October 2012 Volume 15 Number 4 - Educational Technology ...

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Media” (AEM), was designed as a junior-level elective with no pre-requisites. We hoped to attract both digital media majors as well as students outside the department interested in learning more about the field. We designated seven weeks of the 16-week course as “branching” weeks in which students could choose the learning modules they wished to participate in for that week. Each learning module was designed and delivered by an instructor with expertise on the assigned topic. Most of the modules were anchored by video recorded multimedia presentations where the instructor spoke directly to the camera or over a media-rich slide presentation. The remaining nine weeks of the course were used to present content on topics we felt were fundamental and should be taken by all students (e.g., understanding how to design for immersion) or to engage in common activities important to the course (e.g., performing a peer-review of class projects or taking course exams). Overall, there were 26 different learning modules created for the course. During the first two weeks of the course, students uploaded an original project of their choice along with a hypothetical job application for a corporate position at an organization run by fictional media mogul Nelson Von- Berners. The student job application and Von-Berners storyline served as the narrative backdrop of our course. Von- Berners was scripted as a whimsical inventor who is a bit scatterbrained, but who also clearly fits the professor character archetype suitable for the humorous story we wanted to tell. Key story components were released to students at four points in the semester including at the very beginning of the course and the very end of the course. Each narrative fragment consisted of an animation that featured Von-Berners giving instructions or encouragement from various exotic locations (his office in Greece, a jeep ride in Dubai, and even during putting practice on the surface of the moon). It was important that these story pieces be compelling, so we invested in the creation of four cartoon-style animations created in Adobe Flash and using professional voiceover actors. By releasing the story in segments rather than all at once through an extended cut scene, we hoped to harness some of the same motivational effects as contemporary, story-driven videogames that are crafted in the same fashion. In terms of learning content, rather than focusing on a particular tool or technology for each week (e.g., Final Cut Pro), we identified a sequence of modules assigned to particular weeks that would lead the student through various paradigms that frame emerging media in particular ways. For example, one week was designated the “history” week and focused on historical developments in ideas and technologies that impacted the field of digital media. Similarly, a “conceptual” week (Figure 1) allowed students to engage in that week’s materials though exploring creativity, algorithmic design, or audience analysis (Figure 2). In the second half of the course, modules covered applied skills that students could use for the second round of original digital creations submitted at the end of the course. The course ran atop our own Learning Management System that we developed using Internet scripting and database technologies (PHP and MySQL). This ensured that we could embed assessment instruments such as pre- and postsemester surveys as seamlessly as possible while also allowing students to take examinations that targeted only the modules they had selected for a particular week. Students completed midterm and final examinations; their applied projects were graded by an instructor based on a rubric developed for this purpose. A Study of Student Engagement and Learning Methods A review of research on online instruction found that most studies are descriptive and exploratory accounts of a particular platform’s features (Tallent-Runnels et al., 2006). Those studies that do attempt to quantify an online platform’s effects tended to do so by focusing on one feature of the platform and constructing measures to specifically evaluate that feature. For example, Stanley (2006) examined the use of assignments or quizzes as a means of weekly assessment in two online university public health courses. To compare these approaches the author looked at scores on exams and administered a short survey that asked students how they felt about the online assessments. In the current study we sought to compare the effects of more macro-level design decisions, namely giving students an agentic role in a pervasive course narrative compared to the more traditional approach of positioning students as recipients of knowledge transfer. Implementing our narrative- and agency-driven design involved multiple features—module choice, adaptive exams, story reinforcing animations, etc. Evaluating the full effects of this approach demanded a broad range of measures that touched on all aspects of the student learning experience. Our intent was not to validate the inclusion of isolated features of online courses, but rather to examine 347
whether the adoption of a novel design scheme showed promise for widespread improvements in student learning and engagement. Participants Figure 1: Example of student choice feature (course menu system and sample week) Figure 2: Example of student choice (learning content selection module) Data was collected from student projects, examinations, surveys, and the online activity of 96 students enrolled in the first offering of the AEM course. Most of these students were in either in their 3 rd or 4 th year of an undergraduate degree program; 37% of students were female. Eighty of these students were declared “Digital Media” majors, while the remainder of these students came from other departments within the university seeking elective credit. This study also included students from 3 other large online courses taught at the same university. A total of 129 students from these courses completed the post-survey. These students represented over 20 different academic majors within the university; of the students reporting their gender, 58% indicated that they were female. 348
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October 2012 Volume 15 Number 4
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Supporting Organizations Centre for
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Peer Evaluation in Blended Team Pro
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The contribution entitled “Semant
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with the group exploration activity
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Data collection This study collecte
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Table 2. The mind mapping activitie
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On the contrary, the students in th
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Elwart-Keys M., Halonen D., Horton
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Zualkernan, I. A., Raza, A., & Kari
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In summary, a large base of school
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Usability deals with how easy it is
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As Figure 5 shows, the adoption mod
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Adoption Factors of Adoption An ari
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that the particular way of using th
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Stoyanova, E. (2005). Problem posin
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The impact of peer assessment has b
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e used for the setup of diagnostic
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RQ2: Does assessing solutions of ot
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Both components, authoring tool and
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Supervision We enhanced the player
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Stepanyan, K., Mather, R., Jones, H
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international group of experts and
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1. Web application development over
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In Mike’s terminal window, run
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Chen, L.-C., & Lin, C. (2007). Comb
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To address these drawbacks some app
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LOM LOM objects Universia RDF repos
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Obtain DBpedia categories. In this
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This is not the usual result since
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The algorithm returns a set of DBpe
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shows. However, the benefit of expl
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Conclusions An approach for the ext
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Zhao, G., Ailiya, & Shen, Z. (2012)
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Apart from these, a project “SimS
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Autonomy is related to the sense of
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practice” for practicability, and
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secondary school students in Singap
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desirable; the event endurer is the
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Gartner, A. (1971). Children Teach
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experience and the guidance which i
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is further augmented with the numbe
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shown in the central part of Figure
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useful when choosing a learning pat
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competences helped them to specific
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model (Maier & Schmidt, 2007) as an
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Margaryan, A., Milligan, C., Little
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Being a Digital Native, however, is
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Pre-adolescent information seeking
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The significance of the study rests
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The middle school site followed a s
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A similar process for the middle sc
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have developed a new design model
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Davidson, J., & Wright, J. (1994).
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Mostmans, L., Vleugels, C., & Banni
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productive and needing more time to
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the location of computers: In eleme
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Accordingly, informants in the BOM-
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Goodman, L., MacCallum-Stewart, E.d
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Chen, M.-Y., Chang, F. M.-T., Chen,
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information systems (system quality
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participant’s usage intentions we
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service quality of IS functions. We
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the e-Portfolio system. Therefore,
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other colleges/universities to avoi
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Cho, C.-W., Yeh, T.-K., Cheng, S.-W
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them search for resources, they wer
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A user’s tags can be visible or i
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a month. Note that, since social ta
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(Fujimura et al., 2007). The aim of
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Rainie, L. (2007, January 31). 28%
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Moreover, teacher pedagogical belie
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However, Singer and Maher (2007) ex
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Data analysis After collecting data
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interpretations of effect size of c
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places to develop teaching skills,
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Kajder, S. B. (2005). Preservice En
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Huang, Y.-M., Liu, C.-H., Lee, C.-Y
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organized in a didactic way that co
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Front-end subsystem A front-end sub
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possible location of the visitor, t
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Procedure Figure 7. The participant
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Results of user satisfaction evalua
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Table 8. The comparison of the PSQ
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system for recommendation purpose i
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affiliation network models as a col
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Choosing the most suitable viewer i
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visualization, user-friendly operat
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Figure 3. Example of cutting tool w
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imported in Adobe Acrobat Pro Exten
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10 points, if it fully meets the re
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The overall competitive assessment
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Ramos Barbero, B., García Maté, E
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connected devices such as iPods and
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The common constructivist themes su
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Data analysis Data was gathered fro
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...I do my downloads through iTunes
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podcasts. In Case Study 2, although
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Rüdel, C. (2006). A work in progre
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issues in undergraduate economics c
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money market affect the equilibrium
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Through the simulation program the
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However, group A presents a better
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Thus, we can confirm the advantages
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Clark, D., Nelson, B., Sengupta, P.
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centered approach to learning inste
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Research question and population Th
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Learning effectiveness was analyzed
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that have turned experimental equip
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Lee, H.-J., & Lim, C. (2012). Peer
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Message Analysis Frameworks Existin
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social messages, whereas the latter
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This finding has significant implic
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These results imply that students e
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Lee, H.-J. & Kim, I. (2011). Develo
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We have successfully experimented o
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Figure 1. Analysis of the XO-1, the
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Figure 4. The most popular coping s
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other way too, when children were a
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judge or ridicule them. It is impor
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Acknowledgements This research rece
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Tambouris, E., Panopoulou, E., Tara
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participatory or collaborative prac
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My Desk is a workspace personal to
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While the notion of grouping learne
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Teacher controlled Teacher controll
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opinion of collaboration facilities
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Acknowledgements Work presented in
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Tsai, P.-S., Hwang, G.-J., Tsai, C.
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owsing, title browsing and author b
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The simple search function Figure 4
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The author browse function Figure 8
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Comparisons of usage feedback betwe
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Conclusions In the past decades, va
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Appendix A: The final version of qu
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as validity should be investigated.
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of the assessment results across th
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Figure 1. Teachers were allowed to
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Table 3 summarized the Pearson’s
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achievement test scores. Given thes
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Russell, J. D., & Butcher, C. (1999
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Attitude 4-5. Reflection on peer pe
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universities participate in new mar
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Agreement on a joint diploma/degree
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1. Awareness of the benefits for st
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Institutional resistance to change
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Business model A business model can
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The identity provider is responsibl
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Sample scenario Business layer The
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executed to fulfil collaboration ag
Page 301 and 302: Cadima, R., Ojeda, J., & Monguet, J
Page 303 and 304: Centrality metrics measure the exte
Page 305 and 306: Results Social Networks During the
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Page 311 and 312: We also propose a specific implemen
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Page 325 and 326: Literature Review Cognitive apprent
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Page 333 and 334: References Abouserie, R., & Moss, D
Page 335 and 336: Oloruntegbe, K. O., Ikpe, A., & Kuk
Page 337 and 338: Young, M.-L. (2012). An Exploratory
Page 339 and 340: use is simply an expedited form of
Page 341 and 342: In order to elicit narratives about
Page 343 and 344: Findings The study shows that deliv
Page 345 and 346: With the changes in the teaching en
Page 347 and 348: Bostrom, R. & Heinen, J. S. (1977a)
Page 349 and 350: Lindgren, R., & McDaniel, R. (2012)
Page 351: those that allow for less agentic a
Page 355 and 356: AEM Course Features. A subset of po
Page 357 and 358: Figure 4 shows the average pre and
Page 359 and 360: Ford, M. (1992). Motivating humans:
Page 361 and 362: Liang, T.-H., Huang, Y.-M., & Tsai,
Page 363 and 364: TSL1: Teacher as a coach TSL2: Teac
Page 365 and 366: instructional event (the upper part
Page 367 and 368: Table 3. The results of the chi-squ
Page 369 and 370: simultaneously complied with ISL an
Page 371 and 372: Finally, several pedagogical implic
Page 373 and 374: Hung, C.-M., Hwang, G.-J., & Huang,
Page 375 and 376: theory of Piaget (1950) and the soc
Page 377 and 378: Learning activities The unit of “
Page 379 and 380: subgroup in the control group neede
Page 381 and 382: When asked about the differences be
Page 383 and 384: Delialioglu, O., Cakir, H., Bichelm
Page 385 and 386: Anderson, T., & McGreal, R. (2012).
Page 387 and 388: This belief in the correlation of r
Page 389 and 390: and sometimes to compel, faculty to
Page 391 and 392: Part time versus full time faculty
Page 393 and 394: The open universities have a partic
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