A New Focus for Learning: Educational Technology Beyond Content
July 16-17, 2018
Bloomington, IN
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2018 AECT Summer Research Symposium:
A New Focus for Learning: Educational Technology Beyond Content


Each chapter draft will be available for attendees here, after June 1. A finished schedule of the symposium will be posted on this site as well.

Ah, I’m a designer?!: Becoming Empowered Designers through Course Experiences
Description:  We will present how students in a Learning, Design, and Technology doctoral program discover what it means to be a designer. We will present a summary of the literature on design in instructional design and technology. Then we will introduce design thinking, in which design is conceptualized as a complex problem-solving activity. We will present the context of the study, data collection methods, analysis, as well as findings and implications.
Key Presenter:  Lisa Yamagata-Lynch, University of Tennessee
Copresenter(s):  Hsin-Hui Chang, University of Tennessee | Takuya Hayakawa, University of Tennessee | Jason Mastrogiovanni, University of Tennessee | Lisa Shipeley, University of Tennessee | Cody Miller, University of Tennessee
Beyond Content: What Else Did Pre-service Teachers Learn in a Making Course of a Teacher Education Program
Description:  The purpose of this study was to investigate what were those skills, habits, beliefs, and practices pre-service teachers gained from a making course in a teacher education program. The findings revealed that pre-service teachers acquired skills in using educational technologies, generating ideas, solving problems, and communicating. They cultivated habits of using design thinking and creativity in their making projects. They developed self-efficacy, confidence, and motivation in offering making instruction in their classrooms, along with a maker mindset. Lastly, they began their practices for designing and teaching making lessons. The implications for teacher educators will be discussed.
Key Presenter:  Yi Jin, Sonoma State University
Transdisciplinary Studies in Technology: Towards a Content Agnostic Praxis for Solving Problems
Description:  The Transdisciplinary Studies in Technology (TST) Program aims to develop students’ praxis to solve problems across disciplinary boundaries and provide a means to interrogate discipline-specific content, epistemologies, and research methodologies they might encounter across those spaces. We argue that undergraduate educators can inculcate students’ praxis to effect social innovation across disciplinary boundaries by facilitating engagement with three interrelated processes: habits of mind, ways of knowing, and the adoption of a transdisciplinary, content-agnostic skillset.
Key Presenter:  Deena Varner, Purdue University
Copresenter(s):  Colin Gray , Purdue University | Marisa Exter, Purdue University
Designing Instruction for the Age of Singularity: An evolving concept of knowledge acquisition
Description:  Knowledge has been viewed traditionally as an ‘asset’ that, once ‘owned’ by an individual, could never be taken away (Rowley, 2000). The current definition of ‘knowledge’ metaphorically speaking is that it has become like an iceberg that holds much more meaning below the surface than what is shown on the surface. he authors suggest that we are closing in fast on an evolving and more futuristic view of knowledge and how it is assimilated. Furthermore we suggest in the midst of a revolution of the meaning of knowledge is quickly transforming from being an asset into becoming an instantaneous and pervasive commodity.
Key Presenter:  Robert Kenny, Florida Gulf Coast University
Copresenter(s):  Glenda Gunter, University of Central Florida
Beyond Language Learning: Developing Learners' Self-Regulation Skills and Self-Efficacy in a College Flipped Spanish Course
Description:  This paper investigates how Spanish language learners develop their self-regulation skills and self-efficacy in a flipped Spanish course that integrated a computer-assisted language learning component and presents the flipped language model in support of the study. Results revealed that learners developed skills including setting goals, managing time and resources, adjusting task strategies, self-monitoring and evaluating progress, and seeking help and appropriate learning contexts. Learners also developed self-efficacy to build up their confidence and autonomy.
Key Presenter:  Nadia Jaramillo Cherrez, Iowa State University
Cultivating 21st-Century Skills through Flipped Team-Based Learning (FTBL)
Description:  The purpose was to propose a flipped team-based learning (FTBL) pedagogy and study how FTBL impact students' development of the 21st-century skills. Results revealed that students developed nine 21st-century skills. These skills were 1. Collaboration and teamwork, 2. Critical thinking, 3. Problem-solving, 4. Flexibility and adaptability, 5. Leadership, 6. Oral and written communication skills, 7. Social responsibility and ethics, 8. Technology literacy, and 9. Initiative. Implications for higher education will be discussed.
Key Presenter:  Nadia Jaramillo Cherrez, Iowa State University
Copresenter(s):  Yi Jin, Sonoma State University
What Should Be the Content of Student Learning?
Description:  Content in education is typically conceived as subject matter, such as math, science, and history. We plan to discuss Steiner's alternative conception of content, namely that of schemata for cognition, intention, and emotion. We argue that educational content should be considered with respect to student mental structures that are expected to result from teaching and learning activities. This stands in in stark contrast to "covering the content" presented in printed textbooks and other media.
Key Presenter:  Ted Frick, Indiana University
Copresenter(s):  Kenneth Thompson, System Predictive Technologies | Cesur Dagli, Indiana University Purdue University Indianapolis
Building a Holistic Design Identity Through Integrated Studio Education
Description:  Design education has quickly evolved from product- to interaction-focused outcomes. As the technical skills needed for success become increasingly unstable, a holistic means of instruction is needed to prepare students for the realities of practice. In this proposal, we describe the creation of a novel user experience (UX) design program that focuses on learning strands that weave throughout a studio-based program, rather than relying upon content-delineated coursework, allowing students to build a flexible design identity.
Key Presenter:  Colin M. Gray, Purdue University
Copresenter(s):  Paul Parsons, Purdue University | Austin L. Toombs, Purdue University
Incorporating Mindful and Motivational Regulation Strategies into Online Learning
Description:  There is convincing data that, in adults, mindfulness improves health and well-being. Neuroscience offers insights into how and why mindfulness training may offer such support. Research on the neurobiology of mindfulness in adults suggests that sustained mindfulness practice can enhance attentional and emotional self-regulation. In self-regulated learning, the regulation of motivation is often necessary. This article applies the existing research on mindfulness and motivational regulation strategies to online courses to improve the learning experience.
Key Presenter:  Amy Grincewicz, Kent State University
Design Principles Promoting Embodied Skills Development for Individuals Severely Impacted by Autism in a 3D Collaborative Virtual Learning Environment
Description:  The purpose of this proposal is to describe a virtual reality intervention for individuals with Autism Spectrum Disorders (ASD) that is under development at a large Midwestern university. We begin by aligning the focus of the intervention – development of life skills, social skills, and vocational skills – with the symposium theme of of going “beyond content and address[ing] other skills and capabilities.” We then briefly describe impairments associated with ASD and how information and communications technologies (ICTs) have been shown to be effective in their remediation. After this, we review a promising ICT technology, three-dimensional virtual learning environments (3D VLE), along with supporting research. The proposal concludes with a brief description of our under-development learning environment, specifically focusing on our overarching design principles, including an overview of our goals for a full chapter should our proposal be accepted.
Key Presenter:  Matthew Schmidt, University of Cincinnati
Copresenter(s):  Noah Glaser, University of Cincinnati
Learning Through Play
Description:  The purpose of this paper is to discuss how playful approaches to learning might impact creativity, and articulate challenges inherent in playful activities as incorporated into educational space. Upon completing this chapter, students will be able to provide a scholarly definition of play and distinguish between key elements of play and work.Readers will relate intentional play to personal learning experiences, and draw upon their discoveries to explicate a playful process for exploration of a digital resource, identifying, in particular, the intentional incorporation of play cues.
Key Presenter:  Kathy Essmiller, Oklahoma State University
Designerly Talk in the Design Studio
Description:  This paper examines the language of design students during their processes of designing in design studio sessions. We refer to this language as designerly talk, and use a discourse analysis approach to examine the components that make up this designerly talk. The linguistic routines of designerly talk that emerge during design studio sessions inform design pedagogy and how we may devise scaffolds to support the learning of instructional design.
Key Presenter:  Katherine Bevins, University of Tennessee
Copresenter(s):  Craig Howard, University of Tennessee
Training Motivational Regulation Skills through Virtual Tutors in Online Learning
Description:  Motivation regulation is a key aspect of self-regulation, which is essential to be successful in online learning. Online learners need to be trained to understand self-initiated motivational regulation skills so they can overcome various motivational challenges that they encounter while performing online learning tasks. This paper describes a design case of the virtual tutor-guided motivational regulation skill training focusing on three design considerations: module design, virtual tutor design, and interaction design.
Key Presenter:  Sanghoon Park, University of South Florida
Copresenter(s):  Jung Lim, University of South Florida
The Effects of Wearable Technologies on Performance: Serving The Whole Student With Focused Attention on Health and Wellness
Description:  In an era of information overload, college students today arrive deluged with life’s burdens. Teaching content alone may be as productive as filling buckets of sand already brimming to capacity. Health and well-being are directly correlated with improved cognitive functions and learning gains (Ratey, 2008; Calestine, Bopp, Bopp, & Papalia, 2017). This study aims to examine the effects of wearable technologies on performance when used with intentionality to focus learners’ attention on health and well-being.
Key Presenter:  Suzanne Ensmann, University of Tampa
The Effect of Organizational Systems Training Success
Description:  In an effort to go beyond the traditional models of learning, this case study details how a mid-sized nonprofit organization managed training for its employees to support the implementation of a new employee talent and performance management software. The training strategy was complete and thorough. Why didn’t it work? The reason may have had less to do with instructional systems and possibly more to do with managing the workplace systems that encase this population of learners.
Key Presenter:  Maria del Socorro Hubbard, The University of Memphis
Copresenter(s):  Andrew Atef Tawfik, University of Memphis
Developing cross-cutting competencies for a transdisciplinary world: An extension of Bloom’s Taxonomy
Description:  This paper presents an adaptation of Bloom’s Taxonomy and a framework for facilitating the development of cross-cutting competence rather than discipline- or content-specific competence that will prepare well-rounded professionals. The extended Bloom’s taxonomy and competency framework was developed for a transdisciplinary undergraduate degree program, but could be used or adapted for the needs of other programs. An overview of our design process and examples of competency language will be provided in the final paper.
Key Presenter:  Iryna Ashby, Purdue University
Copresenter(s):  Marisa Exter, Purdue University | Deena Varner, Purdue University
Mentorship through Critique: A Case Study
Description:  Studio pedagogy incorporates critique cycles to provide feedback to students. Critique may be viewed as divisive to the student-instructor relationship, we believe it could be used to foster important skills and attitudes. Critique can build mentoring relationships that are vital to students entering the professional world. We present a phenomenological case study of a female student in a university who received mentoring through feedback in ways that built her confidence in her professional skills.
Key Presenter:  Esther Michela, Brigham Young University
Copresenter(s):  Jason McDonald, Brigham Young University
Developing Knowledge and Skills Through Authentic Experiences Using Educational Technologies
Description:  This presentation explores the challenges and considerations necessary for educators in creating experiences for their students to develop the knowledge and skills they will need in their careers. Educators that consider the needs of their students post-graduation will be best positioned to provide learners with engaging and authentic experiences to empower individuals to meet their full potential in the modern workplace.
Key Presenter:  Victoria Lowell, Purdue University
Lost in Action: The Missing Skills
Description:  The topics of skill learning, instruction of skilled performance, and the training of design skills are highly relevant to many aspects of the practice of educational technology, but they occupy a proportionally small segment of the ed tech literature. This dialogue session proposes: 1. That the field of educational technology should consider expanding its concept of skilled performance beyond inquiries into cognitive skills, to include coordination with motor skills and with emotive and conative states favorable to the training of high-quality skilled performances. 2. That the field of educational technology should place greater emphasis on research regarding instructional practices for establishing and maintaining skilled performances. 3. That the field of educational technology should come to view and teach its main practices as flexible and judgment-laden skills to be developed rather than as processes to be followed. I propose that doing so will increase the relevance and applicability of educational technology research, encourage establishment of programmatic research teams to a greater extent, and encourage the use of flexible and adaptive instructional design practices.
Document:  Gibbons - AECT Summer Seminar 2018 - first submission.pdf
Key Presenter:  Andrew Gibbons, Brigham Young University
Business Students Meet the Real World: Creative Problem-Solving Via a Complex Role-Playing Simulation
Description:  Business school students (650+) from 40+ nations have participated in a complex, real-world, student-led simulation to solve the critical problem of acid mine drainage across South Africa. We provide teams’ role descriptions, a 4-day flow chart, and summaries of student insights across various topics. We supply details about the design aspects of the course. Outcomes include student self-awareness of their creativity and problem-solving capabilities, negotiation and team leadership skills, and new creativity techniques they applied.
Key Presenter:  Dennis Cheek, IESEG School of Management
Copresenter(s):  Kim Cheek, University of North Florida
How Social Presence on Twitter Impacts Students Engagement and Learning in a Mathematics Classroom
Description:  Twitter is a micro-blogging tool that allows users to post messages of up to 280 characters to their followers, anywhere in the world. This network allows individuals to connect and communicate with each other, creating a “global village”, according to Marshall McLuhan. With so much information available to us because of technology, Twitter affords the opportunity for people to discuss, synthesize, brainstorm and exchange ideas in order to create solutions and make sense of information.
Key Presenter:  Shelly Vohra, Peel District School Board
Role of Bilingualism in Computational Thinking
Description:  This review will explain the benefits of computational thinking and the challenge of possessing self-efficacy. Then, it will detail the ways in which language learning can aid in an individual’s self-efficacy. Finally, this paper will target Latin translating, its similarities to the computational thinking, and its potential to augment computational skill self-efficacy as a necessary research study.
Key Presenter:  Dennis Dickerson, Jr., University of Memphis
Copresenter(s):  Andrew Tawfik, University of Memphis
How Culture Influences Learning Beyond Content: A Review of Literature
Description:  As the use educational technology continues to expand, it is informative for instructional designers, instructors, and education planners, among others, to consider the effect of culture on the ability of learners to understand content. Culture affects how learners acquire desired skills, their learning habits and their beliefs in educational technology as a learning tool. This paper discusses how the cultures of learners, instructors, and institutions affects the success or failure of learning.
Key Presenter:  Newton Buliva, University of North Texas
Design Matters: moving beyond content to metacognition
Description:  This proposal challenges designers to step outside of their traditional role and answer a call to action to innovate our current education system. This step outward would extend beyond the built environment while looking inward to share a way of seeing and experiencing the world. This proclamation is based on the realization that designers are uniquely qualified to transform the model of education in the United States. Designers can become agents of change on a much larger and impactful scale, helping shape the minds of the next generation.
Key Presenter:  Ryan A Hargrove, University of Kentucky
Beyond Learning Environments: Enabling Instructional Creativity
Description:  Creative teaching is an exciting area of research because it benefits learners. However, contemporary research does not identify how instructional creativity is enabled and limited by the environment. This investigation looks beyond the scope of the learning environment and synthesizes the insights of measurably creative teachers to address this gap. The findings suggest that attributes of the physical and socioorganizational are interrelated, and that the later plays a dominant role in negotiating instructionally creative behavior
Key Presenter:  Jody Nyboer, Syracuse University
Cybermatics Playable Case Study: A Model For Attitudinal and Skill-Based Learning
Description:  We have created a unique educational program, called a Playable Case Study (PCS), designed to teach basic skills and values of cybersecurity while exposing students to a cybersecurity career in an engaging way. We have found the PCS to be effective in helping students build the skills, values, and attitudes of a cybersecurity professional. We believe the PCS model has potential to teach beyond the content of a wide range of subjects.
Key Presenter:  Desiree Marie Winters, Brigham Young University
Copresenter(s):  Jason McDonald, Brigham Young University
Developing A Rubric for Authentic Learning Praxis
Description:  More often than not, the learning spaces of the face to face or online classroom are self-enclosed. Faculty and students may share content such as current events, news stories, or personal experiences to stimulate discussions or formal assignments, but often course content is produced for and lives within the context of a course or an academic program. As well, students’ perspectives, voices, or their student-produced work do not commonly travel in the other direction - to be shared beyond the learning space and into the larger world. How can we as instructional designers and faculty use existing frameworks to guide us through the process of creating authentic learning experiences?
Key Presenter:  Annette McNamara, University of Minnesota
Copresenter(s):  Jennifer Englund, University of Minnesota
Digital Storytelling in ESL Reading Classrooms: Tasks that go beyond language learning
Description:  This chapter introduces how digital storytelling tasks can be applied in English as a Second Language (ESL) classrooms to enhance literacy learning. The output tasks leading to digital story production can (a) promote reading and writing practices, (b) develop critical thinking skills (e.g., summarizing and synthesizing), and (c) provide technology education (e.g., video editing and production), thereby promoting higher-order thinking and digital literacy skills in addition to content learning.
Key Presenter:  Shizhong Zhang, University of Central Florida
Copresenter(s):  Ying Xiong, University of Central Florida
Ignore-Test Submission
Description:  Short Description: Include a 75-word description for your proposal.
Document:  AwardForm(1).pdf
Key Presenter:  Larry Vernon,

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