCE: Well, on the side of the cynics, 370 00:19:34,410 --> 00:19:36,750 I thought that students are often disinterested 371 00:19:36,750 --> 00:19:38,375 when they don't see the point, or don't 372 00:19:38,375 --> 00:19:40,830 see them using it later. 373 00:19:40,830 --> 00:19:42,497 It's not necessarily a definition of it. 374 00:19:42,497 --> 00:19:43,496 PROFESSOR: Right, right. 375 00:19:43,496 --> 00:19:45,060 No, but that's a very good point. 376 00:19:45,060 --> 00:19:48,240 And somebody had quoted this idea of an app, 377 00:19:48,240 --> 00:19:51,870 that if an app doesn't load in something like seven seconds, 378 00:19:51,870 --> 00:19:54,114 people stop using it. 379 00:19:54,114 --> 00:19:56,280 Like if you try to get an app to open on your phone, 380 00:19:56,280 --> 00:19:57,900 and you're like, what's going on here? 381 00:19:57,900 --> 00:19:58,890 Come on, 1, 2, 3, 4-- 382 00:19:58,890 --> 00:20:01,390 OK, forget it. 383 00:20:01,390 --> 00:20:05,160 And that's a similar idea, that if it doesn't look 384 00:20:05,160 --> 00:20:07,050 like it's going to help you-- 385 00:20:07,050 --> 00:20:10,636 and whatever that means, help, it's self-defined, help. 386 00:20:10,636 --> 00:20:12,760 But if it doesn't look like it's going to help you, 387 00:20:12,760 --> 00:20:15,720 you're not going to buy into it. 388 00:20:15,720 --> 00:20:17,365 Some other thoughts about this list? 389 00:20:34,580 --> 00:20:37,610 Personally, I don't think that to be 390 00:20:37,610 --> 00:20:39,830 an educational technology it has meet 391 00:20:39,830 --> 00:20:42,890 all these criteria at once. 392 00:20:42,890 --> 00:20:44,720 That's an important thing to note, 393 00:20:44,720 --> 00:20:49,730 that it might improve productivity. 394 00:20:49,730 --> 00:20:52,400 The old school learning management systems 395 00:20:52,400 --> 00:20:56,780 that you put up problem sets, and you put up-- 396 00:20:56,780 --> 00:20:59,360 the grade book was in one place, and that kind of thing. 397 00:20:59,360 --> 00:21:00,950 That might help your productivity. 398 00:21:00,950 --> 00:21:02,660 You're not looking around for stuff. 399 00:21:02,660 --> 00:21:05,270 But it's not necessarily promoting 400 00:21:05,270 --> 00:21:06,770 learning at any level. 401 00:21:06,770 --> 00:21:09,050 It's a delivery system, a materials delivery system. 402 00:21:09,050 --> 00:21:10,670 So it kind of does this. 403 00:21:10,670 --> 00:21:12,320 And it does this. 404 00:21:12,320 --> 00:21:16,400 But it might not really be part of the learning enterprise. 405 00:21:16,400 --> 00:21:17,000 It's a store. 406 00:21:17,000 --> 00:21:18,290 It's a repository. 407 00:21:18,290 --> 00:21:19,370 And that's fine. 408 00:21:19,370 --> 00:21:20,870 There's nothing wrong with that. 409 00:21:20,870 --> 00:21:23,630 But that's one type. 410 00:21:23,630 --> 00:21:27,590 If you're saying that it enables communication, 411 00:21:27,590 --> 00:21:29,180 well, that might be part of this. 412 00:21:29,180 --> 00:21:31,610 But it might be something else. 413 00:21:31,610 --> 00:21:35,181 If I say, all right, it's a wiki. 414 00:21:35,181 --> 00:21:37,430 And I want you guys to read what everybody else wrote, 415 00:21:37,430 --> 00:21:39,230 and to make a comment on at least one other 416 00:21:39,230 --> 00:21:43,280 persons' posting, well, I have facilitated communication 417 00:21:43,280 --> 00:21:46,130 between you in an asynchronous way. 418 00:21:46,130 --> 00:21:52,100 I didn't tell everybody to do it at noon on the 29th of October. 419 00:21:52,100 --> 00:21:55,858 But it does facilitate communication. 420 00:21:58,410 --> 00:22:00,846 I think this one is a loaded one, for sure. 421 00:22:00,846 --> 00:22:02,220 And it gets to Michelle's comment 422 00:22:02,220 --> 00:22:06,240 about if you did it right, it would do that. 423 00:22:06,240 --> 00:22:11,200 But if you did it wrong, it's likely to not do that at all. 424 00:22:14,280 --> 00:22:18,980 So these are attributes that you could use to describe 425 00:22:18,980 --> 00:22:21,366 some educational technologies. 426 00:22:21,366 --> 00:22:23,240 I do have a definition from the reading book. 427 00:22:23,240 --> 00:22:28,370 But before I put that up, any other thing you want to add? 428 00:22:28,370 --> 00:22:30,320 It's interesting to think about it, 429 00:22:30,320 --> 00:22:32,340 like does it have to be electronic? 430 00:22:32,340 --> 00:22:33,731 So I have had classes in the past 431 00:22:33,731 --> 00:22:35,480 where people argue, OK, well, a blackboard 432 00:22:35,480 --> 00:22:39,050 is an educational technology. 433 00:22:39,050 --> 00:22:42,050 I mean, you could do that without some sort 434 00:22:42,050 --> 00:22:45,230 of human-made product. 435 00:22:45,230 --> 00:22:47,540 And without it, I would have to be walking 436 00:22:47,540 --> 00:22:50,990 around speaking very slowly and hoping you took notes, 437 00:22:50,990 --> 00:22:53,060 or walking around with-- 438 00:22:53,060 --> 00:22:55,490 I don't know-- a piece of paper that I wrote on, 439 00:22:55,490 --> 00:22:57,200 and sharing it with you or something. 440 00:22:57,200 --> 00:23:02,960 So a blackboard does fit a lot of these categories, right? 441 00:23:02,960 --> 00:23:05,840 It's an efficient delivery system. 442 00:23:05,840 --> 00:23:08,900 At some level, it enables communication. 443 00:23:08,900 --> 00:23:14,060 It's a distribution of learning materials. 444 00:23:14,060 --> 00:23:17,690 So we want to think about whether it 445 00:23:17,690 --> 00:23:19,446 means it has to be electronic. 446 00:23:21,755 --> 00:23:23,630 And you may have guessed by now, there is not 447 00:23:23,630 --> 00:23:27,680 a single definition, so that's the other issue. 448 00:23:27,680 --> 00:23:28,460 Comments? 449 00:23:28,460 --> 00:23:29,129 Yes, go ahead. 450 00:23:29,129 --> 00:23:30,170 AUDIENCE: Just a comment. 451 00:23:30,170 --> 00:23:36,010 What about if it's not well-moderated [INAUDIBLE]? 452 00:23:38,570 --> 00:23:41,660 PROFESSOR: Yeah, that's the efficient one, 453 00:23:41,660 --> 00:23:45,740 that we've all gotten sucked into websites, 454 00:23:45,740 --> 00:23:48,920 or sucked into, perhaps, an online discussion, 455 00:23:48,920 --> 00:23:51,930 or commenting on something. 456 00:23:51,930 --> 00:23:54,710 And it might be interesting. 457 00:23:54,710 --> 00:23:56,260 You might learn. 458 00:23:56,260 --> 00:24:00,200 But it may not be efficient at all. 459 00:24:00,200 --> 00:24:05,510 Or you might just be on the screed end of things, 460 00:24:05,510 --> 00:24:08,540 where people are just either ranting 461 00:24:08,540 --> 00:24:13,130 or they're reinforcing misconceptions or whatever. 462 00:24:13,130 --> 00:24:15,572 So yeah, you do have to kind of make 463 00:24:15,572 --> 00:24:17,030 sure people are using it carefully. 464 00:24:17,030 --> 00:24:20,150 But that's true for virtually anything you do. 465 00:24:22,900 --> 00:24:24,774 Any other comments? 466 00:24:24,774 --> 00:24:32,000 AUDIENCE: And I think, as well, that the fact that these tools 467 00:24:32,000 --> 00:24:33,860 are valuable. 468 00:24:33,860 --> 00:24:40,366 A student can decide to stay home in the bad weather 469 00:24:40,366 --> 00:24:43,210 since he knows this is available. 470 00:24:43,210 --> 00:24:45,202 Then he can go [INAUDIBLE]. 471 00:24:48,010 --> 00:24:52,470 That could be good and bad. 472 00:24:52,470 --> 00:24:58,366 Because the student would continue to learn on his own 473 00:24:58,366 --> 00:25:00,376 and become a good student. 474 00:25:00,376 --> 00:25:05,650 And then he could miss out on some critical points as well. 475 00:25:05,650 --> 00:25:07,950 PROFESSOR: Right, right. 476 00:25:07,950 --> 00:25:15,880 But that implies some sort of like web-housed delivered 477 00:25:15,880 --> 00:25:22,450 repository of content, or of video lectures, or whatever. 478 00:25:25,900 --> 00:25:29,150 You could have a course that used clickers, let's say, 479 00:25:29,150 --> 00:25:32,860 that didn't even have a website, but they used clickers. 480 00:25:32,860 --> 00:25:37,060 So that course might be using educational technology, maybe 481 00:25:37,060 --> 00:25:40,281 in a very, very good way in the classroom, 482 00:25:40,281 --> 00:25:42,030 but they don't even bother with a website. 483 00:25:42,030 --> 00:25:45,300 So in that case, the student has to come to class 484 00:25:45,300 --> 00:25:49,230 if they want to experience that particular use of technology. 485 00:25:49,230 --> 00:25:51,600 I think you're right, that if you do have a website, 486 00:25:51,600 --> 00:25:55,080 or you do have lectures online, or you do have rich content 487 00:25:55,080 --> 00:25:59,610 online, then it does sort of, perhaps, 488 00:25:59,610 --> 00:26:03,990 make being in the classroom a little bit less necessary. 489 00:26:03,990 --> 00:26:07,920 I will say, if you employ active learning methods in class, 490 00:26:07,920 --> 00:26:12,210 group discussions, et cetera, that being in the classroom 491 00:26:12,210 --> 00:26:15,960 is, certainly, I would argue, is value added for the student. 492 00:26:15,960 --> 00:26:19,200 So it's not a replacement experience, 493 00:26:19,200 --> 00:26:22,610 but it might be better than nothing, let's say. 494 00:26:22,610 --> 00:26:24,710 It might not. 495 00:26:24,710 --> 00:26:26,018 Yes, Gordon. 496 00:26:26,018 --> 00:26:28,358 AUDIENCE: I found something written very interesting 497 00:26:28,358 --> 00:26:34,240 when it said that if you use clickers-- 498 00:26:34,240 --> 00:26:36,316 I would love to do that. 499 00:26:36,316 --> 00:26:39,210 To take attendance of the students, 500 00:26:39,210 --> 00:26:43,790 that it might [INAUDIBLE] the students from using technology. 501 00:26:43,790 --> 00:26:47,530 But it's only [INAUDIBLE]. 502 00:26:47,530 --> 00:26:49,590 It might actually be good to have technology 503 00:26:49,590 --> 00:26:54,626 they can use non-evasively to find out if the student is 504 00:26:54,626 --> 00:26:56,000 actually coming to your class. 505 00:26:56,000 --> 00:26:58,416 AUDIENCE: What if they gave their clicker to their friend? 506 00:26:58,416 --> 00:27:00,622 PROFESSOR: Yeah, it's true. 507 00:27:00,622 --> 00:27:03,080 AUDIENCE: One person will come with five friend's clickers, 508 00:27:03,080 --> 00:27:04,600 the clicker won't-- 509 00:27:04,600 --> 00:27:08,214 AUDIENCE: If you have like RFIB technology or something 510 00:27:08,214 --> 00:27:13,064 like that that can use to [INAUDIBLE] come to the class 511 00:27:13,064 --> 00:27:19,240 to know that, OK, this person is the one using [INAUDIBLE] 512 00:27:19,240 --> 00:27:22,650 [INTERPOSING VOICES] 513 00:27:22,650 --> 00:27:39,960 [INAUDIBLE] 514 00:27:39,960 --> 00:27:42,130 AUDIENCE: So in certain courses you have to do that. 515 00:27:42,130 --> 00:27:43,070 AUDIENCE: Yeah, you must do that. 516 00:27:43,070 --> 00:27:44,320 AUDIENCE: You have to show up? 517 00:27:44,320 --> 00:27:45,825 AUDIENCE: Yeah, you should show up. 518 00:27:45,825 --> 00:27:49,610 But if you decide it's difficult to take attendance, 519 00:27:49,610 --> 00:27:53,370 and if you have this wonderful way of getting the students to 520 00:27:53,370 --> 00:27:54,360 [INAUDIBLE]. 521 00:27:59,310 --> 00:28:09,370 AUDIENCE: [INAUDIBLE] 522 00:28:09,370 --> 00:28:12,544 PROFESSOR: Well, I don't know if there's an answer to that. 523 00:28:12,544 --> 00:28:14,210 For some students, it's never a problem. 524 00:28:14,210 --> 00:28:15,610 For some students, it's awesome. 525 00:28:15,610 --> 00:28:18,190 For some students, it's just more information. 526 00:28:18,190 --> 00:28:19,510 And it's just another path. 527 00:28:19,510 --> 00:28:20,110 And they're learning. 528 00:28:20,110 --> 00:28:20,620 And they're learning. 529 00:28:20,620 --> 00:28:21,130 And they're learning. 530 00:28:21,130 --> 00:28:23,546 And it's supplementing what they're learning in the class. 531 00:28:25,870 --> 00:28:26,982 It kind of depends on-- 532 00:28:26,982 --> 00:28:30,885 AUDIENCE: Taking attendance that Gordon is talking about, 533 00:28:30,885 --> 00:28:31,814 so is it [INAUDIBLE]? 534 00:28:31,814 --> 00:28:32,730 PROFESSOR: Well, yeah. 535 00:28:32,730 --> 00:28:36,850 And actually that's an important point 536 00:28:36,850 --> 00:28:39,400 is that I think I showed these slides about clicker use 537 00:28:39,400 --> 00:28:40,860 in 511 1. 538 00:28:40,860 --> 00:28:44,470 I showed when we did active learning. 539 00:28:44,470 --> 00:28:47,020 And the first year they used them, 540 00:28:47,020 --> 00:28:49,840 they used them more or less to take attendance. 541 00:28:49,840 --> 00:28:53,350 And students figured that out pretty quickly. 542 00:28:53,350 --> 00:28:56,470 They did all sorts of things, sharing clickers, clicking 543 00:28:56,470 --> 00:29:00,820 and then leaving, or coming in at the end 544 00:29:00,820 --> 00:29:04,630 and clicking, but not being there the whole time. 545 00:29:04,630 --> 00:29:06,760 And if you ask students, well, what 546 00:29:06,760 --> 00:29:10,210 did you think about the clickers, they're like, fu. 547 00:29:10,210 --> 00:29:11,110 This is crappy. 548 00:29:11,110 --> 00:29:11,950 This didn't help me. 549 00:29:11,950 --> 00:29:13,000 This is terrible. 550 00:29:13,000 --> 00:29:15,130 And probably it didn't. 551 00:29:15,130 --> 00:29:17,350 There's an attitudinal thing that says at some point, 552 00:29:17,350 --> 00:29:20,320 if you think it's not helping, it's not helping. 553 00:29:20,320 --> 00:29:24,580 So the next year, they made it a point to really incorporate it 554 00:29:24,580 --> 00:29:28,840 into the class, to ask good questions, rich questions, 555 00:29:28,840 --> 00:29:34,930 questions that had interesting and informative distractors. 556 00:29:34,930 --> 00:29:38,020 So the wrong answers told the instructors what the problems 557 00:29:38,020 --> 00:29:39,940 and misconceptions were. 558 00:29:39,940 --> 00:29:42,860 And this was made clear to the students. 559 00:29:42,860 --> 00:29:44,489 And in that way, if you ask students 560 00:29:44,489 --> 00:29:46,030 what they thought about the clickers, 561 00:29:46,030 --> 00:29:49,360 they were not at all resentful of the use of clickers. 562 00:29:49,360 --> 00:29:51,940 And they did not see them as a way of just taking attendance. 563 00:29:51,940 --> 00:29:56,230 They didn't think they were sort of baby or whatever. 564 00:29:56,230 --> 00:29:59,930 And they were therefore more effective. 565 00:29:59,930 --> 00:30:01,263 [? Rachel, ?] you had a comment. 566 00:30:01,263 --> 00:30:06,400 AUDIENCE: Yeah, I was just going to say going to 802. 567 00:30:06,400 --> 00:30:09,370 PROFESSOR: That's the E and M, Electricity and Magnetism 568 00:30:09,370 --> 00:30:10,364 freshman year. 569 00:30:10,364 --> 00:30:17,265 AUDIENCE: The class I took it in [INAUDIBLE] 570 00:30:17,265 --> 00:30:19,905 So we did all the online [? courseware ?] and then 571 00:30:19,905 --> 00:30:21,390 the idea was that you come to class 572 00:30:21,390 --> 00:30:25,580 and you just learn for two hours from the teacher using 573 00:30:25,580 --> 00:30:28,020 group discussions, and all these other things. 574 00:30:28,020 --> 00:30:31,600 And it was one of the worst classes I've ever [INAUDIBLE]. 575 00:30:31,600 --> 00:30:37,260 Because the professor wasn't prepared to do these two hour 576 00:30:37,260 --> 00:30:41,580 discussions, like group discussions, and group work, 577 00:30:41,580 --> 00:30:43,710 and all these different things that you could tell 578 00:30:43,710 --> 00:30:45,310 he wasn't used to doing. 579 00:30:45,310 --> 00:30:48,640 And it was just a giant mess. 580 00:30:48,640 --> 00:30:51,020 So I think they're really useful tools. 581 00:30:51,020 --> 00:30:53,240 But they also require the professor 582 00:30:53,240 --> 00:30:56,405 to really put something into it for the students 583 00:30:56,405 --> 00:30:57,530 to get something out of it. 584 00:30:57,530 --> 00:30:58,530 PROFESSOR: Right, right. 585 00:30:58,530 --> 00:30:59,870 And that's a consideration. 586 00:30:59,870 --> 00:31:01,850 For some things, you can adopt them. 587 00:31:01,850 --> 00:31:04,400 There's kind of a low bar for adoption 588 00:31:04,400 --> 00:31:07,820 and a low bar for solid use, maybe 589 00:31:07,820 --> 00:31:10,460 not innovative, maybe not groundbreaking, 590 00:31:10,460 --> 00:31:13,280 but a solid pedagogical use. 591 00:31:13,280 --> 00:31:15,620 For others, if you're going to use them effectively 592 00:31:15,620 --> 00:31:17,203 in the classroom, you're going to have 593 00:31:17,203 --> 00:31:19,610 to spend some time engaging with the technology, 594 00:31:19,610 --> 00:31:22,070 making sure you understand it, making sure you understand 595 00:31:22,070 --> 00:31:24,530 what you can do with it. 596 00:31:24,530 --> 00:31:27,230 Otherwise, it's not going to work. 597 00:31:27,230 --> 00:31:34,360 A couple stories, one is the idea of-- 598 00:31:34,360 --> 00:31:35,840 well, maybe I'll hold that one. 599 00:31:35,840 --> 00:31:37,432 I'll hold that one. 600 00:31:37,432 --> 00:31:38,390 I'll bring it up later. 601 00:31:38,390 --> 00:31:40,520 Remind me. 602 00:31:40,520 --> 00:31:42,440 Any other comments about this? 603 00:31:42,440 --> 00:31:45,417 So this is a definition that I got, 604 00:31:45,417 --> 00:31:47,000 I think from one of the [? reasons, ?] 605 00:31:47,000 --> 00:31:50,240 so technological processes and resources 606 00:31:50,240 --> 00:31:52,910 that are used, created, or managed for learning 607 00:31:52,910 --> 00:31:56,030 and/or improving performance. 608 00:31:56,030 --> 00:31:58,910 So that's crazy broad. 609 00:31:58,910 --> 00:32:02,600 And then in that definition, there's this technological, 610 00:32:02,600 --> 00:32:05,090 which gets around the electronic, 611 00:32:05,090 --> 00:32:06,520 but brings back the idea of well, 612 00:32:06,520 --> 00:32:09,260 a blackboard is probably a technology at some level, 613 00:32:09,260 --> 00:32:11,240 or at least it was at some point. 614 00:32:11,240 --> 00:32:21,890 So it's admittedly an incredibly difficult concept to pin down. 615 00:32:21,890 --> 00:32:24,335 And maybe at some point, you don't necessarily have to. 616 00:32:24,335 --> 00:32:28,030 You have to decide which slice of it you want to deal with. 617 00:32:28,030 --> 00:32:32,791 And so the other important thing is that it's-- 618 00:32:32,791 --> 00:32:35,290 and it doesn't have to be, but it can be-- an integral part. 619 00:32:35,290 --> 00:32:41,690 Or it should be well-integrated within the course, 620 00:32:41,690 --> 00:32:46,330 and or it could be a supplemental learning aid. 621 00:32:46,330 --> 00:32:47,890 So it could be a way of delivering 622 00:32:47,890 --> 00:32:53,620 content outside of class, or the idea of an enrichment 623 00:32:53,620 --> 00:32:54,940 of the material. 624 00:32:54,940 --> 00:32:57,190 And it could be something like hardware, 625 00:32:57,190 --> 00:32:59,618 really just like hardware. 626 00:33:02,300 --> 00:33:07,300 I'm going to come back to how we chop this up in just a second. 627 00:33:07,300 --> 00:33:09,642 Remember that we don't want to do 628 00:33:09,642 --> 00:33:12,100 any thing-- this is the idea about walking into Home Depot. 629 00:33:12,100 --> 00:33:14,350 We don't want to do anything without thinking first 630 00:33:14,350 --> 00:33:16,360 about our intended learning outcomes. 631 00:33:16,360 --> 00:33:18,880 What intended learning outcome is the technology going 632 00:33:18,880 --> 00:33:24,460 to advance, not, what am I going to do with this technology? 633 00:33:24,460 --> 00:33:28,350 And so in terms of categorization, 634 00:33:28,350 --> 00:33:30,570 this is something that I came up with just 635 00:33:30,570 --> 00:33:31,980 after grappling with things. 636 00:33:31,980 --> 00:33:33,779 So this is just my thing. 637 00:33:33,779 --> 00:33:35,820 And we're going to talk more about different ways 638 00:33:35,820 --> 00:33:36,640 to think about it. 639 00:33:36,640 --> 00:33:38,124 So this is just one slice of it. 640 00:33:38,124 --> 00:33:39,540 You could think about technologies 641 00:33:39,540 --> 00:33:41,520 that you use in the classroom, so that 642 00:33:41,520 --> 00:33:45,810 would be clickers, that would be using some sort of projection 643 00:33:45,810 --> 00:33:49,440 system, using a smart board, using some sort of simulations 644 00:33:49,440 --> 00:33:54,030 that you show students, et cetera, like virtual demos. 645 00:33:54,030 --> 00:33:58,320 It could be a way for students to engage with the content 646 00:33:58,320 --> 00:34:01,470 and with other students outside of the classroom. 647 00:34:01,470 --> 00:34:05,130 So it could be some sort of a wiki, some other collaboration 648 00:34:05,130 --> 00:34:08,639 tool, and/or it could be something 649 00:34:08,639 --> 00:34:11,470 that delivers the content to the student outside of class. 650 00:34:15,239 --> 00:34:16,429 And there may be an overlap. 651 00:34:16,429 --> 00:34:17,989 You may show a simulation in class, 652 00:34:17,989 --> 00:34:20,449 and then decide students should have access to it 653 00:34:20,449 --> 00:34:21,730 outside of class. 654 00:34:21,730 --> 00:34:25,550 So they're not mutually exclusive. 655 00:34:25,550 --> 00:34:27,260 And so the engagement with the content 656 00:34:27,260 --> 00:34:31,940 can include these collaboration tools, extra materials, 657 00:34:31,940 --> 00:34:34,010 content enrichment materials. 658 00:34:34,010 --> 00:34:37,969 And then the third one might be student assignments. 659 00:34:37,969 --> 00:34:42,290 So the idea, maybe you're going to say to students, 660 00:34:42,290 --> 00:34:45,260 OK, I want you to create a website for a company 661 00:34:45,260 --> 00:34:47,870 that you're going to create, and this parameters. 662 00:34:47,870 --> 00:34:50,420 And you want to make sure you're explicit about what 663 00:34:50,420 --> 00:34:53,010 the company sells, and how you deal with customers, 664 00:34:53,010 --> 00:34:53,780 or whatever. 665 00:34:53,780 --> 00:34:56,270 The assignment involves the technology. 666 00:34:56,270 --> 00:35:00,830 Go out and make an audio recording of people 667 00:35:00,830 --> 00:35:03,050 using a particular technology. 668 00:35:03,050 --> 00:35:08,000 Or if you're going to design something 669 00:35:08,000 --> 00:35:09,500 for use in some community, interview 670 00:35:09,500 --> 00:35:12,350 the people in the community, and submit this audio recording. 671 00:35:12,350 --> 00:35:15,380 So it could be that technology could be used in the student 672 00:35:15,380 --> 00:35:16,292 assignments. 673 00:35:16,292 --> 00:35:17,750 And you could back that all the way 674 00:35:17,750 --> 00:35:24,110 up to online problems as they use in MITx. 675 00:35:24,110 --> 00:35:26,120 And then for assessment and feedback, 676 00:35:26,120 --> 00:35:30,140 the idea that you can either use clicker questions, which would 677 00:35:30,140 --> 00:35:31,670 be for the formative feedback. 678 00:35:31,670 --> 00:35:36,530 Or you can use it as some sort of an online quiz, 679 00:35:36,530 --> 00:35:39,860 or some other way of giving feedback to the students. 680 00:35:39,860 --> 00:35:43,922 So that gets to the summative and the formative idea. 681 00:35:43,922 --> 00:35:46,130 And then the idea of just using a learning management 682 00:35:46,130 --> 00:35:52,090 system, just to administrate the course. 683 00:35:52,090 --> 00:35:52,845 That's one slice. 684 00:35:57,200 --> 00:35:59,990 There's another couple other very interesting ways 685 00:35:59,990 --> 00:36:00,890 to slice this up. 686 00:36:00,890 --> 00:36:03,590 And I have a handout here, because these are woefully 687 00:36:03,590 --> 00:36:08,240 tiny, these schematics. 688 00:36:08,240 --> 00:36:11,150 So if you just take one and pass it along. 689 00:36:11,150 --> 00:36:13,220 One is called the SECTIONS framework. 690 00:36:13,220 --> 00:36:16,700 And the other is called the backward Ed Tech Tool 691 00:36:16,700 --> 00:36:18,952 Flowchart. 692 00:36:18,952 --> 00:36:19,910 So these are different. 693 00:36:19,910 --> 00:36:20,930 These are not mine. 694 00:36:20,930 --> 00:36:28,544 And these are different ways of thinking about technology. 695 00:36:32,960 --> 00:36:35,270 So the first one is this Ed Tech chart. 696 00:36:35,270 --> 00:36:36,830 And I know you can't read that here. 697 00:36:36,830 --> 00:36:38,288 So that's why you have the handout. 698 00:36:42,180 --> 00:36:48,090 And I like it, because it kind of starts with the activity 699 00:36:48,090 --> 00:36:50,670 that you want students to use. 700 00:36:50,670 --> 00:36:53,850 So it starts with this, what do you want students to do? 701 00:36:53,850 --> 00:36:57,980 And that's what the purple box are, the student tasks. 702 00:36:57,980 --> 00:37:01,640 And then it kind of creates these sort of guiding questions 703 00:37:01,640 --> 00:37:04,670 that sort of reroute you. 704 00:37:04,670 --> 00:37:07,970 And then it gives you a suggestion for a tech tool. 705 00:37:07,970 --> 00:37:10,190 So I'm going to give you a few minutes 706 00:37:10,190 --> 00:37:16,610 just to parse that, just to engage with it a little bit. 707 00:37:16,610 --> 00:37:18,235 AUDIENCE: It's very beautiful. 708 00:37:18,235 --> 00:37:19,360 PROFESSOR: I like this one. 709 00:37:19,360 --> 00:37:20,080 I like this one. 710 00:37:20,080 --> 00:37:23,390 I think it's very useful. 711 00:37:23,390 --> 00:37:26,735 Any other comments or thoughts about it? 712 00:37:29,450 --> 00:37:30,436 Yeah, Gordon? 713 00:37:30,436 --> 00:37:31,894 AUDIENCE: I think it's [INAUDIBLE]. 714 00:37:31,894 --> 00:37:33,550 PROFESSOR: OK, Gordon doesn't get it. 715 00:37:33,550 --> 00:37:36,299 Somebody want to-- maybe nobody gets it. 716 00:37:36,299 --> 00:37:38,090 But do you want to explain it a little bit? 717 00:37:38,090 --> 00:37:39,350 Out loud, David, please. 718 00:37:39,350 --> 00:37:41,450 AUDIENCE: Yeah, [INAUDIBLE]. 719 00:37:41,450 --> 00:37:44,027 PROFESSOR: But can you explain to everybody? 720 00:37:44,027 --> 00:37:48,257 AUDIENCE: [INAUDIBLE] 721 00:37:48,257 --> 00:37:49,090 PROFESSOR: Oh, sure. 722 00:37:53,600 --> 00:38:40,194 AUDIENCE: OK, [INAUDIBLE] 723 00:38:40,194 --> 00:38:41,860 PROFESSOR: It's certainly not exclusive. 724 00:38:41,860 --> 00:38:44,370 I mean, it doesn't have everything on here. 725 00:38:44,370 --> 00:38:46,920 But it kind of gives you, I think, a way 726 00:38:46,920 --> 00:38:49,170 of thinking about, OK, I start with what 727 00:38:49,170 --> 00:38:51,210 I want students to do, which most of us 728 00:38:51,210 --> 00:38:53,280 have a pretty good handle on. 729 00:38:53,280 --> 00:38:57,920 And then it helps you just think backwards to the technology. 730 00:38:57,920 --> 00:38:58,830 [INAUDIBLE]? 731 00:38:58,830 --> 00:39:01,090 AUDIENCE: Yes, I just want to add 732 00:39:01,090 --> 00:39:04,451 that it's only about what you want to do, and how can 733 00:39:04,451 --> 00:39:04,950 you did it. 734 00:39:04,950 --> 00:39:05,575 PROFESSOR: Yes. 735 00:39:05,575 --> 00:39:07,190 AUDIENCE: That's what it's all about. 736 00:39:07,190 --> 00:39:26,970 And secondly, [INAUDIBLE] but what you want them to do, 737 00:39:26,970 --> 00:39:33,404 and how do you have them doing it, that's what [INAUDIBLE]. 738 00:39:33,404 --> 00:39:34,320 PROFESSOR: Yeah, Yeah. 739 00:39:34,320 --> 00:39:37,210 No, it is great. 740 00:39:37,210 --> 00:39:38,182 Other thoughts? 741 00:39:38,182 --> 00:39:40,640 And yeah, we'll get to get back to the idea of the taxonomy 742 00:39:40,640 --> 00:39:42,130 shortly. 743 00:39:42,130 --> 00:39:43,944 Other thoughts? 744 00:39:48,200 --> 00:39:52,650 Let's see, there's a second one, which 745 00:39:52,650 --> 00:39:55,622 is on the other side of your handout. 746 00:39:55,622 --> 00:39:56,580 And so these are just-- 747 00:39:56,580 --> 00:39:57,663 I know you can't see this. 748 00:39:57,663 --> 00:39:59,370 That's why you have the handout. 749 00:39:59,370 --> 00:40:00,720 These are just ideas. 750 00:40:00,720 --> 00:40:02,640 Again, there's no rules really. 751 00:40:02,640 --> 00:40:05,460 But depending on what you're trying to do, 752 00:40:05,460 --> 00:40:07,050 it just may help you start to think 753 00:40:07,050 --> 00:40:10,750 about how to get the right tool for the job. 754 00:40:10,750 --> 00:40:14,220 So it's called sections, because each of those boxes with 755 00:40:14,220 --> 00:40:18,425 the red outline, S-E-C-T-I-O-N-S. 756 00:40:18,425 --> 00:40:19,800 The S is student characteristics. 757 00:40:19,800 --> 00:40:21,200 The E is ease of use. 758 00:40:21,200 --> 00:40:24,690 C is cost, teaching and learning, 759 00:40:24,690 --> 00:40:28,170 interaction to promote active learning, organization, 760 00:40:28,170 --> 00:40:30,510 novelty, and speed. 761 00:40:30,510 --> 00:40:32,711 And this chart, I think-- 762 00:40:32,711 --> 00:40:34,960 I'm going to let you engage with it for just a minute. 763 00:40:34,960 --> 00:40:38,070 But it brings up the idea of the learning curve 764 00:40:38,070 --> 00:40:42,840 for the instructor, which you don't want to lose sight of, 765 00:40:42,840 --> 00:40:45,240 that you want to factor that into your choices 766 00:40:45,240 --> 00:40:46,590 about what technologies to use. 767 00:40:46,590 --> 00:40:49,550 So again, I'm going to shut up for a minute or so, 768 00:40:49,550 --> 00:40:50,550 so you can look at this. 769 00:41:02,334 --> 00:41:03,830 AUDIENCE: [INAUDIBLE]. 770 00:41:35,090 --> 00:41:36,680 PROFESSOR: Right, right. 771 00:41:36,680 --> 00:41:38,687 But what's the difference between this one-- 772 00:41:38,687 --> 00:41:40,520 I mean, there's many differences, obviously. 773 00:41:40,520 --> 00:41:48,720 But what's kind of a utility difference? 774 00:41:48,720 --> 00:41:51,477 AUDIENCE: One's a flow chart that points you to the answer. 775 00:41:51,477 --> 00:41:52,935 So it asks the yes or no questions. 776 00:41:52,935 --> 00:41:55,080 The other just gives you the-- 777 00:41:55,080 --> 00:41:58,070 then you have to select from a-- it doesn't guide you directly. 778 00:41:58,070 --> 00:41:59,450 PROFESSOR: Right. 779 00:41:59,450 --> 00:42:00,600 Exactly. 780 00:42:00,600 --> 00:42:02,180 It kind of helps you think about it. 781 00:42:02,180 --> 00:42:05,630 Oh, my gosh, I have no money. 782 00:42:05,630 --> 00:42:08,000 So that's certainly going to rule out 783 00:42:08,000 --> 00:42:13,250 a whole set of options for you. 784 00:42:13,250 --> 00:42:18,791 But it doesn't say, oh, you have no money, think about these. 785 00:42:18,791 --> 00:42:19,880 It's not a flowchart. 786 00:42:19,880 --> 00:42:22,460 It doesn't point you to an end result. 787 00:42:22,460 --> 00:42:25,450 But if you went through this exercise 788 00:42:25,450 --> 00:42:28,430 and answered these questions, I think 789 00:42:28,430 --> 00:42:30,770 you'd be in a better place, with respect to choosing 790 00:42:30,770 --> 00:42:32,044 the particular technology. 791 00:42:32,044 --> 00:42:32,868 Gordon? 792 00:42:32,868 --> 00:42:35,130 AUDIENCE: Yeah, also I think that second one is not 793 00:42:35,130 --> 00:42:43,720 [INAUDIBLE] if you want to use technology 794 00:42:43,720 --> 00:42:49,960 and you have the money, [INAUDIBLE] 795 00:42:49,960 --> 00:42:52,207 the things you can think about. 796 00:42:52,207 --> 00:43:07,912 Because if you don't think of everything [INAUDIBLE] 797 00:43:07,912 --> 00:43:08,620 PROFESSOR: Right. 798 00:43:08,620 --> 00:43:10,330 It's some things to just keep in your head 799 00:43:10,330 --> 00:43:11,704 when you're making these choices. 800 00:43:11,704 --> 00:43:14,450 It's not necessarily a formalism for making a choice. 801 00:43:19,320 --> 00:43:26,580 So one other slice of all this technology is kind 802 00:43:26,580 --> 00:43:29,400 of a classic, I would say classic, model, 803 00:43:29,400 --> 00:43:33,369 which is called the SAMR model, S-A-M-R. 804 00:43:33,369 --> 00:43:35,160 I know I'm throwing a lot of models at you. 805 00:43:35,160 --> 00:43:40,230 But you have to kind of find the slice that works for you. 806 00:43:40,230 --> 00:43:43,980 The SAMR model, I think, is very useful to keep in mind 807 00:43:43,980 --> 00:43:47,310 when you're deciding why you're gravitating 808 00:43:47,310 --> 00:43:49,050 to a particular technology. 809 00:43:49,050 --> 00:43:56,040 And it's this idea of, is the technology just a substitution? 810 00:43:56,040 --> 00:43:58,110 So back in the day, when everybody said, 811 00:43:58,110 --> 00:44:00,630 oh, courses need web pages. 812 00:44:00,630 --> 00:44:02,262 You have to have a course web page. 813 00:44:02,262 --> 00:44:03,720 Well, what was the course web page? 814 00:44:03,720 --> 00:44:06,990 It was an electronic version of your syllabus, basically. 815 00:44:06,990 --> 00:44:08,460 It had the name of the course. 816 00:44:08,460 --> 00:44:09,720 It had some picture. 817 00:44:09,720 --> 00:44:11,229 And then there was a link. 818 00:44:11,229 --> 00:44:13,770 And you could click on it, and the students got the syllabus. 819 00:44:13,770 --> 00:44:17,880 They got a text version of the syllabus, 820 00:44:17,880 --> 00:44:19,500 a soft copy of the syllabus. 821 00:44:19,500 --> 00:44:21,630 But then they printed it out and brought to class. 822 00:44:21,630 --> 00:44:24,960 So it was a one-to-one substitution. 823 00:44:24,960 --> 00:44:28,380 Instead of seeing the syllabus in a piece of paper, 824 00:44:28,380 --> 00:44:29,490 they see it online. 825 00:44:29,490 --> 00:44:31,170 It was complete substitution. 826 00:44:31,170 --> 00:44:33,401 It didn't do anything extra, except maybe 827 00:44:33,401 --> 00:44:34,900 made it a little easier for students 828 00:44:34,900 --> 00:44:36,310 not to lose the syllabus. 829 00:44:36,310 --> 00:44:40,230 But it didn't really have any functional difference. 830 00:44:40,230 --> 00:44:42,680 Then the next level-- that's the S. The A 831 00:44:42,680 --> 00:44:44,580 is that there's an augmentation. 832 00:44:44,580 --> 00:44:49,080 So there's a substitute, but with a little bit 833 00:44:49,080 --> 00:44:50,200 of an improvement. 834 00:44:50,200 --> 00:44:55,590 So maybe students could hand the homework in online. 835 00:44:55,590 --> 00:44:57,180 They're still handing homework in. 836 00:44:57,180 --> 00:44:59,263 They're still probably writing their homework out, 837 00:44:59,263 --> 00:45:00,960 scanning it, and handing it in. 838 00:45:00,960 --> 00:45:02,829 But it's a little easier. 839 00:45:02,829 --> 00:45:03,870 It's a little bit easier. 840 00:45:03,870 --> 00:45:07,680 Maybe you don't lose their homework, that kind of thing. 841 00:45:07,680 --> 00:45:09,640 So that's the augmentation. 842 00:45:09,640 --> 00:45:11,760 The next level will be a modification, so 843 00:45:11,760 --> 00:45:16,110 some sort of serious redesign of a task 844 00:45:16,110 --> 00:45:19,890 that you couldn't do before that technology. 845 00:45:19,890 --> 00:45:23,730 And then the final would be it just redefines the tasks 846 00:45:23,730 --> 00:45:28,620 that you do, the tasks that students do, in a way that's 847 00:45:28,620 --> 00:45:31,280 completely different. 848 00:45:31,280 --> 00:45:35,090 So I'm going to ask you to think about that for your own courses 849 00:45:35,090 --> 00:45:36,260 in about two minutes. 850 00:45:40,670 --> 00:45:43,960 There's a little bit of a schematic here that might help. 851 00:45:43,960 --> 00:45:46,210 These are sort a little bit baby. 852 00:45:46,210 --> 00:45:50,740 But the idea of substitution, so the idea 853 00:45:50,740 --> 00:45:52,600 of using a word processor instead 854 00:45:52,600 --> 00:45:58,870 of a typewriter, that was a substitutional technology. 855 00:45:58,870 --> 00:46:01,594 So then augmentation, you get spell check. 856 00:46:01,594 --> 00:46:03,010 Once you're in a computer, you get 857 00:46:03,010 --> 00:46:05,080 to have spell check, and formatting, 858 00:46:05,080 --> 00:46:06,520 and cutting and pasting. 859 00:46:06,520 --> 00:46:09,460 And that's different than what you can do on a typewriter. 860 00:46:09,460 --> 00:46:12,970 And then so modification, well, there was like an email, 861 00:46:12,970 --> 00:46:17,400 or you could put graphs and images right into the document. 862 00:46:17,400 --> 00:46:24,640 It changed sort of the way we viewed a whole document. 863 00:46:24,640 --> 00:46:27,940 And then the idea of having hypertext, 864 00:46:27,940 --> 00:46:30,370 or some sort of a web page that students 865 00:46:30,370 --> 00:46:35,410 navigated in a nonlinear, or a non-prescribed way, that would 866 00:46:35,410 --> 00:46:37,605 the redefinition, let's say. 867 00:46:40,510 --> 00:46:43,735 So that's some sort of baby examples of that. 868 00:46:46,420 --> 00:46:49,720 And then this next one, which is pretty fun, 869 00:46:49,720 --> 00:46:51,940 is there's this woman, Kathy Schrock. 870 00:46:51,940 --> 00:46:55,420 And if you Google Kathy Schrock, she comes up. 871 00:46:55,420 --> 00:46:58,080 She's got a ton of stuff. 872 00:46:58,080 --> 00:47:00,460 And this to get back to Bloom's Taxonomy there, 873 00:47:00,460 --> 00:47:03,200 is that she's taking Bloom's Taxonomy, remember, understand, 874 00:47:03,200 --> 00:47:06,350 apply, analyze, evaluate, create, and then she said, 875 00:47:06,350 --> 00:47:10,900 OK, well, here's some apps that can facilitate those things, 876 00:47:10,900 --> 00:47:13,630 facilitate the act of remembering, 877 00:47:13,630 --> 00:47:18,640 or facilitate the act of evaluating, or creating. 878 00:47:18,640 --> 00:47:20,380 So it's not mutually exclusive. 879 00:47:20,380 --> 00:47:24,920 It's not exhaustive. 880 00:47:24,920 --> 00:47:28,480 But it is important to remember that some of these tools 881 00:47:28,480 --> 00:47:30,550 are supporting remembering, or they're 882 00:47:30,550 --> 00:47:33,280 supporting some other level, understanding. 883 00:47:33,280 --> 00:47:36,220 But they're not necessarily at the highest level. 884 00:47:36,220 --> 00:47:37,890 Or they're not at the lowest level. 885 00:47:37,890 --> 00:47:39,140 It's good to be aware of that. 886 00:47:42,570 --> 00:47:46,050 Before I charge you with your assignment, 887 00:47:46,050 --> 00:47:51,360 I did want to demo a few other technologies, 888 00:47:51,360 --> 00:47:52,886 just so you can take a look at them. 889 00:47:52,886 --> 00:47:54,510 And there was that list in the reading, 890 00:47:54,510 --> 00:47:57,920 which I hope you checked out. 891 00:47:57,920 --> 00:48:03,070 I invited you to this-- 892 00:48:03,070 --> 00:48:06,838 well, I thought I invited you to-- oh, wait a minute. 893 00:48:06,838 --> 00:48:09,250 Huh. 894 00:48:09,250 --> 00:48:11,470 Hang on. 895 00:48:11,470 --> 00:48:13,200 Well, let's just start up a new one. 896 00:48:20,850 --> 00:48:24,410 So I can create this picture here. 897 00:48:28,360 --> 00:48:30,010 And I can share this, then, with you. 898 00:48:34,340 --> 00:48:38,590 And I can invite the board. 899 00:48:38,590 --> 00:48:39,987 And so this is the link. 900 00:48:39,987 --> 00:48:42,070 And if you have a device and want to log in there, 901 00:48:42,070 --> 00:48:45,370 you can check it out. 902 00:48:45,370 --> 00:48:49,050 And then you can write on it. 903 00:48:49,050 --> 00:48:50,170 Oh, somebody wrote on it. 904 00:48:50,170 --> 00:48:51,385 Somebody erased my picture. 905 00:48:54,547 --> 00:48:55,630 I don't know who that was. 906 00:48:55,630 --> 00:48:58,235 Oh. 907 00:48:58,235 --> 00:49:01,520 AUDIENCE: Is that a [INAUDIBLE]? 908 00:49:01,520 --> 00:49:11,460 PROFESSOR: U-Q-P-L. 909 00:49:11,460 --> 00:49:13,459 AUDIENCE: So that's different from the link that 910 00:49:13,459 --> 00:49:15,130 was in the wiki. 911 00:49:15,130 --> 00:49:15,880 PROFESSOR: I know. 912 00:49:15,880 --> 00:49:18,580 I just created a new one, because I didn't want 913 00:49:18,580 --> 00:49:20,040 to go look for the wiki link. 914 00:49:22,812 --> 00:49:24,200 AUDIENCE: But this is free? 915 00:49:24,200 --> 00:49:26,300 PROFESSOR: This is free, yeah. 916 00:49:26,300 --> 00:49:28,529 So we're working a little backwards here. 917 00:49:28,529 --> 00:49:29,570 I'm showing you the tool. 918 00:49:29,570 --> 00:49:31,111 And now I'm asking you what you might 919 00:49:31,111 --> 00:49:33,890 want to do with it, which is not necessarily best practice. 920 00:49:33,890 --> 00:49:38,414 But I have a use that I-- 921 00:49:38,414 --> 00:49:40,190 you can change the color. 922 00:49:40,190 --> 00:49:42,800 This pen here changes the color. 923 00:49:42,800 --> 00:49:45,120 No, something changes the color. 924 00:49:52,620 --> 00:49:54,620 Maybe not. 925 00:49:54,620 --> 00:49:58,470 Oh, somebody got blue. 926 00:49:58,470 --> 00:50:01,650 When I taught thermodynamics, we would often do sketches. 927 00:50:01,650 --> 00:50:06,005 I'd say, OK, sketch the Gibbs free energy versus temperature, 928 00:50:06,005 --> 00:50:08,100 or Gibbs free energy versus pressure. 929 00:50:08,100 --> 00:50:15,660 Tell me what the first derivative of g, with respect 930 00:50:15,660 --> 00:50:17,580 to t, is, things like that. 931 00:50:17,580 --> 00:50:21,300 Sketch the slope, sketch the curvature, et cetera. 932 00:50:21,300 --> 00:50:23,700 And so this kind of application is 933 00:50:23,700 --> 00:50:26,400 you could have students log in, do that kind of a sketch. 934 00:50:26,400 --> 00:50:29,220 And then people can evaluate it. 935 00:50:29,220 --> 00:50:31,350 It's anonymous, you can see. 936 00:50:31,350 --> 00:50:33,520 I can't tell who said what it, except David, 937 00:50:33,520 --> 00:50:35,820 who wrote his name. 938 00:50:35,820 --> 00:50:40,020 But I can't see who did what, so that it could work 939 00:50:40,020 --> 00:50:42,150 pretty well in a small class. 940 00:50:42,150 --> 00:50:46,920 If you had a class of 400 people, I'd be afraid. 941 00:50:46,920 --> 00:50:49,170 I'd be very afraid. 942 00:50:49,170 --> 00:50:51,030 But in a small class, you can come up 943 00:50:51,030 --> 00:50:54,229 with some interesting uses of it. 944 00:50:54,229 --> 00:50:56,520 The good thing about it is that you don't have students 945 00:50:56,520 --> 00:50:58,560 coming up to the board. 946 00:50:58,560 --> 00:51:01,260 It minimizes that motion, the sort of getting everybody 947 00:51:01,260 --> 00:51:03,720 unsettled and settled again. 948 00:51:03,720 --> 00:51:04,860 It's not a cure. 949 00:51:04,860 --> 00:51:08,100 I wouldn't say this redefines anything. 950 00:51:08,100 --> 00:51:09,600 In terms of the SAMR model, I'd say 951 00:51:09,600 --> 00:51:13,349 it's probably a modification, maybe an augmentation, maybe. 952 00:51:13,349 --> 00:51:13,890 I don't know. 953 00:51:13,890 --> 00:51:20,090 But it's certainly not and R. So I wanted to just demo that, 954 00:51:20,090 --> 00:51:22,710 because it's kind of fun. 955 00:51:22,710 --> 00:51:24,440 The other thing I wanted to do is, 956 00:51:24,440 --> 00:51:26,150 I think you guys saw this list? 957 00:51:26,150 --> 00:51:27,905 Did you see this list from the readings? 958 00:51:30,597 --> 00:51:32,430 This is just some things that I've compiled. 959 00:51:32,430 --> 00:51:33,870 It's kind of a mishmash. 960 00:51:33,870 --> 00:51:36,780 But there's some interesting things on here 961 00:51:36,780 --> 00:51:42,180 that you might want to explore, depending on your learning 962 00:51:42,180 --> 00:51:43,470 outcomes. 963 00:51:43,470 --> 00:51:45,960 And we've used Backchannel. 964 00:51:45,960 --> 00:51:49,920 Today's meet is pretty similar to Backchannel. 965 00:51:49,920 --> 00:51:52,350 Backchannel chat is pretty similar Backchannel. 966 00:51:52,350 --> 00:51:54,420 So those are some things that are pretty similar. 967 00:51:54,420 --> 00:51:57,360 We just looked at the web app. 968 00:51:57,360 --> 00:51:59,900 We've used Plickers. 969 00:51:59,900 --> 00:52:02,490 We've talked about Socrative, which is just 970 00:52:02,490 --> 00:52:06,090 a cell phone-based clicker. 971 00:52:06,090 --> 00:52:08,830 But there's a lot of interesting uses. 972 00:52:08,830 --> 00:52:13,380 And you might want to just play around with them. 973 00:52:13,380 --> 00:52:15,220 And I'll augment this list. 974 00:52:15,220 --> 00:52:17,970 So if you click it again from the wiki, 975 00:52:17,970 --> 00:52:20,520 you'll get a augmented list of things, a few things 976 00:52:20,520 --> 00:52:23,280 I want to add to it. 977 00:52:23,280 --> 00:52:29,810 So now, given your experience in life, 978 00:52:29,810 --> 00:52:32,750 and the readings, et cetera, is that I'd 979 00:52:32,750 --> 00:52:36,969 like for you to think about a technology 980 00:52:36,969 --> 00:52:38,510 that you haven't used for-- actually, 981 00:52:38,510 --> 00:52:41,630 what you want to first is think about a learning outcome. 982 00:52:41,630 --> 00:52:45,200 But you want to think about a learning outcome. 983 00:52:45,200 --> 00:52:48,440 You want to think about a technology that might 984 00:52:48,440 --> 00:52:50,810 advance that learning outcome. 985 00:52:50,810 --> 00:52:55,670 And then just jot down why you chose this technology, 986 00:52:55,670 --> 00:52:59,890 where does it fit in the SAMR model, 987 00:52:59,890 --> 00:53:01,780 how you would use it in your class, 988 00:53:01,780 --> 00:53:03,280 any kind of difficulties. 989 00:53:03,280 --> 00:53:04,870 And then there's a Google doc. 990 00:53:04,870 --> 00:53:07,900 I'm pretty sure everybody can access it. 991 00:53:07,900 --> 00:53:10,180 We can only hope. 992 00:53:10,180 --> 00:53:13,800 And if you can type your responses into that. 993 00:53:13,800 --> 00:53:16,180 So we can give you about five, seven minutes 994 00:53:16,180 --> 00:53:17,350 for that activity. 995 00:53:17,350 --> 00:53:19,750 And then we're going to do a lightning round based on it. 996 00:53:19,750 --> 00:53:21,940 So use whatever. 997 00:53:21,940 --> 00:53:23,500 Use the handouts. 998 00:53:23,500 --> 00:53:26,587 Use your knowledge, use, et cetera. 999 00:53:26,587 --> 00:53:28,420 And then somebody can tell me really quickly 1000 00:53:28,420 --> 00:53:31,590 if they can get into the Google doc. 1001 00:53:31,590 --> 00:53:33,132 Yeah, you guys are good. 1002 00:53:33,132 --> 00:53:34,840 I was going to say, write your name down. 1003 00:53:34,840 --> 00:53:39,340 But it doesn't really matter whether your name is up or not. 1004 00:53:39,340 --> 00:53:42,850 So I want to make sure that you take a look at everybody else's 1005 00:53:42,850 --> 00:53:44,230 some of the learning outcomes. 1006 00:53:44,230 --> 00:53:46,480 We're going to do this lightning round where you're 1007 00:53:46,480 --> 00:53:47,938 going to be talking to other people 1008 00:53:47,938 --> 00:53:50,980 about the technology they chose, their learning outcome, 1009 00:53:50,980 --> 00:53:52,450 they chose it, et cetera. 1010 00:53:52,450 --> 00:53:56,620 And you're going to be trying to help your partner troubleshoot, 1011 00:53:56,620 --> 00:54:00,250 or perhaps, implement the technology in a better way, 1012 00:54:00,250 --> 00:54:02,800 solve some of their problems with the implementation 1013 00:54:02,800 --> 00:54:05,380 process, or perhaps, think about a different technology 1014 00:54:05,380 --> 00:54:08,320 altogether given their desired learning outcomes. 1015 00:54:08,320 --> 00:54:11,320 So let's just take a minute, and either read it 1016 00:54:11,320 --> 00:54:13,180 on your own device or read it up here, 1017 00:54:13,180 --> 00:54:16,362 so that you kind of get a sense for what you're 1018 00:54:16,362 --> 00:54:17,445 going to be talking about. 1019 00:54:20,940 --> 00:54:26,290 And if you haven't read over it, please do that now. 1020 00:54:37,539 --> 00:54:39,580 So there's some really interesting ideas up here, 1021 00:54:39,580 --> 00:54:50,230 I think, and a broad spectrum of ambition. 1022 00:54:50,230 --> 00:54:52,100 We had some pretty small-- 1023 00:54:52,100 --> 00:54:55,720 like one assignment's worth of technology, perhaps. 1024 00:54:55,720 --> 00:55:00,610 And then we also have kind of a whole course design. 1025 00:55:00,610 --> 00:55:03,220 So that's another thing we didn't really talk about. 1026 00:55:03,220 --> 00:55:05,860 I didn't narrow the scope in any way, 1027 00:55:05,860 --> 00:55:07,490 or define the scope in any way. 1028 00:55:07,490 --> 00:55:08,980 So it could be for a whole class. 1029 00:55:08,980 --> 00:55:11,950 Or it could be for one particular assignment, or one 1030 00:55:11,950 --> 00:55:14,050 particular class activity. 1031 00:55:14,050 --> 00:55:14,740 And that's fine. 1032 00:55:14,740 --> 00:55:15,372 That's OK. 1033 00:55:17,920 --> 00:55:22,324 So did everybody get a chance to look over the other posts? 1034 00:55:22,324 --> 00:55:28,420 AUDIENCE: I'll say, I've have had [INAUDIBLE] 1035 00:55:28,420 --> 00:55:31,245 AUDIENCE: So it gives a follow up of all of these things 1036 00:55:31,245 --> 00:55:38,440 is that when the AWW where everyone was drawing, 1037 00:55:38,440 --> 00:55:39,250 I could draw here. 1038 00:55:39,250 --> 00:55:40,670 But it was never showing up there. 1039 00:55:40,670 --> 00:55:41,440 PROFESSOR: Interesting. 1040 00:55:41,440 --> 00:55:43,690 AUDIENCE: Oh, yeah, my thing I drew never showed up. 1041 00:55:43,690 --> 00:55:45,850 AUDIENCE: Yeah And then the other thing 1042 00:55:45,850 --> 00:55:51,794 with this now, with the Google doc, I tried to edit it. 1043 00:55:51,794 --> 00:55:53,210 And it doesn't let me click on it. 1044 00:55:53,210 --> 00:55:54,710 It says, do you want to use the app? 1045 00:55:54,710 --> 00:55:56,530 So then I had to download the app. 1046 00:55:56,530 --> 00:55:59,750 And now I say, yes, use the app. 1047 00:55:59,750 --> 00:56:02,410 And then it says something about the server 1048 00:56:02,410 --> 00:56:03,820 not being recognized. 1049 00:56:03,820 --> 00:56:05,860 But then if I go back and say, no, thanks, 1050 00:56:05,860 --> 00:56:10,066 and I try to use it without the app, 1051 00:56:10,066 --> 00:56:11,442 then I can't put anything in. 1052 00:56:11,442 --> 00:56:12,400 PROFESSOR: Interesting. 1053 00:56:12,400 --> 00:56:13,900 OK, so who had trouble? 1054 00:56:13,900 --> 00:56:17,880 AUDIENCE: Yeah, I downloaded the app and used it instead. 1055 00:56:17,880 --> 00:56:19,410 PROFESSOR: All right, did anybody 1056 00:56:19,410 --> 00:56:23,922 that was using a smartphone not have trouble? 1057 00:56:23,922 --> 00:56:25,530 AUDIENCE: I didn't have trouble. 1058 00:56:25,530 --> 00:56:26,700 PROFESSOR: You didn't have trouble? 1059 00:56:26,700 --> 00:56:28,283 AUDIENCE: No, I downloaded and use it. 1060 00:56:28,283 --> 00:56:29,310 PROFESSOR: Oh, OK. 1061 00:56:29,310 --> 00:56:33,420 And were you an Android, or Android? 1062 00:56:33,420 --> 00:56:34,410 AUDIENCE: [INAUDIBLE] 1063 00:56:34,410 --> 00:56:39,145 PROFESSOR: Android, iPhone, iPhone. 1064 00:56:39,145 --> 00:56:40,020 Who else had trouble? 1065 00:56:42,680 --> 00:56:46,430 It was more than just the two of you with this one? 1066 00:56:46,430 --> 00:56:47,734 AUDIENCE: With this one. 1067 00:56:47,734 --> 00:56:49,234 PROFESSOR: With this particular one? 1068 00:56:49,234 --> 00:56:51,317 AUDIENCE: Yeah, [? Rachel ?] had problems with it. 1069 00:56:51,317 --> 00:56:55,720 PROFESSOR: So for now, if you wouldn't mind, just-- 1070 00:56:55,720 --> 00:56:58,130 let's see. 1071 00:56:58,130 --> 00:56:59,900 We don't have to complete this right now. 1072 00:56:59,900 --> 00:57:02,630 But maybe if there's a lull, just come on over here. 1073 00:57:02,630 --> 00:57:04,740 And you can type your app in, just 1074 00:57:04,740 --> 00:57:06,650 so we have a complete record-- 1075 00:57:06,650 --> 00:57:08,310 your technology in. 1076 00:57:08,310 --> 00:57:11,060 But that's interesting. 1077 00:57:11,060 --> 00:57:12,680 It's a good thing to keep in mind 1078 00:57:12,680 --> 00:57:14,630 that access might be an issue. 1079 00:57:14,630 --> 00:57:16,280 I did try this out on two computers. 1080 00:57:16,280 --> 00:57:17,780 But I tried it out on two computers. 1081 00:57:17,780 --> 00:57:19,120 And I didn't try phone. 1082 00:57:19,120 --> 00:57:23,004 AUDIENCE: [INAUDIBLE] Couldn't do. 1083 00:57:23,004 --> 00:57:23,920 AUDIENCE: [INAUDIBLE]. 1084 00:57:23,920 --> 00:57:26,570 PROFESSOR: Yeah, after is fine. 1085 00:57:26,570 --> 00:57:28,720 So if we could get up. 1086 00:57:28,720 --> 00:57:32,230 And anybody else that wasn't able to input 1087 00:57:32,230 --> 00:57:36,170 their ideas, if you will do it later, that's fine. 1088 00:57:36,170 --> 00:57:38,140 So we're going to do the lightning round. 1089 00:57:38,140 --> 00:57:42,520 And if I could get you gentlemen to come around and fill 1090 00:57:42,520 --> 00:57:43,490 in the back. 1091 00:57:43,490 --> 00:57:46,332 Just fill in up to here. 1092 00:57:46,332 --> 00:57:47,790 Great, so what we're going to do is 1093 00:57:47,790 --> 00:57:50,670 I'm going to ask the row in the back, this row, 1094 00:57:50,670 --> 00:57:55,620 to share their technology, their intended learning 1095 00:57:55,620 --> 00:57:58,050 outcome, their concern. 1096 00:57:58,050 --> 00:58:01,710 And then this row will give their advice. 1097 00:58:01,710 --> 00:58:04,320 And it's two minutes for the whole process. 1098 00:58:04,320 --> 00:58:06,000 And then we'll switch. 1099 00:58:06,000 --> 00:58:06,500 OK? 1100 00:58:06,500 --> 00:58:07,770 AUDIENCE: So what do I do? 1101 00:58:07,770 --> 00:58:11,490 PROFESSOR: So you just have to tell me more or less what 1102 00:58:11,490 --> 00:58:13,434 you wrote on the screen. 1103 00:58:13,434 --> 00:58:14,100 OK, but hold on. 1104 00:58:14,100 --> 00:58:15,058 I got to set the timer. 1105 00:58:17,850 --> 00:58:19,410 OK, go. 1106 00:58:19,410 --> 00:58:20,880 [INTERPOSING VOICES] 1107 00:58:33,283 --> 00:58:36,790 PROFESSOR: Is going to share their ideas 1108 00:58:36,790 --> 00:58:39,640 with the other side. 1109 00:58:39,640 --> 00:58:41,770 [INTERPOSING VOICES] 1110 00:59:05,400 --> 00:59:09,840 PROFESSOR: It's moment you've been waiting for. 1111 00:59:09,840 --> 00:59:12,390 So we're going to do this two more times, this time and one 1112 00:59:12,390 --> 00:59:14,190 more time, OK? 1113 00:59:14,190 --> 00:59:14,870 All right. 1114 00:59:14,870 --> 00:59:16,550 [INTERPOSING VOICES] 1115 00:59:20,464 --> 00:59:21,130 PROFESSOR: Yeah? 1116 00:59:21,130 --> 00:59:23,040 AUDIENCE: For the course which I want 1117 00:59:23,040 --> 00:59:26,680 to teach using educational technology, 1118 00:59:26,680 --> 00:59:29,130 so it was a big challenge, because the head of department 1119 00:59:29,130 --> 00:59:30,930 wanted to say no. 1120 00:59:30,930 --> 00:59:33,430 But then it continued because many of the professor 1121 00:59:33,430 --> 00:59:34,780 already preferred it. 1122 00:59:34,780 --> 00:59:36,490 PROFESSOR: Wow, so does [INAUDIBLE]. 1123 00:59:36,490 --> 00:59:38,721 [INTERPOSING VOICES] 1124 00:59:38,721 --> 00:59:40,486 AUDIENCE: Anybody can do anything. 1125 00:59:40,486 --> 00:59:45,010 And you can reconfigure it. 1126 00:59:45,010 --> 00:59:47,730 PROFESSOR: Alex, if you come around. 1127 00:59:47,730 --> 00:59:52,140 And then, [INAUDIBLE], if you come around, please. 1128 00:59:52,140 --> 00:59:54,492 Everybody slide down. 1129 00:59:54,492 --> 00:59:55,950 AUDIENCE: We already went that way. 1130 00:59:55,950 --> 00:59:56,780 PROFESSOR: Oh, you went that way. 1131 00:59:56,780 --> 00:59:58,824 AUDIENCE: We already saw those people. 1132 01:00:02,516 --> 01:00:05,565 PROFESSOR: So, [INAUDIBLE], if you come on over. 1133 01:00:05,565 --> 01:00:07,680 [INTERPOSING VOICES] 1134 01:00:36,200 --> 01:00:39,720 PROFESSOR: So I know in my conversations, 1135 01:00:39,720 --> 01:00:44,550 I heard some really interesting ideas, some fascinating uses, 1136 01:00:44,550 --> 01:00:47,310 and some incredible obstacles. 1137 01:00:47,310 --> 01:00:50,290 I'll just point out David's obstacle is on the spreadsheet. 1138 01:00:50,290 --> 01:00:52,040 But he wants to use his piece of software. 1139 01:00:52,040 --> 01:00:57,240 And it costs $12,000 a year. 1140 01:00:57,240 --> 01:00:58,890 So it sounds fabulous. 1141 01:00:58,890 --> 01:01:00,870 It sounds really fabulous. 1142 01:01:00,870 --> 01:01:03,270 And your department actually bought it for you? 1143 01:01:03,270 --> 01:01:03,970 AUDIENCE: Yeah. 1144 01:01:03,970 --> 01:01:05,850 Have it for all faculty [INAUDIBLE] 1145 01:01:05,850 --> 01:01:07,710 PROFESSOR: Yeah, so that's great. 1146 01:01:07,710 --> 01:01:10,240 But that's a huge hurdle. 1147 01:01:10,240 --> 01:01:13,050 So that's an example of trade-offs 1148 01:01:13,050 --> 01:01:15,720 that you might not always be able to make. 1149 01:01:15,720 --> 01:01:20,510 So that was my interesting-- 1150 01:01:20,510 --> 01:01:22,500 but I did hear some other wonderful ones too. 1151 01:01:22,500 --> 01:01:24,280 So I hope that you take a look at it. 1152 01:01:24,280 --> 01:01:28,740 You'll note that I always give you time after this lightning 1153 01:01:28,740 --> 01:01:29,430 round. 1154 01:01:29,430 --> 01:01:34,830 Because it's a very noisy kind of little crazy exercise. 1155 01:01:34,830 --> 01:01:37,410 And I always like to give you a few minutes of silence 1156 01:01:37,410 --> 01:01:40,616 afterwards to sort of process it a little bit. 1157 01:01:40,616 --> 01:01:42,240 Because it can be a bit of an overload. 1158 01:01:42,240 --> 01:01:44,970 So that's sort of the part of the design 1159 01:01:44,970 --> 01:01:47,460 or the planning for this exercise. 1160 01:01:47,460 --> 01:01:50,670 Anything anybody want to share about something they learned, 1161 01:01:50,670 --> 01:01:53,860 or some issue or problem that was solved, or still unsolved? 1162 01:02:00,610 --> 01:02:03,560 All right, I see some people are still typing. 1163 01:02:07,640 --> 01:02:08,960 I'm going to go on. 1164 01:02:08,960 --> 01:02:11,060 Feel free to keep adding to this. 1165 01:02:11,060 --> 01:02:12,630 And again, please take a look at it. 1166 01:02:12,630 --> 01:02:15,000 Because we only got so many pairings. 1167 01:02:15,000 --> 01:02:17,580 And you can see virtually everything from the Google doc, 1168 01:02:17,580 --> 01:02:18,820 assuming everybody gets in. 1169 01:02:29,280 --> 01:02:31,830 So what I wanted to do is flash back a little bit 1170 01:02:31,830 --> 01:02:36,420 to what we talked about the second class that we met. 1171 01:02:36,420 --> 01:02:38,670 We talked about all these different learning theories, 1172 01:02:38,670 --> 01:02:42,130 about behaviorism, cognitivism, constructivism. 1173 01:02:42,130 --> 01:02:44,709 I think we've done some other exercise with these three 1174 01:02:44,709 --> 01:02:45,750 learning theories before. 1175 01:02:45,750 --> 01:02:48,510 But it's a good chance for you to reflect back, 1176 01:02:48,510 --> 01:02:52,140 to do a little backward transfer, 1177 01:02:52,140 --> 01:02:53,810 and to reinforce some of the concepts 1178 01:02:53,810 --> 01:02:55,320 from the beginning of the semester, 1179 01:02:55,320 --> 01:02:59,072 and to also think about how technologies might be-- 1180 01:02:59,072 --> 01:03:00,780 so we talked about how technologies might 1181 01:03:00,780 --> 01:03:02,790 fit at different levels of Bloom's, or supports 1182 01:03:02,790 --> 01:03:05,400 different levels of Bloom's, but also, 1183 01:03:05,400 --> 01:03:08,000 different technologies-- different anything 1184 01:03:08,000 --> 01:03:09,000 you do in the classroom. 1185 01:03:09,000 --> 01:03:11,490 But use of different technologies 1186 01:03:11,490 --> 01:03:14,530 can actually be more behaviorist, cognitivist, 1187 01:03:14,530 --> 01:03:17,040 or constructivist in nature. 1188 01:03:17,040 --> 01:03:20,850 So I think it's useful for you to think about that 1189 01:03:20,850 --> 01:03:22,950 just as a way of just getting a bit of a marker. 1190 01:03:22,950 --> 01:03:24,780 About again, it's this idea about, 1191 01:03:24,780 --> 01:03:29,624 what are we trying to do with this tool? 1192 01:03:29,624 --> 01:03:31,040 And so I'm going to divide you up. 1193 01:03:31,040 --> 01:03:33,720 And we have nine people left, so three groups of three, 1194 01:03:33,720 --> 01:03:36,840 which works absolutely perfectly. 1195 01:03:36,840 --> 01:03:38,010 Yes, three groups of three. 1196 01:03:38,010 --> 01:03:39,960 And we're going to have the behaviorist group, 1197 01:03:39,960 --> 01:03:44,340 the cognitivist group, and the constructivist group. 1198 01:03:44,340 --> 01:03:48,690 What I want you to do is think about a particular technology 1199 01:03:48,690 --> 01:03:53,310 that sort of would be consistent with this-- 1200 01:03:53,310 --> 01:03:56,940 ooh, OK, one group will have four-- 1201 01:03:56,940 --> 01:03:59,760 a particular technology that's consistent 1202 01:03:59,760 --> 01:04:03,600 with that particular learning theory. 1203 01:04:03,600 --> 01:04:07,590 And so this will take about maybe four minutes. 1204 01:04:07,590 --> 01:04:09,090 And think about, perhaps, even think 1205 01:04:09,090 --> 01:04:11,370 about a learning outcome that that tool advances, 1206 01:04:11,370 --> 01:04:15,075 but at that level, so the behaviorist level, let's say. 1207 01:04:15,075 --> 01:04:16,950 And then what I'm going to do is the activity 1208 01:04:16,950 --> 01:04:19,880 is called a jigsaw. 1209 01:04:19,880 --> 01:04:22,950 And so first, you're going to be in these homogeneous groups. 1210 01:04:22,950 --> 01:04:26,130 So one group talks about constructivism. 1211 01:04:26,130 --> 01:04:27,660 One group talks about behaviorism. 1212 01:04:27,660 --> 01:04:29,980 And one group talks about cognitivism. 1213 01:04:29,980 --> 01:04:31,920 And then I'm going to mix you up. 1214 01:04:31,920 --> 01:04:33,840 So each group then has one cognitivist, 1215 01:04:33,840 --> 01:04:36,990 one constructivist, and one behaviorist in it. 1216 01:04:36,990 --> 01:04:39,510 So this is an active learning technique. 1217 01:04:39,510 --> 01:04:41,782 And I wanted to model it for you. 1218 01:04:44,370 --> 01:04:48,394 So let's just create some groups. 1219 01:04:48,394 --> 01:04:51,280 [INTERPOSING VOICES] 1220 01:05:12,475 --> 01:05:13,900 PROFESSOR: All right, folks. 1221 01:05:13,900 --> 01:05:15,510 I don't know how far you got here. 1222 01:05:15,510 --> 01:05:18,580 But now each one of you is going to be expert 1223 01:05:18,580 --> 01:05:25,270 in your particular field. 1224 01:05:31,510 --> 01:05:37,060 So I'm going to take-- and this is the constructivists. 1225 01:05:37,060 --> 01:05:39,490 So here's three constructivists. 1226 01:05:39,490 --> 01:05:42,430 I'd like one cognitivist and one behaviorist 1227 01:05:42,430 --> 01:05:46,180 to find a constructivist, and to make a new group. 1228 01:05:46,180 --> 01:05:48,400 All right, so now each one of you 1229 01:05:48,400 --> 01:05:51,280 is the content expert for your particular theory. 1230 01:05:51,280 --> 01:05:54,840 And just sort of explain what you came up with to your peers. 1231 01:05:54,840 --> 01:05:58,058 So you'll just go around the table and talk about it. 1232 01:06:01,428 --> 01:06:02,675 [INTERPOSING VOICES] 1233 01:06:02,675 --> 01:06:04,050 AUDIENCE: They're still learning. 1234 01:06:04,050 --> 01:06:05,620 But they're having an active roll 1235 01:06:05,620 --> 01:06:08,040 in participating in when they're going to learn about, 1236 01:06:08,040 --> 01:06:11,090 rather than just being passively taught that. 1237 01:06:11,090 --> 01:06:12,090 AUDIENCE: And that's? 1238 01:06:12,090 --> 01:06:13,140 AUDIENCE: Constructivist 1239 01:06:13,140 --> 01:06:16,666 AUDIENCE: OK, so what technology [INAUDIBLE] 1240 01:06:16,666 --> 01:06:20,940 AUDIENCE: Well, I think that a cool way to do it 1241 01:06:20,940 --> 01:06:24,710 is to have computers set up throughout the room 1242 01:06:24,710 --> 01:06:26,790 to have internet access. 1243 01:06:26,790 --> 01:06:28,770 PROFESSOR: So the class is officially over. 1244 01:06:28,770 --> 01:06:29,880 I mean, it's five of. 1245 01:06:29,880 --> 01:06:34,680 I don't know if people have to go other places or not. 1246 01:06:34,680 --> 01:06:37,650 So we can take this up beginning of class 1247 01:06:37,650 --> 01:06:39,750 next time if there's things you want to finish up. 1248 01:06:39,750 --> 01:06:44,340 I'd like to hear some of what you came up with for sure. 1249 01:06:44,340 --> 01:06:48,760 So can we just plan to do that, and just tie up the exercise? 1250 01:06:48,760 --> 01:06:52,920 Not the best of the best pedagogical strategy, 1251 01:06:52,920 --> 01:06:59,110 to make you wait a week, but it is what it is, so. 1252 01:06:59,110 --> 01:07:00,450 OK, thanks very much. 1253 01:07:00,450 --> 01:07:04,990 And I look forward to seeing your posts on the assignment.