Educational TECHNOLOGY, CS 4660/6460
Location: Georgia Institute of Technology, Instructional Center Room 205
Time: Tuesday & Thursday 3-4:15 pm
Instructor: Dr. Ben Rydal Shapiro
Office Hours: Wednesday 2-3 pm and by appointment, TSRB 220
Teaching Assistant(s): Karthik Bhat (firstname.lastname@example.org) and Cody O’Donnell (email@example.com)
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. 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 and the availability of an authentic design context. 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 and/or leverage digital mapping technologies.
Assignments & grading
* All assignments are described and will be submitted on Canvas
Class Attendance & Participation - 25% (includes Canvas discussion posts and team project peer assessment)
Individual Assignments - 30%
Assignment 1: Personal Learning Interview/Reflection (10%)
Assignment 2: Concept analysis (10%)
Assignment 3: Educational Technology 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. Unless an exception for unusual circumstances has been agreed upon with your instructor, 24 hours delay will result in a 25% penalty; 48 hours late submissions will incur a 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.
Support Services. In your time at Georgia Tech, you may find yourself in need of support. Please see this LINK for information about some resources to support you both as a student and as a person.
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) * This reading is available in the "files" tab on Canvas
Post to Canvas discussion forum
Learner Centered Design
Educational design approaches
Complete Assignment 1
Post to Canvas discussion forum (project ideas)
Making/the Maker Movement
Watch: We are all makers (Dale Dougherty)
Skim & compare to the video: Making Through the Lens of Culture and Power (Vossoughi et al.)
Optional (not required): Makification: Towards a Framework for Leveraging the Maker Movement in Formal Education (Cohen et al.)
Constructionism in & out of schools
Mindstorms Introduction (Papert)
Optional (not required): Hackers, Computers & Cooperation: A critical history of logo and constructionist learning (Ames)
Constructionism & music
Digital mapping I
Digital Mapping II (Re-Shape)
Sit visit to design context
Canvas Discussion Post Following Site Visit
Complete Assignment 2
Prepare for design review 1
Design Review 1
Prepare for design review 1
Design Review 1
10/15, Fall Break
Framing teaching & learning at scale
Complete assignment 3
Interest driven & connected learning
As a team, email professor with 1 paragraph update on your project prototype
Design Review II
Prepare for design review ii
Design Review II
Education data science
Games & Education
Bring the most meaningful game you have learned with in your life to class
Skim: Gamification is Bullshit
Optional: Video Games & Education (Squire) OR Glitch Game Testers (DiSalvo) OR Games & Learning: A Systemic Review & Meta-Analysis (Clark)
Learning & design in museums
Learning Analytics/Multi-modal learning analytics
11/26, 11/28, 12/3
Design Review III & Summing Up
* 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.