Learning Technologies and User Interaction: Diversifying Implementation in Curriculum, Instruction, and Professional Development PDF
Preview Learning Technologies and User Interaction: Diversifying Implementation in Curriculum, Instruction, and Professional Development
Learning Technologies and User Interaction Learning Technologies and User Interaction explores the complex interplay between educational technologies and those who rely on them to construct knowledge and develop skills. As learning and training continue to move onto digital platforms, tools such as artifcial intelligence, predictive analytics, video games, virtual reality, and more hold considerable potential to foster advanced forms of synergy across contexts. Showcasing a variety of contributors who are attuned to today’s networked technologies, environments, and learning dynamics, this book is ideal for students and scholars of educational technology, instructional design, professional development, and research methods. Kay K. Seo is Professor of Instructional Design and Technology at the University of Cincinnati, USA. Scott Gibbons is Adjunct Professor and Student Teacher Supervisor at the University of Cincinnati, USA. Learning Technologies and User Interaction Diversifying Implementation in Curriculum, Instruction, and Professional Development Edited by Kay K. Seo and Scott Gibbons First published 2022 by Routledge 605 Third Avenue, New York, NY 10158 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2022 Taylor & Francis The right of Kay K. Seo and Scott Gibbons to be identifed as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identifcation and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data Names: Seo, Kay Kyeong-Ju editor. | Gibbons, Scott (Professor) editor. Title: Learning technologies and user interaction : diversifying implementation in curriculum, instruction, and professional development/edited by Kay K. Seo, Scott Gibbons. Description: New York, NY : Routledge, 2022. | Includes bibliographical references. Identifers: LCCN 2021012792 (print) | LCCN 2021012793 (ebook) | ISBN 9780367536336 (hardback) | ISBN 9780367545635 (paperback) | ISBN 9781003089704 (ebook) Subjects: LCSH: Educational technology. | Computer-assisted instruction—Design. | Computer-assisted instruction—Curricula—Planning. | Career development. Classifcation: LCC LB1028.3 .L37834 2022 (print) | LCC LB1028.3 (ebook) | DDC 371.33—dc23 LC record available at https://lccn.loc.gov/2021012792 LC ebook record available at https://lccn.loc.gov/2021012793 ISBN: 978-0-367-53633-6 (hbk) ISBN: 978-0-367-54563-5 (pbk) ISBN: 978-1-003-08970-4 (ebk) DOI: 10.4324/9781003089704 Typeset in Bembo by Apex CoVantage, LLC Contents Contributor Biographies vii Introduction 1 1 Interactions and the Role of Technologies 3 Scott Gibbons and Kay K. Seo UNIT I Enriching Curriculum 15 2 Learning Analytics to Support Student Interaction and Learning Design: Initial Report on a Human-Centered Prototype Design 17 Priya Sharma, Mahir Akgun, and Qiyuan Li 3 Assessing the Impact of Immersive Virtual Reality on Objective Learning Outcomes Based on Presence, Immersion, and Interactivity: A Thematic Review 38 Hui-Ching Kayla Hsu and Cong Wang 4 Beyond Information Acquisition: A Critical Design Framework to Support Emancipatory Discourses and Thinking in a Transmedia Learning Experience 74 Scott J. Warren, Meranda M. Roy, and Heather A. Robinson vi CONTENTS UNIT II Diversifying Instruction 93 5 Oral Interaction in Technology Education 95 Wendy Fox-Turnbull 6 Using Sound to Enhance Interactions in an Online Learning Environment 118 Yun Li and Sherman Finch 7 From Online Interaction to Social Learning Analytics and Community Building: A Learning Engineering Perspective 134 Chih-Hsiung Tu, Cherng-Jyh Yen, Emrah Emre Ozkeskin, and Laura E. Sujo-Montes UNIT III Revamping Professionalism 159 8 Virtual Reality as Participant: Instructional Design Considerations for an Introduction to Flying Course 161 Kim A. Hosler 9 Learning Technology in the Secondary Classroom 179 Chastity Rohan and Corey Duzan 10 Remote Learning and the Democratization of the Student-Teacher Relationship 192 Larissa Pahomov Index 211 Contributor Biographies Mahir Akgun received his PhD in learning, design, and technology with a graduate minor in educational psychology from the Pennsylvania State University. He earned a BS in instructional technology and an MS in cognitive science from Middle East Technical University. He currently teaches statistics and data visualization courses in the College of Informa- tion Sciences and Technology at Penn State. His current research broadly focuses on human-centered learning analytics, search as learning, and epistemic agency. He uses both qualitative and quantitative research methods in his research. Corey Duzan has worked in K–12 and postsecondary education for over 16 years in the disciplines of technology and engineering education. He has created and helped grow Project Lead The Way (PLTW) and TEE programs in multiple school districts and has worked with the College of DuPage to establish a TEE pipeline that attracts new people interested in teaching TEE and STEM. In addition, he is a master teacher for PLTW, where he facilitates core training for future PLTW teachers. Corey is a board member with the Technology Education Association of Illinois, a PLTW coach with MASS STEM Hub, and an adjunct professor at Joliet Junior College. He is currently a PLTW teacher at Lockport Township High School in Lockport, IL. Sherman Finch is a visiting professor at Sam Houston State University. He received a BFA from the Rhode Island School of Design and two master’s degrees from the Maryland Institute, College of Art: a multidisciplinary MFA at Mount Royal and a MA in digital arts and media. He is also a UX/UI designer who investigates user experience through traditional and digital media. As a designer, he works with brands and design systems viii CONTRIBUTOR BIOGRAPHIES to fnd technical and creative solutions for digital interactive-based envi- ronments, including projects focused on user-centered approaches. Wendy Fox-Turnbull is an associate professor at the University of Waikato who is Deputy Head of School for Te Kura Toi Tangata School of Education. Wendy was chair of the Technology Education New Zealand (TENZ Council) from 2006 to 2018 and has convened two TENZ conferences, TENZ 2005 and TENZ/ICTE2017, and one International Technology Research conference (PATT) in 2013. She previously taught at the University of Canterbury’s College of Education, in technology education, primary and secondary, professional inquiry studies and inquiry learning from 1997 to 2017. Research special interests include authentic learning in technology education, the place of women in technology- related careers, the role and nature of efective conversations in learning and teaching, and learning approaches for the 21st century. Wendy has presented regularly at PATT and other international conferences and published in a range of journals and books in the feld of technology education. Wendy is a registered and certifed primary teacher. Scott Gibbons has worked in K–12 education for over ten years, teaching English language arts in both Kentucky and Pennsylvania. He is currently a PhD candidate at the University of Cincinnati, focusing on curriculum and instruction and teacher education. Scott has worked with many student teachers to improve their planning, implementation, and assess- ment. Scott’s research interests include online teacher professional devel- opment and methods in teacher education. Kim A. Hosler is the Director of Instructional Design at the United States Air Force Academy (USAFA) in Colorado Springs, CO. She also teaches part-time for University College at the University of Denver. Her doc- torate is in educational technology from the University of Northern Colorado. Her academic areas of expertise and research include online teaching and learning and learner-centered instructional design. At USAFA, she facilitates and leads the biannual course director’s workshop, consults with faculty individually on course design, and facilitates other workshops related to the design of efective and efcient instruction. Hui-Ching Kayla Hsu is a research assistant professor and instructional designer at NYU Tandon School of Engineering. Her research focuses on engi- neering education, online learning development, and motivation to learn. She received her doctoral degree in learning design and technology from Purdue University. Because of her previous career as a journalist and CONTRIBUTOR BIOGRAPHIES ix internship at the United Nations, she is highly aware of her responsibility as a global citizen. She is committed to making online learning in STEM felds more engaging, more diverse, and more accessible for all by lever- aging research-proven pedagogy and innovative technologies. Qiyuan Li received her PhD in learning, design, and technology with a minor in statistics from the Pennsylvania State University. She is currently working as a data modeler and developer at Boston University. Her research focuses on the use of natural language processing and machine- learning algorithms to classify discourse. She has expertise in data archi- tecture and programming using various tools. Yun Li received her PhD from Texas A&M University, specializing in learning design and technology. She is currently a researcher at Texas A&M University, where she continues her research on interactive learn- ing environment design, technology integration, and instructional design. She has collaborated with researchers and practitioners from various disciplines, such as engineering, medicine, and visualization. In addition to her experience in academia, she is an instructional designer with ten years of experience in design in both higher education and industry settings. Emrah Emre Ozkeskin is a lecturer in Open Education Faculty, Anadolu University, Turkey. His research interests are adaptive learning environ- ments, learning analytics, and instructional technologies. He has been published in several academic journals and international conferences. Larissa Pahomov is a veteran teacher in the School District of Philadelphia. She has 13 years of experience teaching students English at Science Leadership Academy, a public high school with a focus on inquiry and project-based learning. She is the author of the teaching handbook Authentic Learning in the Digital Age, as well as chapters in the anthologies Inside our Schools and Teachers Unions and Social Justice. She received her master’s degree in education from the University of Pennsylvania and is a National Board Certifed Teacher. Heather A. Robinson is an online learning consultant who has worked in the technology feld since 1995. She teaches courses in the areas of computer science, information systems, and learning technologies. She holds a master’s degree in information science and a PhD in learning technolo- gies from the University of North Texas. Heather is currently researching critical pedagogy and care ethics in online learning.
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