Educational Technology Beyond Content: A New Focus for Learning (Educational Communications and Technology: Issues and Innovations)

Educational Technology
Beyond Content
	The 2018 Summer Research Symposium: An Introduction
	What Is a Symposium?
	What Does It Mean to Aim Beyond Content?
	What Is in the Chapters of This Book?
	References
	Contents
	Chapter 1: Unfinished Business: The Missing Skills
		The Fragmentation of Goals
		A Way Forward and a Proposal
		What Is Skill?
		Skilled Performance as a Unique Class of Learning
		Revisiting the Taxonomies
		Conclusion
		References
	Chapter 2: Aha, I’m a Designer?! Becoming Empowered Designers Through Course Experiences
		Evolving Relations Between Theory and Practice
			Quest for Design Truths in Instructional Design
			Consequences of Focusing on the Truth About Design
			Understanding Design from Design Thinking
			Design as a Problem-Solving Activity
		Methods
			Data Context
			Data Collection and Analysis
			Trustworthiness
		Findings
			I Am Not a Designer
			Design Is Everywhere
			I Am a Designer
		Where Are They Now?
		Implications
			What We Learned
			Future Design Education Reflections
		Appendix A: Design Reflection Journal Topics
			Overview
			Journal Deadlines and Instructions
				Reflective Journal Entry 1
				Reflective Journal Entry 2
				Reflective Journal Entry 3
				Reflective Journal Entry 4
				Reflective Journal Entry 5
		Appendix B: LEES 650 Design Philosophy Paper Guide
		References
	Chapter 3: What Should Be the Content for Student Learning?
		Introduction: What Is? vs. What Should Be?
		What Exists: Content as Cognitive Subject Matter Divorced from Emotion and Intention
		What Should Be: How Do We Guide Students to Be Rational?
		Examples of Totally Integrated Education (TIE)
			Unionville Elementary School Curriculum
			SUNY Cobleskill Fisheries, Wildlife and Environmental Sciences Program
			SUNY Cobleskill Biotechnology Program
		Summary and Conclusion
		References
	Chapter 4: Building a Holistic Design Identity Through Integrated Studio Education
		Introduction
		Building a Design Identity Through the Hidden Curriculum
		Method
		Program Goals and Institutional Context
		Creating the Integrated Studio
			Design Leadership
			Productive Failure
			Design Expertise and Tacit Knowledge
		Implications and Future Work
		Conclusion
		References
	Chapter 5: Language Learning Beyond Content: An Exploratory Study of Higher-Order Thinking and Digital Literacy via Digital Book Trailers in an ESL Reading Classroom
		DBT in Second Language Classrooms: The Rationale
			DBT and L2 Literacy Development
			DBT and Higher-Order Thinking Skills
			DBT and Digital Literacy
		Implementing DBT in an ESL Reading Class
			Project Description
			Instructional Context
			Book Selection
			Implementation Procedures
			Results of Implementation
		Conclusion
		References
	Chapter 6: Promoting Acquisition and Generalization of Skills for Individuals Severely Impacted by Autism Using Immersive Technologies
		Introduction
			Impact Innovation Program
			Virtuoso: The Technology Arm of Impact Innovation
		Background and Context
			Three-Dimensional Virtual Learning Environments for Individuals with ASD
			Technology Interventions for Using Public Transportation
		Use Case Example: Virtuoso 3D CVLE
		Design Considerations: Applying Heuristics for Generalization
		Discussion and Conclusion
		References
	Chapter 7: The Design Discourse of the Advanced Beginner
		Purpose
		Theoretical Framework
		Methods
			Data Sources
			Analytical Procedures
		Results and Discussion
			The Composition of Design Discourse
			The Emergence of Design Discourse in Studio Sessions
		Conclusion
		References
	Chapter 8: Organizational Systems’ Effect on Training Success: Why Covering the Content Is Not Enough
		Context and Setting
		Designing Training for a New System
		Challenges That Arose During Implementation
		Struggling to Create Learning That Goes Beyond Delivering the Content
		Why Was the Training Not Effective?
		Lessons Learned
		References
	Chapter 9: Developing Crosscutting Competencies for a Transdisciplinary World: An Extension of Bloom’s Taxonomy
		Design for Acquisition of Crosscutting Skills for Jobs of the Twenty-First Century
		Transdisciplinary Bloom’s Taxonomy
		Competency Levels and Definitions
		First Steps Toward Validating the Taxonomy
		Considerations in Designing and Testing the Model
		Planning
		Design
		Implementation and Testing
		Conclusion and Implications
		References
	Chapter 10: Technological Tribal Territories: How Culture Influences Learning Beyond Content in Educational Technologies: A Narrative Review of Literature
		Culture in Educational Technology
		Methodology
		Educational Website Design
		Educational Gaming
		Conclusion
		References
	Chapter 11: The Playable Case Study: An Online Simulation for Skill and Attitudinal Learning
		Introduction
		What Is a Playable Case Study?
		The Cybermatics PCS: Design Description and Pilot Test
			Cybermatics Design
			Cybermatics Pilot Test
			Findings from the Pilot Test
		Insights About the PCS: Facilitating Broader Views of Student Learning
		Conclusion
		References
	Chapter 12: A Content-Agnostic Praxis for Transdisciplinary Education
		Introduction
		Vignette: Grappling with Multiple Design Dimensions
		Praxis
		Habits of Mind
		Ways of Knowing
		Transdisciplinary, Content-Agnostic Skillset
		Conclusion
		References
	Chapter 13: Designing Instruction for the Age of Singularity: A Transactional View as to How Knowledge Is Synthesized
		Background
		The New Ecosystem in Which Learning Resides
		An Evolving Media Ecosystem
		A Preliminary Model to Define Educational Media in Terms of an Ecosystem
		Summary
		References
	Chapter 14: Threading Self-Regulation and  Self-Efficacy in a Flipped College Spanish Course
		Introduction
		Self-Regulation and Self-Efficacy
		Self-Regulation and Self-Efficacy in Second Language Learning
		The Flipped Spanish Course
		Threading Self-Regulation and Self-Efficacy
		The Study
			Participants
			Data Collection and Procedures
			Data Analysis
			Results
		Development of Spanish Learners’ Self-Regulation Skills
		Learners’ Perception of Self-Efficacy in the Use of Spanish
		Discussion and Conclusion
		Significance of Self-Regulation and Self-Efficacy in Flipped Language Learning
		References
	Chapter 15: Learning Through Play
		Introduction
		What Is Play and Why Should We Care?
		What Does Learning Through Play Look Like?
		How Can Educational Technology Facilitate Attitudes of Play?
		Conclusion
		References
	Chapter 16: Relationships, Feedback, and Student Growth in the Design Studio: A Case Study
		Introduction
		Background: How We Developed the Case
		The Case of Sasha: Finding Value in Critiques
			Theme 1: Learning to Value Critique
			Theme 2: Deeper Relationships
		Discussion and Conclusion
		References
	Chapter 17: Beyond Bricks and Mortar: Attributes of the School Environment That Teachers Relate to Creative Instruction
		Introduction
			Literature
		Research Design
		Discovery
			Finding 1: The Physical Environment Matters to Creative Instruction
				Furniture and Interior Finishes
				Building Architecture
			Finding 2: The Socio-organizational Environment Matters to Creative Instruction
			Finding 3: Attributes of the Environment That Matter to Creative Instruction Are Interrelated
		Discussion
		Recommendations
		References
	Chapter 18: What Else Did Pre-service Teachers Learn in a Maker Education Course in a Teacher Education Program Beyond Content?
		Introduction
		Method
			Research Context and Participants
			Data Collection and Analysis
		Results
			Developing Twenty-First-Century Skills for Learning and Teaching
			Cultivating a Maker Mindset
			Changing Perceptions and Practice of Learning and Teaching
		Discussion
		References
	Chapter 19: Training Motivational Regulation Skills Through Virtual Avatars in Online Learning
		Introduction
		Motivational Regulation Model and MRSs
		Motivational Regulation, Cognitive Learning, and Engagement
		Rationales and an Example of the VA-MRS Training Module
			Why to Use the Motivational Regulation Model?
			Why to Use Virtual Avatars?
			Module Structure
			Virtual Avatars
			Motivational Regulation Messages
			LMS Integration
		Future Study
		References
	Chapter 20: The Effects of Wearables on Performance in Education: Serving the Whole Student with Directed Attention on Health and Wellness
		Introduction
		Literature Review
			Integrating Wearables with Intentionality
		Method
			Participants
			Procedure
			Instruments and Timeline
		Results
			Demographics
		Discussion
			Limitations of the Study
		Conclusions and Future Studies
		References
	Chapter 21: Business Students Meet the Real World: Creative Problem-Solving via a Complex Role-Playing Simulation
		Evolution of the Simulation
		Design of the Simulation
		Insights from Select Participants About the Interplay Between Course Design and Learning Outcomes
		References
	Chapter 22: How Social Presence on Twitter Impacts Student Engagement and Learning
		Introduction
		Literature Review
		Conceptual Framework
		Methodology
			Central Research Question
			Related Research Questions
		Results
		Interpretation of Findings
		Implications
		Future Research
		Conclusion
		References
	Chapter 23: Breaking Bad: The Role of Landscape Architecture in Shaping the Future of Higher Education
		Introduction
			Did You Say Landscape Architecture?
		LA 111: Living on the Right Side of the Brain
			The Creative Study Tour
			Gear Up Kentucky
			Into the Fog
		Looking Back
		Moving Forward
		References
	Chapter 24: Creating a Rubric to Support the Development of Authentic Learning Experiences
		Introduction
		Background
			Our Roles
		Review of Frameworks
			Student as Producer
			Social Pedagogies
		Creation of the Rubric
		Gathering Practitioner Feedback
		Feedback and Suggestions
			Overall Implications for Rubric Use
			Revision 1: Identify a Primary Audience for Rubric Use
			Revision 2: Simplify Content and Layout
		Summary and Next Steps
		Appendix A: Students as Producers Framework
		Appendix B: Social Pedagogies Framework
		Appendix C: Assessment of Authentic learning Rubric
		References
	Index