Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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1 – Emerging Technologies in E-learning Display technologies: • high-definition, wall-sized display screens • three-dimensional displays • handheld mini-projectors • glasses-mounted, near-to-eye displays • flexible, paper-like displays • full-face virtual-reality (3D) helmets Multi-sensory inputs and outputs (see Stead, Sharpe, Anderson, Cych & Philpott, 2006): • speech • smell • movements, gestures, and emotional states • tangible user interfaces using the direct manipulation of physical objects • handheld PCs for user input and data • GPS (global positioning system) units • wearable sensors Examples of augmented reality applications include: • image-guided surgery in medicine • movie and television special effects • airplane cockpit training • computer-generated images for engineering design • simulation of major manufacturing environments Augmented reality is most often used to generate complex, immersive simulations. Simulations are powerful learning tools that provide a safe environment for learners to practise skills and conduct experiments. Integrating the physical world and computer input is obviously an expensive technical challenge, and it is mainly a research field at this time. Up to now, the potential training applications are limited to medical, military, and flight training; but as costs come down, the possibilities for simulations in all fields are limited only by the imagination. Many research projects are being carried out in this area. For more information on augmented reality, see Sony’s Computer Science Laboratory (http://www.csl .sony.co.jp/project/ar/ref.html) and the thesis abstract at http://www.se.rit.edu/~jrv/research/ar/introduction.html. Smart mobs Rheingold, the author of Smart Mobs, considers smart mobs to be “the next social revolution” (Rheingold, 2006, para. 1) combining “mobile communication, pervasive computing, wireless networks, [and] collective action” (para. 1) Two well-known examples of smart mobs involved events in the US as well as in the Philippines: “Street demonstrators in the 1999 anti-WTO protests used dynamically updated websites, cell phones, and ‘swarming’ tactics in the ‘battle of Seattle.’ A million Filipinos toppled President Estrada through public demonstrations organized through salvos of text messages” (Rheingold, 2006, para. 2). In education, instead of smart mobs protesting a political decision, smart study groups will form to prepare for quizzes or to provide feedback about written assignments before submitting them for a grade. WEBSITES MENTIONED IN THIS SECTION • Emerging Technology Links: http://www.u.arizona.edu/~cgj/emerging • Center for Digital Storytelling: http://www.storycenter.org • Suprglu: http://www.superglu.com • Nobel Prize: http://nobelprize.org/educational_games • Google Maps: http://maps.google.com • Google Scholar: http://scholar.google.com • Gnooks: http://www.gnooks.com • Blinx: http://www.blinkx.tv • StumbleUpon: http://www.stumbleupon.com • Ask.com: http://www.ask.com • Flickr: http://www.flickr.com • YouTube: http://www.youtube.com • Tracking the Avian Flu: http://www.futurecrisis.com/places/view.php • Top City Books: http://www.topcitybooks.com • SecretPrices.com: http://www.secretprices.com • Cookin’ with Google: http://www.researchbuzz.org/wp/tools/cookin-withgoogle • MySpace: http://myspace.com • Facebook: http://facebook.com • Plaxo: http://www.plaxo.com • LinkedIn: http://www.linkedin.com • Augmented Reality: http://www.csl.sony.co.jp/project/ar/ref.html • Smart Mobs: http://smartmobs.com • For a list of the latest mashups, go to: http://coolgooglemaps.blogspot.com and http://www.programmableweb.com. • For a list of social networking links go to: http://socialsoftware.weblogsinc.com/2005/02/14/homeof-the-social-networking-services-meta-list Education for a Digital World 11
1 – Emerging Technologies in E-learning Technology in education: looking at fiction to find real possibilities In his “lost novel,” Paris in the 20th Century, science fiction author Jules Verne predicted gasoline-powered automobiles, high-speed trains, calculators, the concept of the Internet, and several other technologies invented well after 1863. Verne believed strongly that humans could realize all such predictions: “Anything one man can imagine, other men can make real” (Verne, n.d., para. 1). As scientists in various fields may have taken their cues from Jules Verne, we too can get some ideas about the future of technology and education from science fiction. Looking at some science fiction within the past 15 years, we will start with predictions that are less farreaching than those contained within Jules Verne’s works. For example, in 1993 a low-grade action movie called Demolition Man depicted a teacher in the year 2023 talking to distance learners who attended class via individual video monitors placed around an empty table. The students’ heads, as shown on the monitors, followed the instructor’s movements as he paced around the room. Most or all aspects of this scenario are already possible with today’s videoconferencing solutions, high bandwidth connectivity, and cameras that use infrared beams to automatically follow a moving subject. Three years ago, Florence Olsen (2003) depicted immersive videoconferencing solutions with virtual students beamed into another classroom hundreds of miles away. In some cases, perhaps, Moore’s Law—computerprocessing power, measured by the number of transistors on integrated circuits, doubling every 18 months— makes it more difficult to look too far into the future because the future arrives so much more quickly. At the same time, when we read Neal Stephenson’s The Diamond Age, we can see the potential to realize some of his predictions in less dramatic fashion. For example, when people first study sign language, they may dream about signing in full sentences, even though they cannot yet sign in the waking world. In this scenario, the brain contains the previously learned phrases in a mental “database” and stitches them together in new ways during the dream. Soon some instructional designer will put a comprehensive set of sign language video clips into an online database that will allow anyone to learn full sentences quickly by typing text and watching the dynamically generated compilation of the sign language equivalent. Additionally, education and technology have been combined to create tutoring software that learns what you know and steers you to specific lesson components that will fill your learning gaps. These “intelligent tutors” exist for math, accounting, physics, computer science, and other disciplines. A final set of educational predictions in science fiction is too far out to tell if they are possible. In 1999, a film called The Matrix strongly contradicts William Butler Yeats, who said, “Education is not the filling of a pail, but the lighting of a fire” (Yeats, n.d., para. 1). In the film, the characters plug a cable into the back of their heads and go through “programs” that embed knowledge and skills directly into their brains. The lead character, Neo, becomes a martial arts expert in hours instead of years. Another character, Trinity, learns how to pilot a helicopter in seconds. In reality, humans have had little success linking computers to the brain. Recent developments, such as real-time brain control of a computer cursor (Hochber, Serruya, Friehs, Mukand, Saleh, Caplan, Branner, Chen, Penn & Donoghue, 2006), allow us to believe that some day Matrix-style education may be possible. By then, hopefully, we will have mastered how to teach higher level thinking skills, since this futuristic just-in-time learning presumably will let us skip over lower level skills. Imagining technology in education tomorrow Following Stephenson’s example from The Diamond Age, we will imagine how emerging technologies from the foreseeable future can help us meet instructional needs in the online environment. Being educators, we will start with the instructional needs when making predictions. To do this, we will focus on needs related to helping students successfully meet the learning objectives: sharing resources, facilitating activities, and conducting assessment strategies. SHARING RESOURCES Almost all online instructors begin the teaching and learning process with sharing resources with students. Currently, this process requires instructors to create new and/or find existing resources that relate to the topics being studied and then to disseminate them to the students. Unfortunately, some end the process with just sharing resources instead of going further to facilitate interactivity or to assess student performance. Students may miss opportunities to participate in robust, collaborative learning experiences. Here are some ways in which we think the resource sharing process will change. 12 Education for a Digital World
Page 2 and 3: Education for a Digital World ADVIC
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Part 3: Implementing Technology Edu
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17 E-learning Standards Randy LaBon
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21 Media Selection Peter Fenrich If
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31 Looking Forward: Stories of Prac
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Contributors Dr. Mohamed Ally, Prof
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Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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