Michele Jacobsen

Technology leadership for the twenty‐first century principal

This paper examines current issues related to technology integration and provides a contextual framework with which school principals can undertake new leadership responsibilities in this area. Selected examples of successful technology integration are provided to inform current technology leadership practices. The leadership goals, competencies and responsibilities needed in order to achieve this preferred future are described. In the final section, the authors draw on professional experiences as researcher and teacher/leader to build and expand on a five‐part leadership model currently in use by a large urban school district to interpret multiple dimensions of technology leadership for principals. Ways in which this framework can serve as a guide for school leaders as they develop technology competencies, implement professional growth plans, work with their community, and provide daily technology leadership, mentorship and advocacy for teachers in an elementary school are discussed.

What is educational technology, anyway? A commentary on the new AECT definition of the field

By Denis Hlynka and Michele Jacobsen Authors Dr. Denis Hlynka is a professor of educational technology in the Department of Curriculum, Teaching and Learning at the University of Manitoba and the author of a regular column for Educational Technology titled “Looking Forward, Looking Back.” He is a former editor of the Canadian Journal of Educational Communications (predecessor of CJLT). Correspondence regarding this article can be sent to: dhlynka@cc.umanitoba.ca Dr. Michele Jacobsen is an associate professor of educational technology in the Graduate Division of Educational Research and the Division of Teacher Preparation in the Faculty of Education at the University of Calgary. She has been the editor of the Canadian Journal of Learning and Technology (CJLT) since 2005. Correspondence regarding this article can be sent to: dmjacobs@ucalgary.ca.

Experiments with distance learning in software engineering graduate courses

This article reports on our experience to date with these two distance graduate courses in software engineering. We experimented with several technological tools to facilitate computer mediated communication: WebCT, electronic mail, a list server, and NetMeeting. We briefly discuss the methods used to evaluate the distance learning environments experienced by the graduate students, and make recommendations for future research and educational practice in distance learning environments.

Learning and assessment with images: A view of cognitive load through the lens of cerebral blood flow

Understanding the relationship between cognitive processing and learner performance on tasks using digital media has become increasingly important as the transition towards online learning programs increases. Determining the impact of implementation of instructional resources is often limited to performance outcomes and comparisons to the status quo. This study measured changes in cerebral blood velocity (CBV) of the right middle cerebral artery during visual learning tasks using static images. Transcranial Doppler ultrasonography was used to compare the changes in CBV during learning of individuals with high and low spatial ability. Our results show that there is a slight increase from baseline values of CBV in individuals with high spatial ability during the learning task for the present study. In contrast, individuals with low spatial ability experience a decrement from baseline during the learning task. These results suggest spatial ability mitigates cognitive load and potentially has an impact on learner performance on visual learning tasks. [ABSTRACT FROM AUTHOR]

The Use of Graphics to Communicate Findings of Longitudinal Data in Design-Based Research.

Visuals and graphics have been used for communicating complex ideas since 1786 when William Playfair first invented the line graph and bar chart. Graphs and charts are useful for interpretation and making sense of data. For instance, John Snow’s scatter plot helped pinpoint the source of a cholera outbreak in London in 1854 and also changed understandings of how germs were spread. While popular in the field of information graphics, rarely are graphs beyond the bar chart found in educational research articles. When present, the graphs do not necessarily enhance the findings of the data. Nor do educational research methods textbooks promote or instruct how to create visual representations to aid with interpretation and communication of findings. This paper attempts to address this void by sharing our processes for creating meaningful visual graphs for communicating multi-dimensional statistical findings more effectively. A working hypothesis was that carefully crafted visual graphics would convey our longitudinal research findings more effectively to broader audiences than existing forms. Three visuals were constructed from survey data three-year longitudinal design based research study of teacher and student learning in a one-toone laptop school. The study focused on learning designs that changed and improved student learning experiences and outcomes by adopting inquiry approaches to teaching that incorporate meaningful uses of technology. In field tests, our audiences found the visuals were useful for interpreting the findings. More and more frequently, academics are required to communicate their findings to broader audiences. A well-designed and well-constructed graph(ic) can provide a means for effective communication of complex, multi-dimensional statistical data. Such effective communication is beneficial for both an academic audience as well as for broader audiences.

A Special Issue of the Canadian Journal of Learning and Technology on Knowledge Building

In a pervasive media and technology landscape that is increasingly global, participatory and connected, one in which learners and teachers can increasingly become creators of knowledge rather than mere consumers of prepared messages and ideas, it is vital for the field of educational technology to take stock of the latest research on knowledge building. Marlene Scardamalia and Carl Bereiter, innovative pioneers in the area of Knowledge Building in education, define the construct of Knowledge Building as having several characteristics that distinguish it from constructivist learning in general. Two key characteristics of Knowledge Building are intentionality and community knowledge. Intentionality captures that people engaged in knowledge building know they are doing it and that advances in knowledge are purposeful. Community knowledge captures that while learning is a personal matter, knowledge building is done for the benefit of the community. Scardamalia and Bereiter emphasize that in contrast to being spontaneous, a knowledge building culture requires a supportive learning environment and teacher effort and artistry to create and maintain a community devoted to ideas and to idea improvement. Distinct from improving individual students’ ideas and understanding, the collective work of Knowledge Building is explicitly focused on the creation and improvement of knowledge of value to one’s community – advancement of the knowledge itself.

Psychosocial and career outcomes of peer mentorship in medical resident education: a systematic review protocol

BackgroundMany medical residents lack ready access to social and emotional supports that enable them to successfully cope with the challenges associated with medical residency. This absence of support has been shown to lead to high levels of burnout, decreased mental wellbeing, and difficulty mastering professional competencies in this population. While there is emerging evidence that peer mentoring can be an important source of psychosocial and career-related support for many individuals, the extent of the evidence regarding the benefits of peer mentorship in medical residency education has not yet been established. We describe a protocol for a systematic review to assess the effects of peer mentoring on medical residents’ mental wellbeing, social connectedness, and professional competencies.MethodsStudies included in this review will be those that report on peer-mentoring relationships among medical residents. Quantitative, qualitative, and mixed-methods studies will be eligible for inclusion. No date or language limits will be applied. We will search EMBASE, MEDLINE, PsychINFO, Web of Science, Scopus, ERIC, Education Research Complete, and Academic Research Complete databases to identify relevant studies. Two authors will independently assess all abstracts and full-text studies for inclusion and study quality and extract study data in duplicate.DiscussionThis is the first systematic review to explicitly explore the role of peer mentoring in the context of medical residency education. We anticipate that the findings from this review will raise awareness of the benefits and challenges associated with peer-mentoring relationships, further the development and implementation of formal peer-mentoring programs for medical residents, and, through identifying gaps in the existing literature, inform future research efforts.Systematic review registrationThis protocol has not been registered in PROSPERO or any other publicly accessible registry.

The relationship between spatial ability, cerebral blood flow and learning with dynamic images: A transcranial Doppler ultrasonography study

Abstract Determining the effect of dynamic images on learning is often limited to performance measures. This study explores the impact from the perspective of cerebral blood flow in the brain during learning. Performance and neurophysiological response in high and low spatial ability were compared during learning with dynamic images. Individuals with high spatial ability appear to be better suited to learn with complex images such as dynamic images that move in time and space. The results presented here suggest that spatial ability can help to determine the effectiveness of the media we use for teaching.

MOOCs for Faculty Professional Development with Learning Technologies in Higher Education

Academic work is complex and ever changing in both research and teaching. Professors are experienced in their field of study; however, they are not usually as experienced as teachers who draw upon the newest pedagogy and teaching methods utilizing technology (Mundy, Kupczynski, Ellis & Salgado, 2011). New and experienced professors can benefit from ongoing faculty development for technology enabled blended and online teaching and also for graduate supervision. With many demands on their time, gathering professors together for professional learning focused on teaching and graduate supervision can be a challenge. MOOCs can provide an ideal learning environment for faculty to continue to develop their expertise as online teachers and as graduate supervisors. This study focuses specifically on the use of MOOCs for faculty development as graduate supervisors.

Learning Designs Using Flipped Classroom Instruction (Conception d'apprentissage à l'aide de l'instruction en classe inversée).

The flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about three learning designs and how the flipped classroom model can support teaching, learning and assessment through: (1) guided collaborative discussion, (2) tabletop white boarding and (3) the development of augmented reality auras. Principles for teaching effectiveness are used as a lens to guide the reflection on the benefits and challenges with each of the learning designs. Findings suggest that flipped classroom models that emphasize collaborative learning, group work and accessibility can enable and support inquiry-based learning. Recommendations are provided for educators interested in designing learning using a flipped classroom instructional model, as well as suggestions for future action research agendas. La classe inversee est un modele pedagogique qui met a profit l’apprentissage hors des heures en classe et qui est rehausse par la technologie pour maximiser l’engagement et l’apprentissage des apprenants en classe. Dans le cadre de cette etude de recherche-action, les auteurs resument les reflexions sur la facon dont le modele de la classe inversee peut appuyer l’enseignement, l’apprentissage et l’evaluation par la mise en œuvre de trois conceptions d’apprentissage par investigation : 1) discussion collaborative guidee, 2) tableau blanc de table et 3) developpement d’auras en realite augmentee. Les principes d’enseignement de l’efficacite sont utilises comme optique guidant la reflexion sur les avantages et les defis de chacune des conceptions d’apprentissage. Les conclusions suggerent que les modeles de classes inversees qui mettent l’accent sur l’apprentissage collaboratif, le travail en groupe et l’accessibilite peuvent permettre et appuyer l’apprentissage par investigation. Des recommandations sont fournies pour les educateurs qui s’interessent a la conception pedagogique a l’aide d’un modele de classe inversee, ainsi que des suggestions pour la recherche-action future.