Group items tagged

Background on Augmented Reality. Reading for 9/14.

MassCue article about the effectiveness of Student Response Systems by a tech consultant / researcher for vendor Turning Response Systems (who sells the clickers that HGSE uses). I'm interested in comparing these systems with the FREE adhoc web-based system offered by Socrative.com, co-founded by HGSE TIE grad Ben Berté.

James- very interesting article about Student Response Systems. The clickers are a great tool to facilitate student participation in a teacher-centered classroom, and many of us have seen the Turning Point clickers in action. And they really do help with engaging everyone in the audience. Remember that diversity seminar during orientation week? The rich discussion that ensued in a crowd of 650 was really made possible because of the opening survey questions, the clicker interactivity, and the discussions that sprung up at each individual table which then mushroomed out to the rest of the crowd. I never thought a diversity seminar could be that engaging, and the clickers were definitely a key part of that. My only criticism of the article is that it seems to be pushing hardware capabilities over sound pedagogy, which is always a danger in learning about emerging technologies. Question though: is Socrative not entirely free? it seems like a great tool with many interactive capabilities, ideal for many classroom settings and activities.

Steve I agree the article did have a strong sense of hardware pushing. It was written by a research on the the vendor's payroll. I've changed "free" to FREE; I intended the quotes to be for emphasis, not skepticism. Socrative is indeed free.

The Daily Show takes on iPads educational games and the 'freemium' pay model (free to get a game, costs $ to get desired add-ons and content). They specifically look at the game Tapfish.  Pretty funny - but I think hits the dangers of this model head on

Battu!!! You stole my thunder. I wanted to post this but I'm glad you did because I think it is one of the real hazards of education fronting for the products of private companies. We need to be ahead of the curve.

agreed - I think awareness of this growing model is crucial. But with the increasing occurrence of the pay-for-more mantra in mobile apps (especially those made by big publishers & developers-- even educational apps)--- will small-time efforts (solo developers, non-profits) be able to compete? Is this model reflecting the true nature of app development? It's already hard for small/independent efforts to match the polish and amount of content of stuff made by the 'pros' (big publishers & devs). Is it the constant revenue the big apps are getting from in-app purchases that allows their stuff to rise and stay steps ahead? I wonder if there'll be an obvious and real difference in the quality of free vs paid/pay-to-play apps down the road, enough that certain apps won't even be available in one category or the other.

full disclosure: classmate Alex Schoenfeld first shared this with the us in the TIE facebook group :). But it brings an interesting trend in the adoption and pricing of mobile apps: Article outlining what lots of us know when it comes to moblie apps and pricing - free, $1, and $2 are the price-points that sell, and allow us to try out an app with minimal regret. But with the rise of more and more high-quailty, high-profile, and high-budget educatioanl apps, will the pricing structure change? Will parents and educators be willing to spend the prices of traditional computer software ($50 or more?) for really great mobile apps? The article brings up an interesting model that seems to already be coming to life looking at how apps are being sold and updated lately: "Donahoo and Russell propose there's a better way: subscriptions and content expansion packs.  Launchpad Toys follows the latter tact. The initial price the Toontastic app for $3 (though it's currently free). Users can use that fully functioning app, or choose to add additional characters and themes with $.99 expansion packs. This way, they contend, costs are controlled; it's cheap for parents and children to evaluate an app, and the model encourages regular updates."

In the US, 250000 students are enrolled in full-time public virtual schools in 30 states, according to Susan Patrick of the International Association for K-12 Online Learning, a trade association. Although that's just a fraction of the country's 50 million students, it has grown 30% each year. Some schools in Michigan already shown the advantage of digital learning.

This is an interesting article. I am just concerned that it is not unbiased or driven by an agenda other than improving education. I found this information about the Mackinac Center online: http://www.rightwingwatch.org/content/mackinac-center-public-policy I am starting to realize that a lot of the technology in schools rhetoric is driven by corporate and political interests, and as the industry becomes ever more profitable, I'm worried that companies are going to jump in and try to influence policy, rushing through the movement toward the wrong kind of technology in schools- i.e. sacking half of the teaching staff and replacing them with cheap computers. I think one of our most important jobs as Harvard TIE students is to education the public about the right ways to adapt technology in the classroom, and the important role that teachers will continue to play in this movement.

Here's an example of one person who excelled in a MOOC. While everyone may not have the drive of this student, this is a good example of how an online technology facilitated a social learning group. Also - yet another example of how online resources can benefit people across the country who do not otherwise have access.

A friend just sent me this same article, Molly! However, my takeaway was much different. Whenever I read articles about young people doing extraordinary things with limited resources and technology, my first thought is always "how is this possible??" The article addresses my question directly: "The answer has to do with Battushig's extraordinary abilities, of course, but also with the ambitions of his high-school principal." The principal, also a graduate of MIT, was focused on developing more skilled engineers in Mongolia, and made it his mission to bring science and tech labs to his students; while MOOCs, the government's heavy investment in IT infrastructure, and the ubiquity of a 3G network made it possible to extend and enhance learning opportunities, the students may have never been exposed to engineering were it not for the encouragement of the principal. This human component, combined with technology, was what nurtured Battushig's drive and talent. This path will not work for just any student. If most homes in Mongolia have an Internet connection and even nomads cell phones, why have more people not found success with MOOCs? The author of the article summed it up best when she said, "Battushig's success also showed that schools could use MOOCs to find exceptional students all over the globe." Battushig is exceptional, just as elevated learning through MOOCs is still the "exception" and not the rule. MOOCs still lack a certain (perhaps human?) element that can move them from producing the anomaly of one "boy genius" to a more widespread level of learning.

Hi Laura - That's a good point about the principal. The principal and the student were both exceptional. While I do not think that MOOCs, as they are right now, can work for everyone, I do think that this example of educating an exceptional student is heartening. Maybe this exceptional student can learn a lot and then in turn, help others in his community. As undemocratic as it is, many advances in society are made by individuals or small groups of people. Overall though, I agree that MOOCs lack, as you said maybe a human element, to promote widespread education.

Hi T561- a bit old, but an international perspective on the inequality of technology access across the globe. This article links in with the TIE list discussions about the One Laptop Per Child effort as well. If we want to use technology to break down international barriers, like Dede's "Microsoft of the future" film, we have to address the issue of accessibility, both across the globe and within our own student population.

Educators are discovering that iPads and other tablet computers offer new routes to learning for students with disabilities

Hi Bridget, I agree that it may not be for everyone. Would the use of a stylus rather than fingers make it easier to use the app?

Strictly speaking from my experience, the children that I have observed using these devices have Cerebral Palsy (or other muscular issues at work) to the extent where holding any device is not feasible for them. But I can see how a stylus might help specific students overcome this deficiency. Allison has had even more exposure to SN students than I have, so perhaps she can share some insight here.

Schools throughout the country are experiencing the same teacher-driven adoption of technology tools. Internet-savvy teachers are increasingly finding tools to use in the classroom on their own, and lower business-startup costs mean the tools are more readily available. In response, many education companies are changing how they market and sell their products. Nationwide sales teams and central-office visits are giving way to word-of-mouth and sophisticated business-intelligence software as preferred methods for pushing adoption. Companies offer free products to teachers with the goal of influencing districtwide purchases of more-robust versions-known as the "freemium" pricing model. But in most sectors of the existing K-12 system-with its various stakeholders, budgetary restrictions, and procurement regulations- the so-called "consumerization" of education faces many barriers, experts say, making it difficult to find the right balance between selling directly to teachers and addressing the needs of central-office administrators.

The Lourve in Paris is partnering with Nintendo to use the 3DS portable gaming system as a delivery system for an interactive guide to the museum. Across the blogosphere, people are voicing their thoughts. Lots of people are saying that a Nintendo gaming device is just too casual/childish for the Lourve. Others are asking why the the museum can't jus stick with smartphones & the iPad. Others are asking details of cost, what features will be available on the 3DS device, will visitors be able to bring in their own 3DS and use the guide software on it?

Love this!

Here is the link to the archived version of the SIIA webinar I posted about a few days ago: "The Learning Resource Metadata Initiative (LRMI) is working to create a standard metadata framework for tagging educational resources on the web to enhance search, discovery and delivery of educational content. The project is funded by the Gates and Hewlett Foundations, administered through AEP and Creative Commons, and builds on the broader Schema.org project by leading search engines Bing, Google, and Yahoo! This webinar provides an overview of the LRMI goals and deliverables, an update on progress and timelines, a look at the technical specifications, and a discussion of its implementation and impact with a focus on content publishers, aggregators and other digital learning providers."

The author's top 5 keys to successful education technology... do you agree? Is it missing anything?

One of the more powerful messages I have learned in Stone's class is when you are designing an educational intervention you have to know WHEN to ask the question: what technology, if any, will improve our educational problem? Before you ask this question, the problem should be clearly identified, and the steps to assess if the problem is improving should be laid out. When you have this information, you can then tailor the technology to specifically meet the needs of your current problem. In this way, technology is sort of the means (not the ends!) towards improving education. So, in addition to the author's 5 key factors for educational technology, I would like to add: Is the technology a good fit for addressing our clearly defined educational problem?

Indian college classrooms have not integrated technology into learning and teaching, so private companies - teaching the skills needed to perform in their specific career paths - are taking the lead, showing that universities need to catch up.

This is very "hot" in India at the moment. The president of India has given 200 of these to the university I work at and they are distributing it, for free, to loads if other institutes. It costs $25!! I haven't seen the quality of the device, but I have seen other low cost, about $150, tablets and I don't like them AT ALL. D you think e device quality and user experience will not be deterrent given the price point?

Mohit, I've heard a lot about the poor quality of the device and very little about HOW universities intend on using these tablets. It seems like another case of top-down intervention that's tech-driven rather than learning-driven, which is rather unfortunate. Also seems even more unfortunate that even though it's a tech-driven initiative, they haven't thought out the *quality* component of the tech. Oy... See this article for critiques of the tablet: http://www.techulator.com/resources/5523-Most-Annoying-Defects-Flows-Datawinds.aspx

Newest Disney attraction called - Sum of All Thrills where kids get to design their own virtual roller coaster. It uses virtual-reality technology. "Disney hopes the interactive nature of the ride would also help kids learn that math and science can be fun."

While I would not consider this incredibly expensive ride a 'distruptive innovation' or even an emerging ed technology, what Epcot has done by bringing this DIY-VR concept to the masses (if you are one of the masses that can A- afford Disney and B-have the patience to wait in line for `5-6 hours) is very important to future ed tech innovation strategies. The progression/invention of such cost prohibitive entertainment tools will fall squarely on the high-end theme parks and consumer venues. The challenge has been set by Epcot and now others must either compete directly or develop a better or more accessible solution. Off the top of my head, I can think of a few cost saving innovations that might be developed in this 'race'- Artificial G-Force Engline: variable air pressure, smart-chairs, fans

Connected to a few class discussions (including one in HT 500 about multitasking)... *potential for greater/more diversity in discussion/participation than in person *what do we mean when we say "multi-task"? *weighty topics/140 characters Somebody's got to create something worth tweeting

European scientists have integrated robotics, video, and various sensor and display technologies to transport someone into a geographically distant meeting room under the auspices of the Beaming through augmented media for natural networked gatherings (Beaming) project. The European Union-funded effort utilizes immersive virtual reality technologies in which a robotic avatar functions as the meeting participant's eyes, ears, and mouth. The participant wears a head-mounted display and is connected to sensors, enabling them to receive the avatar's video and audio feeds in three dimensions. The two-way connection also enables the participant's movements and responses to be mimicked by the robot.

Edmodo And Common Sense Media Partner (the authors of the 0-8 report some of us read for Joe Blatt's class this week) to offer free teaching tools based on Dr. Howard Gardner's work at HGSE. The partnership provides teachers with a set of student activities based on Common Sense Media's free K-12 curriculum, "Digital Literacy and Citizenship in a Connected Culture," for the Edmodo platform. The curriculum introduces the basics of using social networks and other digital technologies safely, responsibly and respectfully and is based on the work of Dr. Howard Gardner and the GoodPlay Project at the Harvard Graduate School of Education.