March 27, 2008

Case studies for technology-enhanced learning

Talk 1: Evidence-centered design for learning -- he proposes a model for learning in gaming that can demonstrate.

Three models:
1. Proficiency
2. evidence, and
3. task model

ECDL design procedure
1. Identify learning objects
2. For each LO, dterimine its purpose, establish quality criteria, define rules for evulating design, produce a design, evaluate against criteria, and apply fixes when possible

ECDL says thesee are the high-level things they care about:
1. Engagement
2. Accessibility
3. Validity
4. ??
5. ??

10 KSAs -- knowledge, skills, attributes; he suggests a matrix that allows you to

TALK 2: Do schools and educators play an important role in 'bridging' the digital divide?

Their model is a pyramid/tiered model that starts at the base with access to hardware, software, and the Internet, then to the middle with how teachers and students are actually using the hardware and software, and culminating at the top of empowering individual students.

They found significant trends across all forms of SES schools over time. But of course higher SES schools have more software and hardware overall, and their growth trends tend to be greater over time.

Conclusions include that there is a digital divide between the ways that high SES schools use design and development software, and more low SES schools use "content" (read: 'drill and kill') software.

TALK 3: Waterford reading program (WERP-1)

TALK 4: Webcasting in the classroom

Question 1: Does webcasting affect attendance? Attending lecture is preferred to webcast, but students are tempted to skip more often if they know there will be a webcast.
Question 2: Does it affect performance? No real results in the literature. If they skipped class because there was a webcast, their performance seems to suffer.
Question 3: Do students think it helps them? In general, they think it is very helpful to them.
Question 4: How do they use it? To review missed classes, to study prior to exams, instead of reviewing notes, and after attending live lecture.
Question 5: How often do they use them? Very often.

Quasi experimental design, with two sections of a large-enrollment course.
Results: attendance was lower in the webcast section than the no-webcast section. Students seem to skip classes. 36% reported that they often or always watched webcast instead of coming to class.

Performance on tests and quizzes was the same across both sections.