Unconference: Dreamers Doers & Drivers of the Future of Learing

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On April 25-27, 2018 I joined a small group of higher education change-makers for an unconference around the "Future of Learning in a Digital Age" in Scottsdale Arizona. The Conference was structured loosely around three main tracks: 1) Research to Action, 2) Mixed Reality Environments and Student Centered Learning Frontiers, and 3) Organizational Network Models.

An unconference, also called an Open Space conference, is a participant-driven meeting. The term “unconference” has been applied, or self-applied, to a wide range of gatherings that try to avoid one or more aspects of a conventional conference, such as fees, sponsored presentations, and top-down organization.
— wikipedia.org

The unconference structure of this convening allowed for a free (open) conversational flow with loads of great ideas (big and small) and a variety of perspectives on the emerging themes. While there were many high energy "neighborhoods" of discussion, I was particularly drawn to the discussions around Mixed Reality and discussion around use, deployment, contextual relevance, and scalability within the context of one-three-five years. Additionally, on the last day of the unconference I was engaged in conversations around the growing desire and challenges of Micro Credentialing.

Throughout the event participants used the Twitter hashtag #shapingEDU to share the ideas and connections from the unconference with the intention of continuing the conversation long after the two day event was completed.

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The event (including presentations and discussions and share-outs) was captured via graphic facilitator. The full unconference is available at: https://uto.asu.edu/shapingedu where you can access all of the images and files shared. 

I am very much looking forward to continuing the discussions around the future of learning in the digital age.

ASU+GSV Summit 2018 - San Diego California

The week of April 16-18th, 2018 roughly 4,000 people ascended on the beautiful city of San Diego, CA to attend the 9th ASU+GSV Summit. The event proved to be a wonderful experience to share information, listen to engaging presentations, and make new meaningful connections.

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Started in 2010 with a collaboration between Arizona State University and Global Silicon Valley (GSV), the annual ASU+GSV Summit is the industry catalyst for elevating dialogue and driving action around raising learning and career outcomes through scaled innovation.
— asugsvsummit.com

As the Director of Technology Initiatives for the Mary Lou Fulton Teachers College I went to the summit with the goal of showcasing our development of the new IgnitED Labs that are designed as open, hands-on, learner-centered creative spaces where users can explore and play with new and emerging technologies that can serve a role in teaching and learning. The IgnitED Labs were designed to go beyond the scope of traditional computer labs and provide students opportunities to create knowledge, and skill sets through emerging technologies. These innovative spaces allow for users to create and tweak, tinker and play, and ultimately improve the learner experience through their discoveries.

 ASU Booth at ASU+GSV Summit 2018

ASU Booth at ASU+GSV Summit 2018

To help showcase the variety (sample) of equipment that will be used in the new lab spaces I packed a high powered gaming laptop and an Oculus Rift into a Pelican travel case and threw in a Shpero SPRK+ and a Raspberry Pi touchscreen as well. The IgnitED Labs project was graciously allowed to join the folks from ASU Ed Plus in their booth.  The booth was well positioned in the summit floor and had a high amount of visibility and traffic.

Overall it was great experience and opportunity for us to share the innovative work taking place in our office / college / university in a truly connected and global event.

INTED 2018 Conference Presentation: Beyond Web 3.0

 Image courtesy of  INTED 2018

Image courtesy of INTED 2018

After a short 6 months following our initial meeting in Washington DC, our small group of researchers from Arizona State University and Dublin City University converged on the beautiful city of Valencia Spain to deliver our paper on our initial collaborative work to develop an international research group on future educational technologies. As a milestone in our efforts to form a research collaborative, this paper serves as our initial plans on how we intend to develop our network.

The 12th International Technology, Education and Development Conference, was held in Valencia Spain over the 5th, 6th and 7th of March, 2018.

Beyond Web 3.0: International collaboration exploring learning ecologies and teacher professional development for the Diamond Age

Link to paper abstract: INTED 2018 Proceedings

Abstract
The purpose of this oral presentation is to share the process and outcomes of an international collaboration exploring the futurology of educational technology. This multi-phased collaboration centers on envisioning the impacts of future technologies within the classroom and articulating resultant implications for teacher professional development. It leverages interdisciplinary knowledge and expertise from within and beyond educational colleges in partner universities, namely, the Mary Lou Fulton Teachers College in Arizona State University, United States of America, and the Institute of Education in Dublin City University, Ireland.

A question at the heart of this collaborative study was how can we prepare the teachers of tomorrow to use technology in the classroom in the most effective way possible? Given the rapid development of technology and the subsequent adoption in formal and informal educational settings, how can we prepare a new generation of educators to adopt, and optimize technologies in their classroom? According to the 2017 New Horizons K-12 Report, Artificial Intelligence (AI) and the Internet of Things (IoT) will be generally adopted by 2022 (Freeman, Adams, Becker, Cummings, Davis & Giesinger, 2017). Artificial Intelligence is often thought of the “next wave” of technology, but our goal is to move beyond the near future, and look to what will be the “new” technology 25 to 30 years from now. Using the forecast of common “narrow” AI implementations across classrooms within five years as the baseline for our model, we aim to envision what technologies will have an influence on, and be implemented within, learning ecologies over the next several decades, an era we describe as the ‘Diamond Age’.

The proposed oral paper presentation will discuss the need for such a collaborative project, the current development of the multi-phased, multi-year project scope, and the future directions and joint-program goals. In many cases, the education sector handles new and emerging technology in a reactionary fashion. One of the aims of this collaborative project is to look at educational technology from a futurist perspective to lay a thought provoking foundational model in order to redefine what education may look like in the “classroom of tomorrow”. The intended goal of this futurist model of educational technology is to re-conceptualize how teacher preparation programs think about preparing future educators.

References:
[1] Freeman, A., Adams Becker, S., Cummins, M., Davis, A., and Hall Giesinger, C. (2017). NMC/CoSN Horizon Report: 2017 K–12 Edition. Austin, Texas: The New Media Consortium.
Keywords: Educational technology, futurology, emerging technology, futurist model, semantic web.

Raspberry Pi Touchscreen Build

In an attempt to create a more engaging experience at a high profile event for the Mary Lou Fulton Teachers College, I suggested that instead of using iPads or laptops, that we build and deploy several Raspberry Pi's to act as participant feedback/input stations.

Key aspects of the event

The event entitled Education by Design was held in the Phoenix Art Museum on February 6th, 2018. The event was focused on laying out the work the Mary Lou Fulton Teachers College is engaged in around several key areas of redesigning education as we know it. The event allowed for participants to roam through several educational design "vignettes" which included:

Education Workforce Development
How should we develop and deploy 21st-century educators?
                               
Community Design Labs
How can we work with schools and communities to tackle a wide range of problems?
                                  
Contextual Models
How can we prototype successful systems in schools?  

As an interactive element, participants walked through a hallway with several Raspberry Pi's configured to be small terminals that allowed for the attendees to leave their questions related to Education.  The Raspberry Pi's were intended to serve dual roles, first to simply act as a terminal to collect participant feedback, and secondly (and perhaps most importantly) to serve as an educational technology artifact. The latter purpose seemed to engage the most number of participants. Over the night I was engaged in many conversations exploring the variety of ways in which schools and districts might think about deploying technology [such as the Raspberry Pi's] throughout their schools in a technology infusion model as opposed to a more traditional and limited technology integration model.

Event participants were able to submit their questions using a web-based form on each of the Raspberry Pi's that were placed strategically around the room. The results were projected in real-time on the wall of the hallway so attendees could see the supplied questions pop-up in a chat bubble format when submitted.

For more detailed information on the event checkout the ASU Now online article: Education by Design, re-imagining the classroom.

To build this project I turned to a rather quick "all-in-one" or kit solution rather than buying each component separately. You might pay a bit more per component in a kit, but when time is of the essence the cost of convenience is well worth the price. For this project I ordered four NeeGo Raspberry Pi Ultimate Starter Kits for $150/ea. This kit contains everything you need with the exception of a screwdriver and a few lines of code. Even though this kit uses a touchscreen and technically doesn't need a keyboard... I wanted to error on the side of caution and ensure I had a physical keyboard for each device as well in the event an end user is more comfortable with that setup. So I opted for a mini keyboard-touchpad combo with the Rii mini k12 Stainless keyboard for less than $25/ea.

Assembly

Putting the Raspberry Pi kits together was very simple and straight forward. There are no instructions that come with this kit, although you can look up everything you need online and see an almost endless tutorial stream on YouTube. I have been working with Raspberry Pi's for several years so in all honesty the longest part of this build was un-packaging all of the parts.

A few Terminal Commands to finish it off

Once the entire device was assembled and powered on there are a few more steps to get the device fully operational in the way intended. You can of course tackle these in any order, but for most the fist issue that needs to be addressed is the screen orientation. Out of the box the orientation of the screen in the screen case is upside down and needs to be flipped 180* degrees. To accomplish this, and the other adjustments we need to use the Terminal.

In the terminal we need to call up the config.txt file so we can make a couple of updates. To do this once, in the Terminal prompt type the command:

sudo nano /boot/config.txt

Scroll to the end of the text file and add the following command: (The number 2 refers to the degree of rotation. 1=90*, 2=180*, 3=270*) So for this project I needed to flip the screen 180 so I used the (lcd_rotate=2) command.

lcd_rotate=1
lcd_rotate=2
lcd_rotate=3

Once you have added this line you can exit the config file by hitting "Ctrl + X" on your keyboard, then Y at the prompt, then ENTER to save the updated config.txt file. Once this step is complete with the Terminal still open, you will need to restart the device for the change to take effect. you can restart the devive in Terminal with the command:

sudo reboot

When the Raspberry Pi reboots the screen should be rotated.  (Note: if you use the display_rotate=2 command instead of lcd_rotate=2 you might run into an issue where the image is rotated but not the touch sensor grid, so your touch input is off by 180 degrees)

The final few Terminal Commands are some general housekeeping, first we will update the system to ensure that it has the most up-to-date version of the drivers etc. for the touchscreen. To complete this you will first run the "Update" command followed by the "upgrade" command:

sudo apt-get update
sudo apt-get upgrade

sudo reboot 

Once your device has rebooted with the updates the last item is to install the touch screen keyboard. To install the keyboard run the following command in Terminal:

sudo apt-get install matchbox-keyboard

sudo reboot

For more information and ideas on the multitude of ways in which you might deploy a Raspberry Pi for educational applications, or just for fun visit the official Raspberry Pi Website.

Book review published: Empedocles

Hot off the press! A book review that I wrote for Empedocles: European Journal for the Philosophy of Communication is now out in Volume 8, Number 2, 1 November 2017. ISSN 1757-1952 (Print); ISSN 1757-1960 (Online).

Book Review:
Philosophy for Multisensory Communication and Media, Keith Kenney (2016) New York, NY: Peter Lang Publishing, 250 pp., ISBN: 9781433122057, p/bk, 35

Excerpt (introduction)
The continued development of new communication technologies such as mixed reality (MR), wearables and smart devices has ushered in a new wave of sensory-based platforms. With these developments in mind, the author Keith Kenney attempts to initiate the discussion around building a theoretical foundation for their use in communications. Kenney draws upon the works of multiple philosophers to outline and explore multisensory media by exam- ining haptic, olfactory, gustatory, auditory and visual media. Throughout the book Kenney provides examples and suggestions for practical applications as he attempts to lay a theoretical foundation around multisensory media. (p. 240).

I had a great time reading and reviewing this book. As with any review, there are notable strengths and weaknesses but this review afforded me the opportunity to engage in the futurology of media communications.

EDULEARN 2017 Publicaiton - Foundations of Video Production

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New publicaiton for the 9th annual International Conference on Education and New Learning Technologies EDULEARN17 (Barcelona, July 3-5, 2017):

FOUNDATIONS OF VIDEO PRODUCTION: AN INTENSIVE COURSE MODULE ON BEST PRACTICES TO ENHANCE EXPERIENCES OF EDUCATIONAL TECHNOLOGY EDUCATORS AND PROFESSIONALS

Link to paper abstract: EDULEARN2017 Proceedings

This paper and virtual presentation was created around my work developing intensive short-courses in media and technology for the Masters Program in Educational Technology (MAET) at Michigan State University. More specifically, this paper focuses on a recent development of video production foundations for non-video/media professionals. In a way this type of intense module can be thought of as "film school in a day" where the focus is on learning the fundamentals in a very approachable way to get students up and running with solid pre-production, production, and post-production experiences to enhance their video projects.

Abstract
The purpose of this virtual presentation is to share the structure and experiences of an intensive learning module on video production best practices developed as part of a capstone summer experience for a master of arts educational technology program. This learning module was conducted as part of a four-week international master’s program located in Galway Ireland. The students that participated were enrolled in the Master of Arts in Educational Technology (MAET) from Michigan State University. The learning module on the foundations of video production was developed as a key component to the capstone curriculum of the three-year degree program. Learning how to effectively use video, and teach video production in educational settings is a key component of educational technology. Video has been shown to enhance training in distance based learning (Bayram, 2013), increase the online social presence of an instructor (Borup, West, & Graham, 2012), and through various production methods affect student engagement (Guo, Kim, & Rubin, 2014). While there are many production oriented guides for filmmakers and video professionals, often there is little overlap into formal educational training. This learning module entitled “Foundations of Video Production” was developed to abstract the core essence of traditional film, or video production coursework and provide a practical program to get any level of educational professional “up to speed” with contemporary video production equipment, techniques, and best practices that can be adopted and implemented immediately in their own work, or in their respective classrooms. This learning module was delivered over the course of one week to the capstone cohort of educational technology graduate students. The aim of this learning module was to break down the video production process into its core elements; pre-production, production, and post production. Within each section students were presented with contemporary practical guides on the technology (both hardware and software), aesthetic components, and hands on active learning exercises. Attendees of this presentation will benefit from best practices on how to integrate video production learning modules into educational technology programs or coursework, and a review of the challenges and opportunities that were identified from the successful integration of this learning module.

References:
[1] Bayram, L. (2013). Enhancing an Online Distance Education Course with Video. Procedia - Social and Behavioral Sciences, 83, 463–467.
[2] Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195–203.
[3] Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: an empirical study of MOOC videos (pp. 41–50). ACM Press.

 

GIFTS: Teaching Media Technology and Convergence through Podcasting

Media Technology Podcast Project

In an attempt to increase student engagement in learning about media technology and media convergence this project toolkit has been developed.  The intention of this toolkit is to provide educators with the scaffolding of an existing podcast project that can be used as is, or modified and adapted to fit the various individual course / learning needs. 


Project Overview

The concept of the Media Technology Podcast Project is to provide an active learning project in which students explore the convergence of media technology through a hands-on exercise to develop a tightly edited informational audio program in the form of a podcast (which is an example of converged media itself).  This activity is suited to be incorporated into a theoretically focused course as an alternative to a traditional paper or presentation assessment, and can also be used in a competency based course that specifically aims to teach students production skills in media communication technology.

Description of Project

Students are given a choice to select media technology for their podcast project to which they will have to research, develop a script, and produce their recorded Podcast in mp3 format. The recorded Podcast is not to exceed five (5:00) minutes in length. At the conclusion of the project all student podcasts will be collected electronically by the instructor and reviewed.  The completed podcasts that students opt to allow to be shared publicly, can then be published to an online SoundCloud podcast feed or similar publication outlet.  The publication of the podcasts is of course optional, based on the rules, regulations, and privacy considerations of the institution or organization from which this project is run.  An alternative to public publication would be to post the completed podcast to the learning management system (LMS).

Intended Courses

This project activity can be adopted to a range of courses that cover media and or technology.  Some examples of courses well suited to this project are:

  • Mass Communications (intro level)
  • Media Literacy
  • Media Studies
  • Media Production (intro level)
  • Emerging Technology

Learning Outcomes

  • Demonstrate critical research analyses on media technologies and media convergence.
  • Demonstrate an understanding of the potential for media convergence to impact the traditional media through discussion and research findings.
  • Demonstrate the technical competencies required to produce high quality audio programs from a a variety of recording sources (field and studio) and mixing of vocal tracks with music and additional sound loops.
  • Strengthen students' critical thinking through analysis, creation, and evaluation of research on their chosen topic.
  • Provide experience developing original and creative content, and if applicable publishing through new media channels for podcast delivery.

Technology Requirements

The minimum technology requirements for this assignment are access to a computer with audio recording software, and a microphone.  The aim of this project is not to teach a specific platform for podcast creation, but to focus on developing the content and producing the best sounding audio quality given the available equipment. 

For some courses, students may already have experience with audio recording and or production, for others this may be the first such assignment.  Instructors should adapt the assignment to complement the existing proficiency level of their students and or other course requirements. Suggested software platforms are Apple GarageBand (MacOS and iOS) and Audacity (MacOS and Windows).

Evaluation of Project

Students are supplied with a detailed rubric for this activity that clearly outlines and defines the levels for assessment across five criteria: planning, introduction, content, delivery, and technical production.  Each criterion is segmented into four levels of achievement in which a detailed summary of each level is provided. The rubric is intended to serve as self-learning assessment tool for students as well, so at any time during their project they can use the rubric to self evaluate their level of completion on the project.

Student reflection
Upon the completion of the project it is suggested that the instructor send an anonymous survey to the participants to gather responses on the students’ perceptions of the assignment in regard to how well they learned through the use of this project compared to a traditional paper or presentation. The survey may also gather information on the perceived self-efficacy of podcasting as a medium to develop and share content. If this project is used to replace a previous activity, a comparison of the results of this activity will help the instructor analyze if there are measurable performance differences or perceptions of learning. 


Media Technology Project Guidelines

Using the common definition of media convergence as the integration of mass media, computers, and telecommunications.  Chose a media technology to focus your research on that represents media convergence, but be careful not to choose something too broad like the Internet.  Possible choices might include: hardware examples (tablets and smartphones, virtual reality /augmented reality sets, e-book readers, etc.) or software platforms such as (Facebook, Snapchat, Twitter, Blogs, Tumblr, Apple Music, Spotify, GarageBand, etc.). 

Research your chosen technology and develop a script for your podcast that addressed the following questions:

  • Succinctly describe the media technology you chose and how it works, who the intended users are, and provide a brief overview of the people (or organization) responsible for creating the technology.

  • Discuss the historical aspects of the technology (when was it created, how it evolved, and or spread in usage) Did this new media technology replace an existing analog version, or is it a completely new?

  • Describe how the technology will change (or has changed) traditional processes or practices. Did the technology you chose disrupt any existing media or industry, if so discuss how?

  • Discuss how the technology relates to the concept that we are in a “digital revolution” and that new and emerging digital media will replace “old media” model of print and physical media distribution.

  • Discuss your views on the future directions of the technology, do you believe it will continue to grow, or decline, or become obsolete? Provide rationale for your position.

Deliverables

You are to create an audio podcast based on your chosen media technology topic and address the prompts listed above.  Your finished podcast is not to exceed five (5:00) minutes in length and must be in Mp3 format.  In addition to containing the content derived from your research on the provided prompts, your podcast will also need to include the following elements:

  • Catchy opening introduction where you succinctly introduce yourself, any guests, and the topic you are covering.
  • Creative and original content, that is well rehearsed and provides a smooth delivery in conversational style with highly effective expression and rhythm to keep the listener engaged.
  • Transitions are smooth and spaced appropriately, volume of voice is strong and clear and mixed well with any music or sound loops.

Resources

These resources were created to provide examples of assessment rubrics and a general podcasting guide that covers some basic instruction on podcast formats, and recording tips for those less familiar with audio recording.

Media Technology Podcast Project Rubric (PDF)

Media Technology Podcast Recording Basics (PDF)


Examples

In this section you can access a few examples of student work that has been shared publicly.  These podcasts were created for a special topics course on podcasting and emerging technology. Some of the examples were focused on a broader range of media and culture, but the same constraints where placed on the podcast produciton.

NASA Space Apps Challenge 2017

I recently (April 29 & 30th) had the opportunity to participate in the NASA Space Apps Challenge 2017 in Noordwijk at the European Space Agency's Space Business Incubation Center (ESA SBIC).  This was the second year in which I was able to participate as one of the jury members for the International Space Apps Challenge.  

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Each year the participants present their project (solutions) to their respective challenges in an exciting, passionate, and creative way.  This year was no exception, and the level of competition made for a difficult task for the jury to only select two teams to move onto the next round of the competition.  For more information on the events of this years challenge, checkout the official website: NASA Space Apps Challenge 2017.

Students, professionals, engineers, artists, coders, storytellers makers, builders, technologist, beginners and veterans from all corners of the globe are welcome to join.

Tackle a challenge using robotics, data visualization, hardware, design and many other specialties! Inspire each other while you learn and create using stories, code, design and, most of all, YOUR ideas. Show us your problem-solving skills and share your talents with the world!
— NASA Space Apps Challenge 2017

This year the participants were greeted on Saturday morning by members of the 501st Dutch Garrison for some interstellar inspiration.  Later in the day there was lots of food, music, entertainment, and even some relaxation time. 

After all the hard work and presentations there were three winners, two selected by the jury, and one people's choice award selected by the participants themselves.

And the winners are...

I wan to wish the winners of this years competion the best of luck in the next round, and I am already looking forward to next years set of challenges!

3D Printing Workshop

On Friday March 3rd, 2017 I co-hosted a workshop for 3D Printing.  This particular workshop was focused on the introduction to 3D printing, learning the origins, and the current economic and educational implications.  We also discussed the best practices for learning to model 3D objects for print, slicing, and of course the fun part, printing.

Below are a few images from a couple of the prints.  One print (the skeleton figure) was printed, cleaned, and then painted.


Workshop Resources

The workshop was split into 3 sections [3D modeling in software, preparing prints, and physical printing].  We have been working with the Ultimaker 3D printers and have found their online resources to be incredibly helpful for the entire process of 3D printing.  https://ultimaker.com/en/resources.  

3D Modeling
To kick things off from a beginners perspective we focused on the use of free open browser-based 3D modeling suit TinkerCAD. TinkerCAD is a great online source for learning the fundamentals of 3D modeling and best of all, its browser based, so no expensive software is needed.  After just a few minutes of their tutorials you will be creating 3D objects (simple ones anyway) with ease.

Preparing prints
Since we are using an Ultimaker Extended+ 2 we introduced a 3D slicing application that is specific to our hardware called Cura.  Cura is an open source 3D slicing application that allows you to import 3D Model files that are in the form of (*.stl, *.3mf, or *.obj) files. Once imported the Cura software allows you to further optimize your object for print by controlling the density (fill), resolution (fine detail), and other aspects like brim.

Physical printing
In this final section we walked through the startup, calibration procedures, and print surface preparation.  We also discussed the filament selection (type of plastic to be used).  We worked with the standard PLA material for its generalization of application and ease of use in the machine itself. Once we worked through the procedures we printed a small set of earnings as a live demonstration.

After we completed the formal portion of the workshop, attendee were encouraged to get their hands on the printer, material, examples, and to ask questions and print small objects if they desired.  Overall, it was a great workshop with lots of excited and enthusiastic participants and we look forward to running more workshops that cover the next steps and getting deeper into the science and art of 3D printing.