MOOC's are Overhyped

Before I go into the over-hyping of a new trend in instructional technology, Massive Open Online Courses (MOOC's), I will state that I am 1) a fan of innovation 2) support free education (especially to developing countries/communities) and 3) interested in finding solutions to educational challenges using technology. There have been several efforts to deliver free educational content to a massive audience and the most popular are the Khan Academy and Coursera, respectively. The Kahn Academy delivers interesting and attention getting videos that allow for the audience to learn complex math or even have current laws such as SOPA and PIPA explained very well. I have a fourteen year old in the house who has benefited from Kahn in the area of math and I use the SOPA and PIPA video in my Communications Law class. In addition, I have attended Coursera offerings for my own professional development. They both have been great supplemental tools for learning. That's just it - they're supplemental, at best, yet thousands are over-hyping MOOC environments as being the next big thing to change Higher Education (http://stateimpact.npr.org/ohio/2012/12/11/how-moocs-are-changing-higher-ed/). In fact, the American Society of Training and Development (ASTD), Educause, Edutopia, MacArthur Foundation, and even the Chronicle Higher Education have recent articles praising and in the end, over-hyping, MOOC's. Why is it over-hyped? Because they are missing crucial elements to make them anything but supplemental. For starters, there is little to no contact between the student and instructor. This is a critical element in the educational process - feedback, coaching, and guidance are extremely limited in these examples. However, if a MOOC used as a supplement by an instructor where students can participate in the massive environment and then be brought into an environment where feedback and individual attention can be provided - MOOC's can be a useful tool. In addition, MOOC are extremely useful in situations where remedial training or professional development is concerned, as I mentioned doing in the past myself. If that was the limit of hype surrounding MOOC's - I would be alright with it. What is over-hyping MOOC's are the same hang-ups that have kept online learning from taking over education. Remember that over-hyping a decade ago? Online courses were going to "revolutionize" education and many feared that the student/teacher interaction in brick and mortar classrooms would go away. Contrary to popular belief at that time, education has actually taken a step back from full online courses and offering more blended learning courses. Forbes reported in 2011 that K-12 institutions were making this change in 2011 and Higher Education was following suite (http://www.forbes.com/sites/michaelhorn/2011/01/27/the-rise-of-k-12-blended-learning/). What forced many educators to shift back to blended learning courses rather than continuing to offer only full online only courses? We learned from the medium. We learned that online learning was optimal for specific types of content and learning. We also learned that not every student was suited for the online learning environment. In a university setting, it has changed the way I advise students in the courses they will take. These lessons have also changed the way I teach in online environments. Innovation in education technology is great when applied for the right objectives and outcomes. MOOC's are nothing more than an introduction to a topic, a supplemental medium, and a social environment where students can learn together. Let's not fool ourselves, though, and think that the importance of a one-on-one relationship with an instructor/mentor can ever be replaced or is not an important element.

Back at It/Updates/New Developments in the Virtual World

After a long year of planning, adjustments and side projects I will be back at it for Open Source Thinking and posting weekly blogs with some adding video segments. I am hopeful this will catch on and I also want to use it as a way to connect with students and the community. In the last year: 1. The Usability Testing Lab has been in development at the Metropolitan State University of Denver 2. Membership in the User Experience Professionals Association is in the works 3. Academic papers have been written by members of this group in regards to Geo-spatial Reasoning and Augmented Reality Design Models 4. A new study combining Interactive Realities and Geo-spatial Reasoning methodologies will begin soon 5. New technologies are pushing the boundaries The new lab has the capability of tracking eye movement, analyzing task completion of interactive technologies, analyzing brain wave activity, using multiple devices, and a motion controlled interface. Yes, we have been busy and the results will be worth it and the wait. A part of # 5 above, Leap Motion is push our boundaries to look at a new era of immersion into Virtual Environments: http://blog.leapmotion.com/post/66044509917/user-spotlight-leaping-into-virtual-reality?utm_source=Leap+Motion+Newsletter&utm_campaign=b0829bd821-Consumer_Newsletter_16&utm_medium=email&utm_term=0_f0a6fbd89e-b0829bd821-60637285 What this combination of motion control interfaces and virtual environments means is full immersion without clunky devices worn by participants. This adds another layer towards our research into Interactive Realities and Geo-spatial Reasoning. Now, if we can only get "Smellivision" to become reality! --Chris

ADDIE vs. SAM for Instructional Design

I have always been a fan of Michael Allen and Allen Interactive. In fact, I was always inspired and motivated by both. However, SAM has proven to me that one can not always agree with those held in such high regard. In this case, I am never a fan of one bashing a current and well used model (ADDIE) to convince others to use another model (SAM) they created for profit. Especially when the newer model is made up of common sense tactics that should be implemented anyway by a good Instructional Designer.

To validate my point here, let's start with ADDIE which means Analyze, Design, Develop, Implement and Evaluate. Most of us who uses this model typically thinks of one run through this model as "version one" in regards to the Spiral Systems Development Life-cycle. That process alone makes the ADDIE model "iterative" in nature and is the first "reason" Allen claims for people to adopt the SAM model instead.

Second, the collaboration aspect of SAM is very condescending and something an Instruction Designer BETTER achieve in ALL phases of ADDIE. Lack of collaboration is futile and we should not need a model to point that need out for us.

Third, Allen states that the process must be, "efficient and effective." I find that both ADDIE and SAM fit this definition and neither is better at being efficient or effect. Both are...

Finally, Allen also argues that the process must be manageable. See my third point above and I will also add that when one considers project management strategies, both models fit with what we learn as good project management.

The bottom line is this: there are excellent models of Instructional Design and there is no need to spend nearly $40 on a book that regards a proprietary model in higher regard than a proven model used for decades. New models come and go, but the best models encourage the use of traditional models and discuss how we can use them in different way. This is in stark contrast to a book that bashes a well used model in favor of a redundant and condescending one. Save your money and read one of the many published dissertations that discuss the use of ADDIE in all of the ways Allen describes it not doing. This includes mine that can be found at Sage Publications and the University of Wyoming library for free...

The Importance of Failure

The line, "learn from my mistakes" has often been been used as a cliche or a method to reconcile from wrongdoing. Our tongue-in-check heroes use it all the time. Politicians use this when caught doing...anything. Sports figures do it after breaking the law. CEO's said it during and after the bailouts. In Education, perfection is sought out and expected. The "f" word may as well end in "uck" around here as anything below a "C" (or satisfactory) is not acceptable. However, Paul Tough presented an article in the New York Times, "What if the Secret to Success is Failure?"


http://www.nytimes.com/2011/09/18/magazine/what-if-the-secret-to-success-is-failure.html?pagewanted=all

This counters the whole "failure is not an option" line from NASA. A line borrowed in Alan M. Blankstein's "Failure Is Not an Option(TM): Six Principles That Guide Student Achievement in High-Performing Schools."

Again, "Balance" is the word of the post once again. Interesting, both approaches discuss the importance of individuals to possess certain character traits to achieve or maintain success: optimism, persistence and social intelligence. Students who excelled, whether in a high-achieving school or not, were able to recover from a bad grade and resolve to do better next time; they were able to bounce back from a fight with family or classmates; to persuade professors to give them help after class (or the help was offered).

In teaching technology, I offer yet another parallel - these are the same traits that those who achieve success with technology possess. Anyone who is learning new technology for the first time should remember and strive for optimism, persistence and social intelligence.

Optimism allows us to see one, five and ten years down the road and into the future. However, it also keeps us engaged in learning a new technology. Lose it and there is a long uphill battle with the technology in question. Maintaining optimism is not easy, but has a lot to do with persistence.

Persistence is more than "try, try again." The key to persistence is finding answers, trying new things, and breaking them only to put them back together. In other words, not letting failure stop everything and keep one from learning from mistakes. When one gets good at persistence, optimism is produced.

Social Intelligence is at new levels with social media. When we learn from our mistakes in adapting to a new technology it is usually at the heels of new information or knowledge. Our ability to search and locate the information or knowledge is essential. This type of intelligence is not a gene nor is it evolving in our brains - we all need help. This is where librarians, teachers, and peers become the most valuable pieces in the process.

Optimism, persistence and social intelligence mean absolutely nothing if people do not realize them and use these characteristics to their advantage. It starts from within as everyone and anyone can learn a new technology.

Pay Attention, SpongeBob!

Short Attention Span Theater has a new addition - SpongeBob Square Pants! Poor SpongeBob can't seem to catch a break. After accusations, of all sorts, have been thrown at the popular cartoon a new study in the journal "Pediatrics" suggests that the cartoon may impact the attention span of 4-year-old children:

http://www.msnbc.msn.com/id/44460161/ns/health-childrens_health/

As a person who watched MTV launch into the airwaves, I am reminded of similar studies that suggested the same thing regarding music videos and high school students in the 1980's. Studies will be conducted on attention span and other important areas as we continue to grow accustomed to technology and new sources of media. After reading this recent study, I am struck by several questions:

1. How many children, 4 and older, do any form of school work or draw pictures immediately after watching SpongeBob?
2. What do college students do before and after watching SpongeBob? Seriously.
3. Why SpongeBob?

On a serious side of this topic, as human beings - we are highly adaptable. As Nichols Carr illustrates in his book, "The Shallows," the research shows us that the elasticity of our brain's memory and ability to adapt is incredible. Furthermore, in Kevin Kelly's book, "What Technology Wants," and the research he cites tells us that this evolutionary process our brain is going through has historically shown that we continue to adapt to new media as well as technology.

So, here I am wondering that if way back in time there were a few of our ancestors gathered outside of a cave. One person remarks to the other (I will loosely translate here), "You know, these cave paintings in there are really impacting the attention of our clan! They hardly even listen to our storytelling anymore and go straight to the symbolism on the cave wall...In fact, I tried to tell a story to a few people after they studied your 'painting' and they didn't even understand what I was saying!"

Okay, so back to being serious here...the point is that we are constantly evolving as humans and as we are introduced to new media or technology - we adapt and we learn how to create balance. I think SpongeBob is a great escape and can be funny, sometimes. We need our own escape to create that balance I mention over and over again. Just don't do school work, anything serious, or complete drawing lessons directly after your escape. Especially if that escape is SpongeBob Squarepants.

Mobile Devices in the Classroom

http://gamification.org/wiki/Gamification_of_Education


The above article, "Gamification of Education" posts three unique videos that illustrate a new approach to learning in the classroom. The following article (as you scroll down), defines three different classifications digital games play in schools: classic edu-tech games, how students can build their own games, and "gamification." In short, the "gamification" class is illustrating how students can become engaged and motivated in the classroom (and in the workforce as well). Many of the methods of implementing "gamification" utilize mobile devices.


So it came to my surprise that my step-son's school sent out an email yesterday and set a "New Technology Policy" regarding mobile devices in the classroom. The email, in part, stated:


 "Although the students themselves feel quite strongly that they should continue to have the right to use their PEDs throughout the school day, we have decided as a faculty that the importance of their developmental need to find deep focus and learn to communicate in the human sphere should trump their right to retreat into a handheld virtual world: during the school day, inside the school building, and during school activities.


Effective immediately, students will be asked to turn off and put away their PEDs (all handheld electronic devices: cell phones, iPods and MP3 players) whenever they are in the school building, and leave them off–and away–until the end of the school day or the end of the school-sponsored activity in which they have chosen to participate. (iPad usage will for the time being be permitted on an individual basis, for schoolwork only)."

My immediate response was outrage. I thought that they were losing a tremendous learning opportunity to illustrate the proper use of these technologies and closing the door on applications of the technology such as "gamification." I still feel this way. However, after I had a chance to discuss this with my step-son he indicated that the students had a voice, the teachers talked to them about the issues and discussed the reason for the new policy. I felt better, but I am still uneasy. I will continue to be uneasy if it is left at just a few initial discussions with the students and that there is no further exploration of how to change.

Isn't change what we strive for in education - transformation, reflection, and growth? Does making a policy that restricts technology rather than explores new approaches make any sense? If the policy is left in place without any further discussions or ideas on how to over come the main issue - utilization - we are losing an opportunity to teach our students the correct ways to use these technologies. Instead, policies like these, when left alone, communicate to students, "No! Why? Because I said so!" What we should be doing is "Carp Diem" and take the opportunity to turn this into a "Teaching Moment" or several of them!

Another Argument for Balance in the Digital Age of Reason

http://singularityhub.com/2011/09/07/from-the-creator-of-the-webby-awards-a-new-film-about-our-addiction-to-all-things-digital/

At the end of every school year, I "unplug" for at least a week or two. Now, I am shifting my opinion to "unplugging" in increments throughout the semester (and having my students do the same)...