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

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.

[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.

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):


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.

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.

[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.