Michael Orey

Educational media and technology yearbook.

Preface Part 1: Trends and Issues Part 2: Library & Information Science Part 3: Leadership Profiles Part 4: Organizations and Associations in North America Part 5: Graduate Programs in North America Part 6: Mediagraphy Print and Non-Print Resources Index

Development principles for intelligent tutoring systems: Integrating cognitive theory into the development of computer-based instruction

This article describes a basic development model for an intelligent tutoring system (ITS): the interface, the student model, the expert model, and the pedagogical model. Because ITSs are a byproduct of research in cognitive science, we use this model to illustrate the possibilities for more extensive integration of cognitive learning theories into computer-based instruction (CBI). Two examples of CBI designed from this perspective are included to illustrate the possibilities of the model and to suggest that the dichotomy between CBI and ITSs need not be perpetuated.

Learning communities via the Internet à la Epic Learning: You can lead the horses to water, but you cannot get them to drink

This study describes the learning experience of three students enrolled in the Epic Learning web-based course called ‘Network Administration’. Epic Learning uses a variety of online technology: live virtual classroom, coaches, and the usual communications tools like chat and bulletin boards. Although students experienced these technologies, an effective online learning community did not develop. The only evidence we had that a strong learning community existed was those relationships that the students found offline within their local physical communities. Epic Learning should work harder and smarter to develop the communities that students want. It is not enough to lead the learners to the technology; learners must be helped in learning how to form online learning communities, and technology must change to encourage this formation. Otherwise, students will continue to form their learning communities offline.

Do You Have the Time? Investigating Online Classroom Workload.

The time it takes to teach and take classes has been the subject of much speculation, but no accurate standard exists to measure the amount of time instructors and students dedicate to courses. The most common measure of workload has been the credit system. As administrators push faculty toward teaching online or adding online components to their existing classes, time commitment remains one of the strongest objections to teaching online. Characteristics of online environments (such as added flexibility) appeal to a growing number of students, elevating time management to an even more critical level. This study discusses a Web-based time log system used to measure during-course workload. The system was used in five masters-level classes over a 2-year period. It is contended that by using systems such as the one outlined herein, administrators, faculty, and students can better examine and determine the important but often neglected factor of workload.

Studies of student engagement in gamified online discussions

This article presents two trial studies using the gamification approach in online discussions to increase student engagement. A gamified online discussion tool, gEchoLu, was designed and implemented. The first trial focused on examining student engagement in online discussions. The results indicated that gEchoLu had positive influences on student behavioral engagement, emotional engagement, and cognitive engagement. The second trial aimed to investigate the effect of specific game elements implemented in gEchoLu on student motivation and engagement in online discussions. Findings from the second trial suggested that badges, thumps-ups, progress bars, and avatars in gEchoLu promoted student engagement in online discussions. The limitations and implications are discussed.

A Model for International Collaborative Development Work in Schools

This paper discusses the establishment of an international collaborative program focused on school improvement in Brazil and the United States. Two qualitative research studies were conducted on the development work conducted by faculty, students, and local K‐12 school stakeholders. The design and implementation of collaborative student projects focused on multicultural education and the use of educational technologies. A model for international collaborative projects is presented that can serve as a framework for future projects following similar principles. Un modèle pour un travail de développement collaboratif international dans les écoles Cet article examine la création d’un programme collaboratif international centré sur l’amélioration des écoles au Brésil et aux Etats‐Unis. Deux recherches qualitatives ont porté sur le travail de développement mené par les enseignants, les élèves et les responsables du système scolaire de la maternelle à la Terminale. La conception et la mise en œuvre des projets collaboratifs des élèves ont mis l’accent sur l’éducation multiculturelle et l’usage des technologies éducatives. Nous présentons un schéma de projets collaboratifs internationaux qui peut servir de cadre aux projets futurs fondés sur des principes comparables. Ein Modell für Entwicklungsarbeit in Schulen in internationaler Zusammenarbeit In diesem Papier wird die Einrichtung eines auf Schulweiterentwicklung gerichteten Programms internationaler Zusammenarbeit zwischen Brasilien und den Vereinigten Staaten diskutiert. Zwei qualitative Forschungsarbeiten wurden über die Entwicklungsarbeit, ausgeführt durch die Fakultät, Studenten und Interessenvertreter der örtlichen K12‐Schulen, durchgeführt. Entwurf und Umsetzung kollaborativer Studienarbeiten befassten sich mit multikultureller Erziehung und der Nutzung von Unterrichtstechnologien. Es wird ein Modell für Projekte in internationaler Zusammenarbeit vorgestellt, das als Muster für zukünftige Projekte ähnlichen Zuschnitts dienen kann. Un modelo para un trabajo de desarrollo colaborativo internacional en las escuelas Este artículo presenta la creación de un programa colaborativo internacional con un enfoque del desarrollo cualitativo en las escuelas de Brasil y de los Estados Unidos. Dos estudios cualitativos han sido llrvados a cabo acerca del trabajo de desarrollo hecho por profesores, alumnos y mandos de las escuelas de enseñanza básica. El diseño y la aplicación de proyectos colaborativos entre los alumnos han puesto de relieve la educación multicultural y el uso de las tecnologías educativas. Presentamos un modelo para proyectos colaborativos internacionales que puede servir como estructura para los futuros proyectos basados en los mismos principios.

Trends and Issues in Learning, Design, and Technology

Lately, the influence of digital technologies in people’s daily lives has become unquestionable. Devices, such as computers and smartphones, are now part of individuals’ interpersonal communication, work, entertainment, and even learning. Interestingly, learning with these technologies can occur on a formal basis, such as students using simulations to understand complex content in physics, or an informal basis, with learners watching tutorials online to learn the basic skills of an image editing software.

Summative Evaluation of the SINCGARS Tutor.

Abstract In an earlier set of studies with a different Intelligently Coached Simulation (Orey, M.A., Fan, H., Park, J., Tzeng, S., & Gustafson, K. (1995). Evaluation of Device operator in a context of a coached simulation environment), we found a retention and a transfer problem. We tried to solve these problems while building a new Intelligently Coached Simulation (the SINCGARS Tutor). The solutions to the two problems were to use an interactive conceptual model for the retention problem and we used photographs of the equipment as the visuals of the simulation. We then tested this new tutor with a group of 22 officers who were not only required to know how to operate the SINCGARS radio, but would be responsible for teaching others in their unit when their training was complete. We had one group of officers train on the real equipment, in pairs, with one instructor available for guidance. The other group of 11 learned via the SINCGARS Tutor. The post test was to put an actual radio into operation while being observed by a trained observer. Results indicate that not only did the transfer problem go away, but officers trained on the computer performed the task more accurately both initially on the immediate post test and again on a surprise four-week delayed post test. The SINCGARS Tutor was found to be a very good training solution.

Educational Media and Technology Yearbook, 2012: Vol. 37

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Development efficiency and effectiveness of alternative platforms for intelligent tutoring for the mobile subscriber radio-telephone terminal

Abstract This paper examines the use of an off-the-shelf hypermedia package for the development of an Intelligent Tutoring System (ITS). There were two concerns in this regard: (1) can the off-the-shelf package reduce the development time; and (2) will people learn as well from an ITS that is developed with an off-the-shelf package as they would from an ITS using a programming language (the C language)? The answers to these questions are yes and not only as good, but better. It took a C programmer 2.4 times longer to create an ITS from the shell of another similar ITS than it took a Linkway ® (an off-the-shelf hypermedia package) programmer to develop an ITS from scratch. The learning data indicated that the Linkway ® version was much easier to learn and performance on a test problem indicated that the Linkway ® group made significantly fewer errors than the group that used the version that was programmed in C. These results and the issues surrounding the study are described in this paper.