What constitutes learning in the 21st century? Should reading, watching, memorizing facts, and then taking exams be the only way to learn? Or could technology (used effectively) make learning more interactive, collaborative, and constructive? Could learning be more engaging and fun? We construct, access, visualize, and share information and knowledge in very different ways than we did decades ago. The amount and types of information created, shared, and critiqued every day is growing exponentially, and many skills required in today’s working environment are not taught in formal school systems. In this more complex and highly-connected world, we need new training and competency development—we need to design a new learning environment. The ultimate goal of this project-based course is to promote systematic design thinking that will cause a paradigm shift in the learning environments of today and tomorrow. Participants are not required to have computer programming skills, but must have 1) a commitment to working in a virtual team and 2) the motivation to help people learn better. All of us have been involved in the learning process at some point in our lives; in this course we invite educators, school leaders, researchers, students, parents, entrepreneurs, computer programmers, illustrators, interface designers, and all those who are interested in working together, to create a new learning environment. After the completion of this course, students will be able to: - Identify advantages, disadvantages, limitations, and potentials of at least 10 interactive learning models and solutions. - Describe how online communication, collaboration, and visualization technology play a role in the behavioral, cognitive, constructivist, and social dimensions of learning. - Describe the major components and processes involved in development of interactive education systems. - Communicate rationales of learning technology design approaches through team-oriented collaborations. - Evaluate the value of ideas, principles, and techniques used in educational media or systems. As a Final Team Project, students will design a new learning model catering to 21st century environments and learners. Each self-formed team will design and develop an application or system that combines team interaction activities and learning support features in ways that are effective and appropriate for today's computing and communication devices. Students must consider potential idiosyncrasies with various learning devices (e.g., tablet, phone, PC), infrastructure requirements (e.g., cellular network, wi-fi, Bluetooth), and any special hypothetical circumstances if relevant. In addition, each team must create and defend a business model (non-profit, for-profit, or hybrid) for the launch and scale up their solution. Additional consideration will be given to teams that come up with system feature ideas presenting meaningful learning interaction and performance analytics.
Charlie Chung completed this course, spending 3 hours a week on it and found the course difficulty to be easy.
This was an inspiring course, focused on new ways of learning. Prof. Paul Kim, an Associate Dean (and CTO) of the Stanford Graduate School of Education, is doing leading-edge work in getting technology and new learning methods to different parts of the...
This was an inspiring course, focused on new ways of learning. Prof. Paul Kim, an Associate Dean (and CTO) of the Stanford Graduate School of Education, is doing leading-edge work in getting technology and new learning methods to different parts of the world.
Thus, the main examples discussed are some of the initiatives he's working on, regarding mobile learning, inquiry-based learning, the power of storytelling, etc. There is also content about learning theory that you cover: Bloom's Taxonomy, Vygotsky's Zone of Proximal Development, Constructivism, etc. This was a great introduction for me, as I did not have this background (presumably it's in Intro 101 in grad schools of education). Now I'm completely at home when people talk about "scaffolding" in a learning experience.
The real highlight of this course is not the content, nor even the inspiring stories from Prof. Kim, however. It is the group work. As this is on the NovoEd MOOC platform, it is tailor-made for group work. People can post ideas for groups, and browse them, and then join groups they are interested in. Assignments are turned in by the team, rather than by individuals. I joined a group of 5-6 others (teachers, educators, curriculum designers) with the task of creating a new type of learning environment. We decided to design a trans-media story simulation platform to help corporations practice responding to PR disasters). We created mock-up examples of what the platform would look like and how users would interact with it, posting in simulated social media accounts as the 'disaster' unfolded, and getting feedback via the resulting activity. I learned a lot working with the team and it was an energizing experience.
I highly recommend the class for people who are interested in educational innovation.
Allan completed this course, spending 4 hours a week on it and found the course difficulty to be medium.
Really great class that came at the perfect time for me, highly recomended
The assignments were quite difficult and i strugled a bit
Melda Bayraktar Yildiz
Melda Bayraktar Yildiz completed this course and found the course difficulty to be easy.