Center for 21st Century Universities
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ItemExtended Reality (XR) for Teaching and Learning( 2019-02-07) Contis, Didier ; Joyner, David A. ; MacIntyre, Blair ; Malesevic, Miroslav ; Posner, Noah ; Swarts, Matthew E. ; Georgia Institute of Technology. College of Engineering ; Georgia Institute of Technology. College of Computing ; Georgia Institute of Technology. College of Architecture ; Georgia Institute of Technology. School of Industrial DesignExtended reality (XR) refers to real-and-virtual combined environment, including virtual reality (VR), augmented reality (AR), and mixed reality (MR). This talk explores the potential uses for extended reality in teaching and learning. We will discuss projects currently underway in Georgia Tech classes and discuss the future of XR in education.
ItemDesired Learning Behaviors in Online Education: Measuring Student Perceptions and Practices in the OMSCS Program(Georgia Institute of Technology, 2018-09-18) Gonzales, Marissa ; Georgia Institute of Technology. Center for 21st Century Universities ; Georgia Institute of Technology. School of Interactive Computing ; Georgia Institute of Technology. Design & Intelligence LaboratoryAs online education continues to grow in popularity, so too do educators’ concerns about the challenges facing asynchronous learning environments. The Georgia Tech OMSCS program addresses the concerns of the education research community by offering new approaches to student feedback, encouraging student interaction and community discussion, and introducing new technologies and interventions to promote student engagement. Some courses in the OMSCS program, like the popular Knowledge-Based Artificial Intelligence (KBAI) course, were designed to enhance the student learning experience and support the development of desirable learning behaviors by adopting efficacious methods of instruction. Over the last year and a half, my research in the Design & Intelligence lab with Dr. Ashok Goel has focused on exploring various methods for evaluating courses in the OMSCS program. In our research, we examine student perceptions and practices towards identifying specific behaviors that influence student academic performance. We are evaluating the utility of new technology, such as the Virtual Teaching Assist (vTA) Jill Watson, in providing timely and context-specific feedback to students who ask questions in online discussion forums. Additionally, we are beginning to examine the impact of the vTA on student perceptions of teacher immediacy. Finally, we are exploring the use of a popular theoretical framework, the community of inquiry framework, to investigate types of peer interactions in online discussion forums to identify behavioral patterns that correlate with increased academic performance.
ItemUsing IMS Standards to Advance Next-Generation Digital Learning Environments (NGDLE)( 2019-02-26) Suess, John ; Georgia Institute of Technology. Center for 21st Century Universities ; University of Maryland, Baltimore County. Office of the Vice PresidentThe NGDLE is a vision for a learning ecosystem not a detailed technical specification. As such, the NGDLE will evolve over time as technology matures and the research in teaching & learning identifies effective practices. This talk focuses on what Jack Suess (UMBC) believes to be three essential elements for success: 1. The role of standards in building a learning ecosystem, the most important standards to follow, and why standards such as Open Badges, Comprehensive Learning Record, and LTI-Advantage are essential for interoperability and integration; 2. The importance of learning analytics in advancing effective practices in course design and pedagogy, student graduation and retention, and personalization of learning; and 3. The importance of universal design principles to think more broadly about accessibility of learning resources and to move beyond a course-centric view of learning.
ItemHow Educational Design Research Can Help Win the Race Between Human Learning and Machine Learning( 2019-03-07) Reeves, Thomas C. ; Georgia Institute of Technology. Center for 21st Century Universities ; University of Georgia. Dept. of Career and Information StudiesOver the past 25 years, major advances have been made in the development of machine learning, also referred to as "deep learning," a branch of artificial intelligence (AI) whereby computers are programmed to analyze large data sets and make inferences about new data. The capacities of deep learning machines to see and understand, listen and speak, read and write, and integrate information and make judgments are developing at amazing rates. Among other uses, deep learning algorithms are automating jobs done by humans at an ever-increasing rate. While we have grown accustomed to thinking that robotics would take over most manufacturing tasks, most of us have not begun to grapple with what machine learning advances mean for the professions such as law, medicine, and education. These developments have major implications for education and training at all levels. Bold new educational design research initiatives are needed to increase the odds that humans will prevail in the accelerating race between human learning and machine learning.
ItemRevenge of Econ 101(Georgia Institute of Technology, 2013-02-21) Smith, Burck ; Georgia Institute of Technology. Center for 21st Century Universities ; Georgia Institute of Technology. Center for the Enhancement of Teaching and Learning ; Georgia Institute of Technology. College of Architecture ; StraighterLine“Disruption” is the theme of the moment in higher education policy. In 2008, StraighterLine was the first provider of ultra-affordable online courses outside of the traditional accreditation structure. This talk will outline why online learning is extremely profitable for most colleges and that “disruption” is a way to start driving these profits from colleges to students in the form of lower prices. Smith will also discuss why the existing organizational model of “college” and higher education regulatory and financing structures are ill suited to the delivery of online courses. While this threat to college business models is real and dramatic, the market environment in which the threat is occurring is heavily regulated, heavily subsidized, and extremely political. Such forces will slow the adoption of new models.
ItemAll of the Above: A Conversation About Higher Ed Admissions and Testing( 2020-02-06) Bello, Akil ; Clark, Rick ; Hernández, Diley ; Selingo, Jeff ; Turcotte, Heidi ; Georgia Institute of Technology. Center for 21st Century Universities ; Georgia Institute of Technology. Center for Education Integrating Science, Mathematics, and Computing ; Princeton Review ; Georgia Institute of Technology. Office of Undergraduate AdmissionThe panelists will share and explore the national landscape of standardized testing, as portrayed in "The Test & the Art of Thinking", and will share their own personal experiences with the intersection of standardized testing and higher education at Georgia Tech and beyond. If you are an educator interested in the future of admissions, a student, or a parent of a student of any age, you won't want to miss this important conversation.
ItemBlended Learning in Practice: A Guide for Practitioners and Researchers( 2019-04-11) Aiello, Brittany ; Goel, Ashok K. ; Kadel, Robert S. ; Margulieux, Lauren ; Georgia Institute of Technology. Center for 21st Century Universities ; Georgia Institute of Technology. School of Interactive Computing ; Strada Education Network ; Georgia State University. Dept. of Learning SciencesA Guide for Practitioners and Researchers (MIT Press) A guide to both theory and practice of blended learning offering rigorous research, case studies, and methods for the assessment of educational effectiveness. Blended learning combines traditional in-person learning with technology-enabled education. Its pedagogical aim is to merge the scale, asynchrony, and flexibility of online learning with the benefits of the traditional classroom―content-rich instruction and the development of learning relationships. This book offers a guide to both theory and practice of blended learning, offering rigorous research, case studies, and methods for the assessment of educational effectiveness. The contributors to this volume adopt a range of approaches to blended learning and different models of implementation and offer guidelines for both researchers and instructors, considering such issues as research design and data collection. In these courses, instructors addressed problems they had noted in traditional classrooms, attempting to enhance student engagement, include more active learning strategies, approximate real-world problem solving, and reach non-majors. The volume offers a cross-section of approaches from one institution, Georgia Tech, to provide both depth and breadth. It examines the methodologies of implementation in a variety of courses, ranging from a first-year composition class that incorporated the video game Assassin's Creed II to a research methods class for psychology and computer science students. Blended Learning will be an essential resource for educators, researchers, administrators, and policy makers.