Thursday, September 29, 2016
Wednesday, September 28, 2016
Sunday, September 25, 2016
Analysis of Target Market . . . er, Population
What are the descriptors of our target market . . . target population?
While reading this week's chapter, & now seeing the Matrix of ADDIE a little more clearly, I highlighted, copied & pasted the issues that I thought would be most significant to our team's (3 J's & an R) Big Project. These are pulled right from the text of The Systematic Design of Instruction - Dick & Carey - so credit where it's due.
Thank you oh great Dick & Carey . . . we bask in your generous brilliance! Sincerely.
While reading this week's chapter, & now seeing the Matrix of ADDIE a little more clearly, I highlighted, copied & pasted the issues that I thought would be most significant to our team's (3 J's & an R) Big Project. These are pulled right from the text of The Systematic Design of Instruction - Dick & Carey - so credit where it's due.
Thank you oh great Dick & Carey . . . we bask in your generous brilliance! Sincerely.
Issues very relevant to our target population:
- Tryout learners serve as representatives of that group in order to plan the instruction.
- ARCS model (attention, relevance, confidence, and satisfaction)
- Do not assume that learners are very interested in the topic, find it relevant to their interests or job, feel confident that they can learn it, and will be satisfied when they do.
- Added problem associated with this project, namely recruiting [teachers/administor] support.
- Training in new instructional software is irrelevant for teachers who have severely outdated computers in their classrooms that won’t run current software applications.
- Does the learning environment that you are visiting include these tools? Can it accommodate them if they are provided? The most common “tools” today are probably computers and smart mobile devices.
- Sometimes just the act of explaining the analysis leads to insights about duplications, omissions, unclear relationships, illogical sequences, or unneeded information.
- You must see how a learner from the target population reacts to the skills you will be teaching.
- Does the learner understand what you are talking about? How would the learner describe it in his or her own words? Can the learner perform the entry skills?
Sweet! I'm learning the ADDIE lingo!
Learning the Language of ADDIE
Lingo instruca, anyone?
One of the things that I just began to appreciate this weekend was the repetition of terms. Perhaps I am just thick-headed or stubborn but many of these new terms associated with analysis & ADDIE felt irritatingly similar & sometimes redundant.
I think it's beginning to sink in, finally, & the true significance of subtle difference between things like goal statement & instructional need is starting to make sense to me.
It was easier for me to think of it all as an analysis problem for which their must be an app or at least some software (like MindMeister) for which I could simply plug in the characteristics of my idea - making teaching, learning & consuming information easier through VR - in over-simplistic terms & my potential target population. Then, the app's algorithm would simply spit out the analyses & I could move forward from their to design & development (production) of the process for which I could apply my solution.
In a very cool & real way, the continual introduction & repetition of these terms by different authors is like learning a new language. Like learning Arabic, much of the first few weeks & chapters The Systematic Design of Instruction - Dick & Carey was so much incoherent psycho-babble to me.
Now, & this is a little scary, it is starting to become more fluid in my mind & I feel a little like Neo - I'm starting to see the vocabulary & definitions of surrounding the real-world process like Neo sees the code precipitating in eerie green columns through the Matrix. I'm believing & thinking & dreaming in ADDIE!
SWEET!!!
Guess I'd better not get cocky - I can hear Han Solo chiding me for nailing my first Imperial Tie Fighter & over-celebrating.
I'm not giving up that eventually there'll be strong AI that'll listen to my dictation of the problem & spit out the analyses based on the big data available to such an Eschelon/Eagle-Eye/Skynet supercomputer.
With that said, I am starting to become very interested in the analysis process. So much so, that I am eager to get surrounded by teachers who are afraid of implementing tech in class & do a lot of interviews & surveys.
Guess I'll go make a Survey Monkey!
Lingo instruca, anyone?
One of the things that I just began to appreciate this weekend was the repetition of terms. Perhaps I am just thick-headed or stubborn but many of these new terms associated with analysis & ADDIE felt irritatingly similar & sometimes redundant.
I think it's beginning to sink in, finally, & the true significance of subtle difference between things like goal statement & instructional need is starting to make sense to me.
It was easier for me to think of it all as an analysis problem for which their must be an app or at least some software (like MindMeister) for which I could simply plug in the characteristics of my idea - making teaching, learning & consuming information easier through VR - in over-simplistic terms & my potential target population. Then, the app's algorithm would simply spit out the analyses & I could move forward from their to design & development (production) of the process for which I could apply my solution.
 |
In a very cool & real way, the continual introduction & repetition of these terms by different authors is like learning a new language. Like learning Arabic, much of the first few weeks & chapters The Systematic Design of Instruction - Dick & Carey was so much incoherent psycho-babble to me.
 |
| comicvine.gamespot.com |
SWEET!!!
Guess I'd better not get cocky - I can hear Han Solo chiding me for nailing my first Imperial Tie Fighter & over-celebrating.
I'm not giving up that eventually there'll be strong AI that'll listen to my dictation of the problem & spit out the analyses based on the big data available to such an Eschelon/Eagle-Eye/Skynet supercomputer.
With that said, I am starting to become very interested in the analysis process. So much so, that I am eager to get surrounded by teachers who are afraid of implementing tech in class & do a lot of interviews & surveys.
Guess I'll go make a Survey Monkey!
Saturday, September 24, 2016
Characteristics of ID Models - Branch & Merrill
I really enjoyed this week's reading assignment for Instructional Design.
I felt that it was a prose version of the Wiki that is needed to understand in a very straightforward way, the models of ID.
So, I will translate it into week sitebites:
I felt that it was a prose version of the Wiki that is needed to understand in a very straightforward way, the models of ID.
So, I will translate it into week sitebites:
Characteristics of Instructional Design Models - Robert M. Branch & M. David Merrill
Instructional Design (ID) - system of procedures for developing Education and Training curricula in a consistent and reliable fashion
General Systems Theory (GST) - approach to accomplishing learning test since of instructional problems - based on behaviorism values associated with measurement and study of human behavior (Silvern);
Instructional Design (ID) - system of procedures for developing Education and Training curricula in a consistent and reliable fashion
General Systems Theory (GST) - approach to accomplishing learning test since of instructional problems - based on behaviorism values associated with measurement and study of human behavior (Silvern);
- Systematic - adopt rules/procedures; way to move through process
- Systemic - application of creative problem-solving methods; all components of system respond to single component w/in system as stimulated
- Responsive - accepting whatever goals established as its orientation
- Interdependence - all elements w/in system connected to every other element; all elements depend on each other to accomplish system's goals
- Redundancy - duplicate processes/procedures intended to prevent failure of the entire system
- Dynamic - adjust to changing conditions, constantly monitors environment
- Cybernetic - efficiently communicate among themselves for the purpose to steer, govern & guide; automated control systems
- Synergistic - together all elements achieve more than individual elements achieve alone; "the whole is greater than the sum of its parts"
- Creativity - special human talents/imagination & generating original ideas to permit instructional designers to expand the limitations of any system
Actual practice of ID - curvilinear flow diagram; curvilinear compositions of ovals connected by curved lines with 2-way arrows; communicate more iterations
ADDIE
- Analyze - needs assessment; identifying a performance problem in a business setting; stating a goal; writing objectives & measurable terms; classifying learning as to type; specifying learning activities; specifying media
- Design/development - preparing student/instructor materials
- Implementation - delivering instruction in setting for which it was designed
- Evaluation
- Formative - collecting data to identify needed revisions to the instruction
- Summative - collecting data to assess the overall effectiveness and worth of instruction
- Revision - making needed changes
- Student-centered - teaching & other forms of instruction or simple means to the end of learner performance; no initial assumption live teachers even needed
- Goal oriented - goals should reflect client expectations; team members need to share a common vision
- Meaningful performance - preparing learners to perform meaningful/complex behaviors; high degree of congruence between learning environment & setting in which the actual behaviors performed
- Outcomes measurable, reliably/validly - assessment technique within an observer/checklist while the learner performs selected operations
- Empirical, iterative & self-correcting - data at heart of ID process; data are friendly & provide a rational basis for decision-making & successfully project completion
- Team effort
- Subject matter expert (SME)
- Instructional designer
- Production personnel
- Clerical support
- Project manager
- Learners should be presented with a series of progressively more difficult tasks problems of the type that the learners will be expected to solve by the end of that instruction sequence
 |
| Dick & Carey ID model; 12. Merrill: Pebble in the Pond |
Friday, September 23, 2016
Grant Bushman's Sally Experience
Grant Bushman
"Sally" was put in my class because she was a smart girl who was having a terrible time with reading fast enough. She just didn't seem to understanding how to do it. The red line indicates where a 2nd grader should be at over time. Students at or above the red line are considered "on benchmark." And Sally was clearly below benchmark. Her parents were concerned, her past teacher was out of ideas, and the principal thought I could help her.
As time went on, I used by very best tricks to help Sally get motivated. She got motivated. I modeled the benefits of a strong work ethic. She worked hard. I showed her the joys of reading. She wouldn't stop reading at home. Then, after Christmas break, I gave her yet another reading assessment. She was making progress, but not the kind of progress that he parents wanted, and not the kind of progress that would get her on level by the end of the year. I just couldn't find the missing piece.
Then, on February 10, a miracle occurred. Was it the excitement of the impending Valentines Day party? Was it the melting snow? Was it a new research-based reading program? Was it her new ADHD meds? Nope. It was a 30-second intervention. After 30-seconds, Sally's words per minute nearly doubled. She maintained that jumped for the rest of the year. She never dropped below benchmark again, and she finished the year in seventh place among her classmates. 30-seconds made all the difference.
The Twin Sins
But enough about me. Let's talk about a different Grant for a while. In Understanding By Design, author Grant Wiggins describes the Twin Sins of Design. They are "Coverage" and "Activity." Coverage is the boring history teacher who destroys your will to live by spouting names and dates at a blistering speed because the content must be "covered." Activity is the enthusiastic kindergarten teacher who spends four days making marmalade in mugs to help her student love the letter m. The kids are involved and engaged--but do they know what an M looks like yet?
The Backward Design Model
To guard against these twin sins, Wiggins introduces the Backward Design Model. That is, a teacher begins by first asking, "What am I trying to accomplish here?" The worksheets, visual aids, and anecdotes come later.
Although the Backward Design Model follows a very logic, step-wise method, Wiggins admits that the process is actually quite messy, and doesn't always fit the prescribe model chronologically. Regardless of when the steps happen, here is their conceptual progression.
Wiggins quotes author Stephen Covey's principle of effectiveness, "Begin with the end in mind." Simple reason suggests that a person is more inclined to end up at a desired destination if one knows the destination to which one should travel. By focusing on outcomes first, an instructor is better able to design and develop an educational experience that will yield those outcomes.
The Wrap-Up
This was my secret with Sally. On February 10, I whispered to Sally. "I want to see how fast you can read. I don't care what you learn. I don't care if you use good expression. I don't care if you mess up a few words. I want to see you fly through this." Once Sally knew how to "win" the game of reading, she did. I can't believe it took me six months to realize that I hadn't taught her the one things she needed most.
How embarrassing.
Okay, you're turn. What is your Sally experience? How would the Backward Design Model have prevented it from happening?
Hey Grant,
That is just a brilliant story. Well told, as well. Thanks for sharing.
Winning the game & gamifying classwork has been a favorite of mine for years. When a student (or anyone) views their goal as more of a game-oriented process the thing becomes fun. Then the individual really takes ownership of it - like Sally did.
Line graphs are brilliant as well. Did you show Sally her progress on the graph? There's a very cool speed reading program called EyeQ (Links to an external site.). I've used it to help some of my students improve their reading speed (as well as my own). It's doubled & even tripled reading speeds - to over 200 words for one prodigious kiddo. It's gamified & users score badges for progress & can see their progress going up & down on a graph - very strong motivation.
I enjoy Wiggins articulation of a logical process of curriculum design. I feel it is very intuitive, really just the way that I think about problem-solving. It's very nice to have it written out in an elegant template.
With that said, I'm not sure that the Backward Design Model would have led you any faster to your genius stroke of coaching motivation. In fact, I think analysis of the speed reading situation, based on Wiggins model, might have led to academic paralysis & frustration. Your spurring Sally into an inspirational second wind was more of a spontaneous light-bulb thing which we are occasionally grateful to be given.
Does that make sense?
At any rate, Bravo, my good Man! Keep up that #1 2nd Grade Teacher status!
"Sally" was put in my class because she was a smart girl who was having a terrible time with reading fast enough. She just didn't seem to understanding how to do it. The red line indicates where a 2nd grader should be at over time. Students at or above the red line are considered "on benchmark." And Sally was clearly below benchmark. Her parents were concerned, her past teacher was out of ideas, and the principal thought I could help her.
As time went on, I used by very best tricks to help Sally get motivated. She got motivated. I modeled the benefits of a strong work ethic. She worked hard. I showed her the joys of reading. She wouldn't stop reading at home. Then, after Christmas break, I gave her yet another reading assessment. She was making progress, but not the kind of progress that he parents wanted, and not the kind of progress that would get her on level by the end of the year. I just couldn't find the missing piece.
Then, on February 10, a miracle occurred. Was it the excitement of the impending Valentines Day party? Was it the melting snow? Was it a new research-based reading program? Was it her new ADHD meds? Nope. It was a 30-second intervention. After 30-seconds, Sally's words per minute nearly doubled. She maintained that jumped for the rest of the year. She never dropped below benchmark again, and she finished the year in seventh place among her classmates. 30-seconds made all the difference.
The Twin Sins
But enough about me. Let's talk about a different Grant for a while. In Understanding By Design, author Grant Wiggins describes the Twin Sins of Design. They are "Coverage" and "Activity." Coverage is the boring history teacher who destroys your will to live by spouting names and dates at a blistering speed because the content must be "covered." Activity is the enthusiastic kindergarten teacher who spends four days making marmalade in mugs to help her student love the letter m. The kids are involved and engaged--but do they know what an M looks like yet?
The Backward Design Model
To guard against these twin sins, Wiggins introduces the Backward Design Model. That is, a teacher begins by first asking, "What am I trying to accomplish here?" The worksheets, visual aids, and anecdotes come later.
Although the Backward Design Model follows a very logic, step-wise method, Wiggins admits that the process is actually quite messy, and doesn't always fit the prescribe model chronologically. Regardless of when the steps happen, here is their conceptual progression.
- Identify the Desired Result – What’s the point of what I am teaching? Examples might include "Student will read with sufficient fluency to support comprehension of text." or "Students will gain appreciate for the work of Martin Luther King, Jr."
- Determine Acceptable Evidence – What counts as mastered? Examples might include "Sally will read at a rate of 87 words per minute with 99% accuracy." or "Students will be able to assemble a scrapbook of artifacts Dr. King's rallies and explain how the artifact represents the events that took place at the rally."
- Plan Learning Experiences and Instruction – What will I actually do to bring about learning? Examples include "Teach lesson 48-53 in the Saxon Phonics book, omitting questions that don't relate to digraphs and diphthongs." or "Have each student find a speech given by Rev. King and present it to the class."
Wiggins quotes author Stephen Covey's principle of effectiveness, "Begin with the end in mind." Simple reason suggests that a person is more inclined to end up at a desired destination if one knows the destination to which one should travel. By focusing on outcomes first, an instructor is better able to design and develop an educational experience that will yield those outcomes.
The Wrap-Up
This was my secret with Sally. On February 10, I whispered to Sally. "I want to see how fast you can read. I don't care what you learn. I don't care if you use good expression. I don't care if you mess up a few words. I want to see you fly through this." Once Sally knew how to "win" the game of reading, she did. I can't believe it took me six months to realize that I hadn't taught her the one things she needed most.
How embarrassing.
Okay, you're turn. What is your Sally experience? How would the Backward Design Model have prevented it from happening?
Hey Grant,
That is just a brilliant story. Well told, as well. Thanks for sharing.
Winning the game & gamifying classwork has been a favorite of mine for years. When a student (or anyone) views their goal as more of a game-oriented process the thing becomes fun. Then the individual really takes ownership of it - like Sally did.
Line graphs are brilliant as well. Did you show Sally her progress on the graph? There's a very cool speed reading program called EyeQ (Links to an external site.). I've used it to help some of my students improve their reading speed (as well as my own). It's doubled & even tripled reading speeds - to over 200 words for one prodigious kiddo. It's gamified & users score badges for progress & can see their progress going up & down on a graph - very strong motivation.
I enjoy Wiggins articulation of a logical process of curriculum design. I feel it is very intuitive, really just the way that I think about problem-solving. It's very nice to have it written out in an elegant template.
With that said, I'm not sure that the Backward Design Model would have led you any faster to your genius stroke of coaching motivation. In fact, I think analysis of the speed reading situation, based on Wiggins model, might have led to academic paralysis & frustration. Your spurring Sally into an inspirational second wind was more of a spontaneous light-bulb thing which we are occasionally grateful to be given.
Does that make sense?
At any rate, Bravo, my good Man! Keep up that #1 2nd Grade Teacher status!
Varieties of Human Capabilities - Schiffman
Hey Colleagues & fellow education scientists,
Sorry I missed you guys last week - I was so eager to show off my skills as a VR trainer. Also, I can bring the Gear Headset & it's Oculus store anytime. I'd love for you guys to experience what is available on these devices & platforms. We played with the Gear at John's Youth City & we had to pry the kids away from their transformative experiences. Virtual & augmented reality are going to become far cheaper & much more mainstream within the next 12 months - especially as Google is going to release it's VR platform via Daydream, any day now.
Last week in the Schiffman selection, there was a section titled "Varieties of Human Capabilities." I imagine I wasn't the only one that wrote a big red question mark, followed by several exclamation points in the margin. Schiffman, who I believe is on the side of humanism & the teacher - as opposed to the shrill critics or anti-tech academics - . . . Schiffman writes that a knowledge of human capabilities supplies an instructional designer with certainty about what the instructional system needs. Below this, he writes,
"Training journals complain that classroom instruction does not transfer to on-the-job competence." (p 138)
Did you folks have a field day with that? I know it was written in 1995 & things have changed a lot since then. Who would have a better awareness of human capabilities - students are humans, right? - than a classroom instructor?!
Did you guys discuss that in class? Any commentary on that one?
Here's a sample of my on the job training:
Thanks,
Ry
Sorry I missed you guys last week - I was so eager to show off my skills as a VR trainer. Also, I can bring the Gear Headset & it's Oculus store anytime. I'd love for you guys to experience what is available on these devices & platforms. We played with the Gear at John's Youth City & we had to pry the kids away from their transformative experiences. Virtual & augmented reality are going to become far cheaper & much more mainstream within the next 12 months - especially as Google is going to release it's VR platform via Daydream, any day now.
Last week in the Schiffman selection, there was a section titled "Varieties of Human Capabilities." I imagine I wasn't the only one that wrote a big red question mark, followed by several exclamation points in the margin. Schiffman, who I believe is on the side of humanism & the teacher - as opposed to the shrill critics or anti-tech academics - . . . Schiffman writes that a knowledge of human capabilities supplies an instructional designer with certainty about what the instructional system needs. Below this, he writes,
"Training journals complain that classroom instruction does not transfer to on-the-job competence." (p 138)
Did you folks have a field day with that? I know it was written in 1995 & things have changed a lot since then. Who would have a better awareness of human capabilities - students are humans, right? - than a classroom instructor?!
Did you guys discuss that in class? Any commentary on that one?
Here's a sample of my on the job training:
Thanks,
Ry
Inspiration - Self Organized Learning Environments (SOLEs)
"Learning can emerge as spontaneous order at the edge of chaos."
- Sugata Mitra - Professor of EdTech, Newcastle University
Winner TED Prize 2013
"There's a difference between knowing the path & walking the path."teachbytes - 10 Educational Technology Quotes
Technology is the use of artificial tools to make human life easier, more efficient/effective & more fun. It must have "appeal" - Dr. Monson. And it must supervene earlier technology in order for it to fit the former definition. Otherwise, it's simple a flashy new tool.
The Future of Learning - CUE Palm Springs 2016
Most Likely To Succeed-Film - John Lyman Post
Most Likely To Succeed-Film
John Lyman
Most Likely to Succeed
Screening in conjunction with the Utah Afterschool Network's Annual Jumpstart Conference:
10/07/16 Ogden, UT Peery's Egyptian Theater, 2415 Washington Boulevard at 7:00 PM
http://www.mltsfilm.org/ (Links to an external site.)
--------------------------------
Has anyone seen this? It seems like it should be mandatory for our discipline.
--My commentary
Sep 2, 2016
John Lyman
Most Likely to Succeed
Screening in conjunction with the Utah Afterschool Network's Annual Jumpstart Conference:
10/07/16 Ogden, UT Peery's Egyptian Theater, 2415 Washington Boulevard at 7:00 PM
http://www.mltsfilm.org/ (Links to an external site.)
--------------------------------
Has anyone seen this? It seems like it should be mandatory for our discipline.
--My commentary
Sep 2, 2016
Discussion Commentary - Week 1
John Lyman
Aug 24, 2016 Aug 24 at 9:17am
Manage Discussion Entry
When we were discussing our favorite classes, I was quickly reminded on one of my favorite professors, teachers and mentors at Westminster. Tim Carr teaches teachers, and he has a very simplistic way of seeing and stating things. The class was Character Education, which...as a concept, not a procedure is something I spend a lot of time working on with my participants. One of his statements that resonates most with me is "All learning comes through incongruence." This influenced how I perceived our discussion last night.
Education- The distance between incongruence and congruence.
Instruction- The guide between incongruence and congruence.
Technology- The vehicle between incongruence and congruence.
Design- The map between incongruence and congruence.
In the education field, STEM is the big boy these days. I feel that STEM has its place, though the S gets most of the focus. In my organization though, we prefer STEAM. You can use STEM to create the most magnificent smart phone known to man, but without the A (art), you don't have the iPhone. The design, the interface, the usability is what made it such a game changing device.
I hope to take all of the experience I have in each of these fields and hone them over the next 1.5 years, so that I can better address all learning styles within the same platform. Ultimately, I'm looking for incongruence.
Aug 24, 2016 Aug 24 at 9:17am
Manage Discussion Entry
When we were discussing our favorite classes, I was quickly reminded on one of my favorite professors, teachers and mentors at Westminster. Tim Carr teaches teachers, and he has a very simplistic way of seeing and stating things. The class was Character Education, which...as a concept, not a procedure is something I spend a lot of time working on with my participants. One of his statements that resonates most with me is "All learning comes through incongruence." This influenced how I perceived our discussion last night.
Education- The distance between incongruence and congruence.
Instruction- The guide between incongruence and congruence.
Technology- The vehicle between incongruence and congruence.
Design- The map between incongruence and congruence.
In the education field, STEM is the big boy these days. I feel that STEM has its place, though the S gets most of the focus. In my organization though, we prefer STEAM. You can use STEM to create the most magnificent smart phone known to man, but without the A (art), you don't have the iPhone. The design, the interface, the usability is what made it such a game changing device.
I hope to take all of the experience I have in each of these fields and hone them over the next 1.5 years, so that I can better address all learning styles within the same platform. Ultimately, I'm looking for incongruence.
- I love the that statement - incongruence toward congruence. Also brilliant are the analogues: education = distance; instruction = guide; technology = vehicle; design = map. Map in CS terms = algorithm, non? I also love the addition of Art to the STEM acronym. I think that is similar to my necessitating appeal to an adoptable technology.
- Agreed, Mikelle & John. I think a big idea for us is that, while technology will never replace teachers - teachers who know how to use technology in an appealing & engaging way will replace teachers who cannot.
Instructional Design and Educational Technology: Defining the Field
Dr. John Monson
What is technology? What does an “instructional designer” do? How would you explain to your friends, work associates, or mother-in-law what it is you are learning and what you will be able to do with your future degree? This course should help you to develop you own understanding of the field and some of the history and issues surrounding it.
What is technology? What does an “instructional designer” do? How would you explain to your friends, work associates, or mother-in-law what it is you are learning and what you will be able to do with your future degree? This course should help you to develop you own understanding of the field and some of the history and issues surrounding it.
For my first idea of what an instructional designer is (& what I've been telling folks at cocktail parties for the last few months - since I have no mother-in-law), I'll draw from my own naive experience:
When I think of instruction, I think of military - like drill instructor. I think of giving & taking orders. When I think of design, I think of creation of a way to get somewhere or do something. An algorithm. A path.
I fancied myself somewhat of a curriculum designer for English as a Second Language learners while I was out in China & Saudi Arabia. I like to think outside of the box & create more entertaining lessons so I always pushed the envelop. I used quite a bit of gamification - designing lessons plans & procedures in sort of game show fashion.
As IDET includes education technology, & I'd only been getting into that in the last couple of years in Saudi, I have been telling the theoretical mother-in-law that I would be designing engaging learning platforms & tools on "bleeding edge" technology - including Virtual Reality & Augmented Reality.
What is technology? I've asked this question of many learners & fellow teachers. The quick & dirty answer I give for this is: A way (tool or procedure) to make things easier & more efficient. And, as mentioned in class, the way must include FUN. Or, as Dr. Monson phrased it, an element of appeal. I believe new technology must have a fun side. Otherwise, I do not believe the new technology will be adopted.
My experience in Saudi - Digitally Interfacing Classrooms
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