Category: Observation

  • How much should you know as a learning researcher?

    How much should you know as a learning researcher?

    robot-507811_1280Coming out of school as a Ph.D in instructional technology, I had accumulated quite amount of reading (if not knowledge) of psychology, education, and sociology. However, how much you should know about technology? As a researcher of human learning, what should be the composition of your knowledge domain?

    Right now I work as an instructional designer at a research university, designing online courses for the professional education sector. The university I work at is Georgia Tech, ranking #7 in public universities of USA and heavily focusing on STEM. We have some world top level professors and researchers. Being in this environment, I try to take advantage of it, and to understand more about what our faculty on campus on doing in the field of learning research. Therefore, in my self learning time, I started reading articles about research projects done by our faculty. Soon, I notice that these articles heavily focus on AI (Artificial Intelligence) and ML (Machine Learning). I started feeling interested – what are the definitions of AI and ML, and what are the knowledges scopes of these two areas? How are they related to our traditional educational research fields, i.e. education, psychology and sociology? Are they completely are two different parallel universes? Or most likely, they intercorrelate and overlap? If they do intercorrelate and overlap, how do they do that?

    It will be interesting to conduct a literature review on papers published on main streamed journals on both side: AI and ML research led by STEM faculties, and educational research led by educational faculty.

    Things to be considered: names of journals in the areas of instructional technology and AI/ML, conference names; main knowledge models/theoretical frameworks; main research methods; main research participants; main funding resources and funding amount.

     

  • My Recent Thoughts on Coursera Courses

    My Recent Thoughts on Coursera Courses

    MOOC (Massive Open Online Course) has gained a lot of attention since 2011 and it was really really “hot” in 2012. Although the temperature of this topic  has dropped in 2014, the market revenue mechanism seems getting more mature, based on my observation on people who are taking courses on Coursera and paying for the certificates.

    I remember that the first time I noticed there were options of paid certificate for courses on Coursera. You can take still take all the courses for free, but you can also choose to pay about $49 (sometimes more or less) per course to get a completion certificate. When I first saw this, my reaction was: if learners need to pay for the certificates, should the courses still claim to be “Open”? In my mind back then, probably also in many others’, “open” equals to “free“. So I was against the idea of charging money for  MOOC (Massive Open Online Courses).

    However, my idea about “paid” MOOC courses has changed, after I started taking a series of courses on Data Science last Friday. I chose to take this series of courses because “Big Data” is hot right now, and I want to know more about how I can apply data mining strategies (possibly) in education. This course series seem to be a good fit. I noticed that the course series have the option of “Specialization” and I said to myself: let’s take the first course, and see what happens. After two days of working on the course, I felt the course was totally worth it. I paid the 49 dollars for the signature track of the course and plan to do so for the rest eight courses and the capstone project in this specialization series.

    Screen Shot 2014-05-21 at 1.16.38 PM

    Ok, now let’s look at and summarize what I learned about Coursera, MOOC, and paid certificates within MOOC:

    1. First of all, now looking at the price of $49, I think: “should we even call this a paid course if paying $49 for a certificate”? I’ve come across quite a few Coursera MOOC courses and I admit that some of them are not that good. But when they are good, they are good. So for a well organized, carefully designed and lectured course, with a lot of useful information, skills, and techniques that I’ve learned, I think $49 is merely nothing. Think about how much those online programs charge for a “program certificate” (here, here, and here). In this case, I think even with a paid certificate option, MOOC is still “free” and “open”.
    2. Coursera is really smart by restricting their course providers to accredited institutions (usually top institutions). When the time Coursera started, there were many other similar MOOC providers/platforms, such as Udacity, Udemy, edX, etc. By now, all of them have chosen their own business (or non-business) module. Coursera chose to stay with the traditional top institutions. This idea wasn’t very attractive at the first place, and didn’t sound very “open” and “grass-rooty” to me. But now that I think about my experiences of taking the courses, I think this might have been the simplest way to ensure the course quality. We can argue that non-top universities and institutions, or even personnels can also create high-quality MOOC courses, but to just select the top institutions as their course providers may be the smartest thing that Coursera has done so far – top institutions usually have more resources, in terms of the instructors, graduate assistants, the course materials development, etc. On the contrary, top institutions attract more learners because of their names in the traditional education field.
    3. Will the Coursera Certificate and its kind become more and more “useful” and “popular”on resumes and job market? I think so. I think the meaning of having a MOOC certificate is more than just taking an online course – that means that you were interested, you were willing to learn, and you took the action. The potential employers would definitely be more impressed with a job applicant’s resume who has MOOC certificates than one’s without. I think it is becoming a trend for life long learners to take online courses and therefore MOOC certificates is a future destiny too. I just took this Coursera poll this morning around 9:30 am EST on Wednesday, May 21, 2014 from the right side of Coursera’s homepage. I made a screen capture of the result after I clicked on “Submit” button because I think it is interesting. You can see from this screen capture, 33% of poll participants thought it is very important to earn a certificate after completing a Coursera Course, and 24% chose important, whereas another 24% chose Somewhat important. Although we can argue that the sample group itself is probably biased, since people who would take the poll might have already been very engage with the learning process via Coursera. Yet I think it backs my point here perfectly. Screen Shot 2014-05-21 at 9.37.27 AM
  • My summer 2012 resolution

    It is the summer, May 2. I feel refreshed and want to do something every morning when I woke up in the past two days. I think it is the time for me to start my IT blog resolution. I started this blog long time ago when I was still at graduate school as a doctoral student. My advisor of my Ph.D, Thomas C. Reeves, encouraged me to start my first post on my Instructional Technology learning. It was in 2006. Since then, I have had 27 published posts in the past 5 years, 5 posts per year! I think writing is a good way to keep one thinking and learning. Since I am now a full time working single mom, it seems harder to keep academia writing. I guess I will keep blogging then.

    Ok, so here is my summer 2012 Blogging resolution:

    • Find out current trend in Instructional Technology and Instructional Design
    • Learn and test some new instructional technologies
    • Write blog posts about my learning process

    Target: at least three posts every week in average.

    I guess my first topic would be about itunes U. Heard about now everyone can create itunes U. So I am going to try it.

     

     

  • Georgia STEM Accessibility Alliance

    I had this great opportunity to facilitate this grant retreat last week. This is a collaborative grant between UGA, GAtech, and NSF. The purpose is to develop models for students with disabilities to learn in Second Life at secondary, post-secondary, and graduate level. People from UGA and GA tech attended the meeting physically, whereas there were some people from Finland (Holland) and LA attended the meeting via Horizon Wimba.

    A lot of people from all kinds of departments and schools. Dr. Michael Hannafin gave presentation on how his team did the work of using video documenting teachers’ classroom teaching. Joce Bettencourt and her team introduced their company The Vesuvius Group http://www.thevesuviusgroup.com/.  Mr. Frans gave the presentation about how teenagers can learn in Second Life. He presented an example of avatars stepping on a light floor and so the lightening colors change while the locations of the foot pressured change. In a word, that was an exciting meeting.

  • First experience of American K-12 classroom

    The past Friday, I went to Greene County Middle school with Z and S. The teacher was doing a wireless grant in her classroom, and she hoped we went there to observe her and give and some suggestion.
    We went to two classes. The first one was 4th grade, the seconde one was 6th grade. I was more interested in the seconde one, because that was a special education class, which means some of kids in that class were with some kind of disabilities, either mentally or physically.
    Both class sizes were smaller than those in China. I remember when I was in middle schoo, I had 45 classmates. And the alignments of the classroom were different. There were sinks at the back of the classroom and two cabinets. One lecture station and one teacher desk with a computer on it. Each student was using a Gateway laptop. Z explained when we were on the way to the school: this school is poor and many students can’t afford a laptop. So the grant is to assure each kid have access to the computer and internet.
    The teacher applied a lot of activities in the class.
    In the first class, she asked students to look some web resources first, then look at a slide on the wall. Then she asked students find out some features between the earth and the Mars which is like or unlike. Then she review the previous class content. The last part was a quick quiz.
    For the second class, the special education one, she adpoted different activities. Kids were asked to read the internet resources first. During that time, another male teacher came in and sit down beside kids to help them review the resouces. Then they were given a quiz and they were asked to finish the quiz with the book and the internet. The teacher walked around in the classroom to help kids.
    Those kids did look a littel bit different. One little boy was kind of like irretated and anoying. He was lying on the desk and not willing to finish the test. Several other kids also shew different kinds of unstable. But, anyway, I like them a lot, and I think they are so cute, even each of them looked so serious.

  • Technology Competitive Grant Application

    I am helping with evaluating these applications from k-12 schools of GA. This process teaches me a lot. I know what this type of application should look like now. I know how different those application proposals could be when they are written by different teams of different school, even they are writing under exactly the same proposal writing rubric…
    Some proposals are really good, but these proposals are usually from schools with a well-trained team, and they usually are wealthy, which means, they might not need this grant , or they might need it, but not as much as those poorer schools.
    On the contrary, there was a poor-written article. It was short, unlogical, not having enough evidence, not persuading… But there was one thing which made me want to recommend them: their data indicating they are really not a rich school and with outdated computers and software. I wished to recommend this school, but my mentor colleague, J, thought they should not be recommended, because they don’t have a good plan of how to use the grant, how to evaluate the implementing results and how to disseminate. These, are really important things to decide if they should get the grant, she said. I had to agree with her, because she was professional at this point. But I still feel… maybe those schools really in need won’t get grants because they don’t have a good writing team…