Educational TECHNOLOGY, CS 4660/6460
Location: Georgia Institute of Technology, Instructional Center Room 111
Time: Tuesday & Thursday 12-1:15 pm
Instructor: Dr. Ben Rydal Shapiro
Office Hours: Wednesday 1-2 pm and by appointment, TSRB 220
Teaching Assistant: TBD
Overview & Learning goals
In this course you will be introduced to contemporary educational theories and their implications for the design of educational technology across a variety of scales and settings (e.g., schools, universities, museums, massive open online courses, online communities). You will also explore equitable and expansive learning design practices through a team design project that leverages digital mapping technologies. In class discussion, design challenges, assignments, and interactive lectures form the basis of this course.
Primary learning goals focus on developing your ability to:
1. Understand the basic assumptions, concepts, and principles of different educational theories
2. Determine the implications of each theory for the design of educational technology
3. Critically assess and design education technology in order to compare and contrast theories and their usefulness across different settings
All texts and readings will be made available online or on Canvas
The course project will run the duration of the semester with three primary design reviews that require deliverables. You will work in teams of 4-6 members (assigned in class) and will choose a project based on interest, the availability of an authentic design context, and the potential to incorporate digital mapping technologies into your project. A list of relevant project areas will be discussed in class, but you are encouraged to propose projects of your own as well as projects that focus on the Georgia Tech campus/community.
Assignments & grading
* All assignments are described and will be submitted on Canvas
Class Attendance & Participation - 25% (includes team project peer assessment and Canvas discussion posts)
Individual Assignments - 30%
- Assignment 1: Educational technology analysis (10%)
- Assignment 2: Concept analysis (10%)
- Assignment 3: Personal learning geography analysis (10%)
Team Project - 45%
- Design review I: Project proposal & literature review (10%)
- Design review II: Team concept analysis & prototypes (10%)
- Design review III: Final Presentation/submission of your design & implementation (25%)
Class Attendance. Class attendance is required. If you need to miss class for a legitimate reason, please speak/email with the instructor and TA, preferably before class.
Class Participation. This is about more than attendance but about contributing to learning in class through asking questions, giving suggestions to your classmates and generally being part of the discussion. In class participation also involves both your careful preparation for class of readings and tasks, and your genuine support of peers in the learning process. You should come to class prepared to discuss and raise questions about the readings on the day they are listed in the weekly schedule (below). Participation also entails your weekly contributions to the online discussion forum on Canvas as well as your contributions to your team throughout your design project (we will discuss this in class).
Reference Format. Unless otherwise specified in the assignment, written work must follow APA format described here. Basic guidelines include that all written work should be double-spaced in Times New Roman, and have 12-point font. Citations should be used for ideas, statements, comments, etc. that are not common knowledge or your own original thought.
Late Policy. Students need to submit all of their materials on or before the deadline to qualify for 100% credit. 24 hours delay will result in 25% penalty; 48 hours late submissions will incur 50% penalty. Materials submitted past 48 hours will not be accepted, and will entered a zero grade.
Honor Code. This class abides by the Georgia Tech Honor Code. All assigned work is expected to be individual, except where explicitly written otherwise. You are encouraged to discuss the assignments with your classmates; however, what you hand in should be your own work.
Introductions & course overview
Personal learning design activity
- Complete background survey available on Canvas home page
- Teaching and its predicaments, Chapter 5 up to pg. 119 (D. Cohen, on Canvas)
Educational design approaches I
Educational design approaches II
Debrief Assignment 1, team assignments
- Complete assignment 1
Constructionism I (music)
Constructionism II (theory)
Digital mapping I
Digital Mapping II (Re-Shape)
- Complete assignment 2
Developing a proposal/literature review
Design Review I
- Prepare for design review 1
Design Review I
Fall break/no class
Framing teaching & learning at scale
- Complete assignment 3
Interest driven & connected learning
Design Review II
- Prepare for design review II
Design Review II
Games & Education
Education data science
Lab Atlanta Visit
- In design teams, develop introductory programming activity for Lab Atlanta students
Project check in/implementation
Learning & design in museums
- Personal Curation in a Museum (Shapiro & Hall)
- Digital Exhibit Labels in Museums (Roberts et al.)
No class Thanksgiving
Final Design Review Preparation
Design Review III
Design Review III
* Topics and readings are subject to change. Please always check the online schedule.
Acknowledgments: Class materials extend and integrate offerings by Betsy DiSalvo, Mark Guzdial, Kayla DesPortes, Miranda Parker, Janet Kolodner, Amy Bruckman, Rogers Hall, David Owens, Andy Hostetler, Ilana Horn and Marcy Singer-Gabella.