5 Tips for Assigning Essays to Your Online Learners – LearnDash

Essays remain a powerful learning tool, if they are handled carefully. Here are five tips to help your learners gain the most from writting a course essay.
— Read on www.learndash.com/5-tips-for-assigning-essays-to-your-online-learners/

Training Tips from 11 Experts (Including Me) – Experiencing eLearning

TalentLMS asked me and 10 other folks in the learning and development world for tips for improving workplace training and elearning.
— Read on www.christytuckerlearning.com/training-tips-from-11-experts-including-me/

Cheers, David Brodosi

David Brodosi is an experienced team leader with a demonstrated history of success in the higher education industry. David Brodosi provides guidance on tech strategies and trends for state-of-the-art classrooms, course development, and faculty design support services. Mr Brodosi is recognized as a thought leader regarding the intersection of AV/IT, collaboration technology that supports his organization’s mission to deliver world-class research and tech solutions for higher education institutions.

David brodosi watching dog sledding David brodosi and family in Alaska shopping

David Brodosi

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Links

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Social Impact of Technology

A64kNVfGj_VH4UAs we consider the readings from yesterday we see that they each take a different approach to the social impact of technology. Further investigation this today revealed similar perspectives on the technology revolution and its effects on our society. As a whole, these articles take a cautious approach to technology, and it’s artifacts and introduces a bigger picture when it comes to how technology controls our lives. The theories suggested seem to imply that we must not be glamorized by the ease and expediency of technology lest we run the risk of allowing those in positions of power to control our everyday lives further. Below I have highlighted several articles I researched this week and discuss how these connect with our previous readings.

First, the 14th International Scientific Conference eLearning and Software for Education in April of 2018 presented the article, Visions of Robots, Networks, and Artificial Intelligence: Europeans’ Attitudes Towards Digitisation and Automation in Daily Life. This research explored public perspectives and attitudes towards robots and technology in our society. It found that more than 70% of those surveyed believed that robots steal human jobs. However, 80% agreed that “robots are necessary as they can do jobs that are too hard or too dangerous for people.”(Cosima RUGHINIŞ, Raisa ZAMFIRESCU 2018). Unfortunately, 44% of those employed feel that robots threatened their current job which highlights the genuine social impact of technology. This article then, shares an authentic perspective society has on the impact of technology and suggests we must strike a balance between our needs and wants when it comes to technology.

Second, let us consider the article by P. Brey’s titled, “The Technological Construction of Social Power” This article suggests that technology both enhances and creates social power both intrinsically and derived from its artifacts. Said more simply, technology allows those in power to create a new power and or increase the speed and efficiency of their current power. This impressive display of control creates a behind the scenes view of technology which is not fully comprehended by the average citizen. We walk over to a computer, turn it on and do a Google search for restaurants, or access an ATM for money. What we do not consider is the ways technology truly impacts our social power, or how others use their social power to control us.

The Ecological Approach to Visual Perception possesses an exciting perspective as pertains to technology. In Chapter 8, author James Gibson describes the theory of affordances. This theory, in basic terms, suggests that all things offer benefits to animals/humans; and that these benefits can be perceived differently depending on who is using or encountering them. Using this theory when considering what technology affords society is unique. Suggesting that technology is in the eye of the beholder, while not a new concept, provides some individuality to this topic. Moreover, understanding that society does not possess a universal view of technology’s power and function implies more work needs to be done to educate people about the purpose and progression of technology.

Collectively, these articles combined with last week’s readings introduce a series of societal impacts of technology that not many have considered. From the fundamental human laborer perspective of Karl Marx to the political qualities suggested by Layndon Winners, there is no escaping the ever-growing impacts of technology. This is no doubt a cautionary tale for both the user and the creators of technology. Society, while admitting the necessity and benefits of technology must use it’s power carefully and in consideration of its impacts on society as a whole.

References

Brey, P. (2008). The Technological Construction of Social Power. SOCIAL EPISTEMOLOGY, (1). 71.

Gibson, J. J. (2015). The ecological approach to visual perception. [electronic resource]. London ; New York : Routledge, 2015.

RUGHINIŞ, C. c., ZAMFIRESCU, R. r., & NEAGOE, A. a. (2018). Visions of Robots, Networks and Artificial Intelligence: Europeans’ Attitudes Towards Digitisation and Automation in Daily Life. Elearning & Software For Education, 2114-119. doi:10.12753/2066-026X-18-086

The Social Shaping of Technology, 2nd Ed. (2000). Journal of Economic Literature, (1).

David Brodosi

a photo of David Brodosi and family on a boat
David Brodosi and family

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the USFSP. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

#highered #highereducation #STEM #brodosi #davidbrodosi #brodosi #sunset #photography #nature #outdoors #family #david #travel

History of Educational Technology

In considering the early history of educational technology one cannot help but consider the works of B.F. Skinner. His experimentation and study of human behavior not only
contributed to the field of psychology but to the field of education as well. More specifically, his investigation into the way in which children learn in the classroom was
perhaps one of the first glimpses of educational technology. Skinner’s Teaching machine, as it was called, created an opportunity for students to receive immediate
feedback about their understanding of what they were being taught. They could be immediately reinforced for correct answers and be made aware of wrong answers at
a must faster pace than waiting for the teacher’s feedback or waiting for their paper to be graded. This type of technology in the classroom while exciting and new was
met with some skepticism. Society was perhaps not yet ready for a new way of learning and considered this type of learning experimental and impersonal and the cost of such machines made it impossible for wide speed use. Despite initial resistance, however, B.F. Skinner patented his Teaching Machine in 1958. And thus, educational technology was born. Fast forward sixty years later and technology-enhanced learning environments (TELE’s) are part of the growing trend to incorporate more technology in the teaching and learning process in support of STEM education (Wang, 2005). Perhaps Skinner was just ahead of his time.

 

What place do computers have in our classrooms and will they take the place of the human workforce? Teachers have forever been pillars of our society. After all, everyone working today was once taught a teacher. But what if, the future holds a different perspective? This week we looked at how students learn and how technology can support individual needs. Computers and advanced technology have certainly taken a front seat when it comes to assessing and meeting the needs of the individual learner. Computers can assess for understanding, adjust curriculum based on progress and remediate skills at lightning speed. In addition, immediate feedback technology provides is a fundamental concept in the behavioral theory of learning.

Indeed, behaviorism as a component of educational technology makes sense since behaviorist theories put the student in the center of learning. Since the very essence of educational technology is to meet the needs of the learner this seems to be the perfect fit. As an instructional designer “The developer of an instructional medium must know exactly what response is desired from the students, otherwise it is impossible to design and evaluate instruction. Once the response is specified, the problem becomes getting the student to make this appropriate response. This response must be practiced and the learner must be reinforced to make the correct response to this stimulus”(Burton, 2004).

Much discussion has been had about the effects of computers in the classroom. While some are for and some are against the dominance of computers in the classroom, others like Larry Cuban and Ivan Illich believe that a happy medium will best serve our students and classrooms through cooperation, collaboration, and direct teacher guidance. In other words, we can have both computers and teachers in classrooms. To be the most effective, teachers will need to infuse technology into their lessons and determine where technology can be best used. While applying key concepts learned or evaluating learned skills?

Further, In the article “The dubious promise of educational technologies: Historical patterns and future challenges” by Larry Cuban and Petar Jandric, the two suggest that not only are there society expectations about teaching and learning but there is also misinformation and lack of training and support which stand in the way of the effective use of educational technology in the classroom. “The gap in use of computers between school and home for teachers may be related to the above point and also linked to the lack of relevant software, on-site technical assistance, and lack of first-hand evidence that students will achieve more academically with electronic devices.” (Cuban 2015.) So to truly advance the direction of educational technology in the classroom proponents must not only provide the technology but make it relevant and useful for both the instructors and the students. Perhaps this is just another form of a roadblock that B.F. Skinner experienced in 1958. The technology is available, but out of reach for some to bring into the home or for schools to supply the support or training for educators.

Lastly, Seymour Papert’s Book Mindstorms adds a final element to this discussion. He says, “Two fundamental ideas run through this book. The first is that it is possible to design computers so that learning to communicate with them can be a natural process, more like learning French by living in France than like trying to learn it through the unnatural process of American foreign-language instruction in classrooms.

Second, learning to communicate with a computer may change the way other learning takes place”. And thus, not only must one consider the presence of technology in the classroom but it affects both the learner and the learning. If students learn in different ways, then the way in which we teach them will look different. A circular
argument indeed for an ever-growing field that should be personal, fluid, and flexible to change to meet the needs of its consumer (adaptive learning).

Bruno-Jofr, R., & Zaldvar, J. I. (2012). Ivan Illich’s Late
Critique of Deschooling Society: -I Was Largely Barking
Up the Wrong Tree-. EDUCATIONAL THEORY, (5), 573.

Burton, John & Moore, David & Magliaro, S.G.. (2004).
Behaviorism and Instructional Technology. Handbook of
Research on Educational Communications and
Technology (Vol. 2nd ed). 3-36.

Cuban, L., & Jandric, P. (2015). The Dubious Promise of
Educational Technologies: Historical Patterns and Future
Challenges. E-Learning and Digital Media, 12(3), 425–
439.

Edward G. Martin. (1981). Mindstorms: Children,
Computers, and Powerful Ideas Seymour Papert.
Science and Children, (1), 51.

Feng Wang, & Hannafin, M. J. (2005). Design-Based
Research and Technology-Enhanced Learning
Environments. Educational Technology Research &
Development, 53(4), 5–23.

Marinaccio, P. (2000). The children’s machine (Book
Review) (Undetermined). Educational Studies, 31(1),
69–71.

Watters, A. (2015, February 10). Education Technology
and Skinner’s Box. Retrieved from http://
hackeducation.com/2015/02/10/skinners-box

 

a photo of David Brodosi and family on a boat
David Brodosi and family

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the USFSP. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

#highered #highereducation #STEM #brodosi #davidbrodosi

Digital Literacies & Digital Practices

a photo of David Brodosi and family on a boat
David Brodosi and family

Technology has emerged as a vital part of education in the 21st century. “The stage is being set for a communications revolution… they can come into homes and business places audio, video and [other] transmissions that will provide newspapers, mail service, banking, and shopping facilities, data from libraries,… school curricula and other forms of information too numerous to specify. In short, every home and office will contain a communications center of breadth and flexibility to influence every aspect of private and community life.” ( McPherson 2008). Keeping this in mind, we start to see a picture of technology in the context of education and how to view and use it to further enhance our teaching and learning. From exploring the educational needs of the 21st century to rethinking media education in the age of the internet and the idea of living and learning with new media, I hope this sheds light on how technology is shaping our culture.

First, the article by Douglas Thomas and John Brown states that “Educational practices that focus on the transfer of static knowledge simply cannot keep up with the rapid rate of change” (Thomas 2009). The authors suggest that the way in which we interact with new media has changed our educational and social experiences and requires that we look at participation in a new way. We must not only focus on “learning about” static information, and “learning to be” which focuses on putting information into context but also “learning to become” which addresses our ever-changing and growing access to knowledge and how to apply it to our ever-changing world. “What is required to succeed in education is a theory that is responsive to the context of constant flux, while at the same time is grounded in a theory of learning” (Thomas 2009).

Second, then as we realize the important role technology plays in our learning theories, we must define our use and access to media also called media literacy. What we once
consider in terms of the mediums of reading and writing, we must now also consider the medium of technology. The internet, digital media, and technology have forever
changed our education skyline and created a vast array of knowledge and experiences as never seen before. “media literacy is the ability to access, understand and create
communications in a variety of contexts Access thus includes the skills and competencies needed to locate media content, using the available technologies and associated software.” (Buckingham, 2007). This ‘access’ is to be considered in our educational experience and plays an important role in how we manage and use technology in
the classroom.

Third, there is no denying that technology is everywhere. It is present in almost every aspect of our social lives. The internet guides our research, creates and maintains social
interactions, and is shaping our culture. Youth today likely spend more time “hooked in” to the internet than any other pastime. This immersion in technology has changed the
way we look at our youth in terms of socialization, friendships, and learning. In the book, Hanging Out, Messing Around and Geeking out, Chapter 1 “introduces three genres of participation with new media that have emerged as overarching descriptive frameworks for understanding how youth new media practices are defined in relation and in opposition to one another. The genres of participation—hanging out, messing around, and geeking out—reflect and are intertwined with young people’s practices, learning, and identity formation within these varied and dynamic media ecologies.” (MacArthur 2007). These genres of participation remind us of the context in which youth are participating and learning new information. Keeping this mind then, we must enhance our approach to education to include the social aspect of the fun aspect and the intellectual aspect of technology and education.

Finally, since our youth our plugged technology on such an overwhelming level, their participation in learning and our culture is at a higher level than in the past. “According to a 2005 study conducted by the Pew Internet and American Life project (Lenhardt & Madden, 2005), more than one-half of all American teens—and 57 percent of teens who use the Internet—could be considered media creators.” (Jenkins 2006.) This means that in some ways, teens are creating and interacting in their own learning experiences. They are “becoming” their own teachers and creating content for themselves and for their peers. Participation occurs both actively and passively and occurs both in and out of the classroom.”We are using participation as a term that cuts across educational practices, creative processes, community life, and democratic citizenship. Our goals should be to encourage youth to develop the skills, knowledge, ethical frameworks, and self-confidence needed to be full participants in contemporary culture (Jenkins 2006). Thus, it is our responsibility as educators to consider technology not only in terms of how we can use it to teach but how students can use it to learn; not just from others but from within themselves as they learn from doing and participating in the educational experience.

References

Antin, J., & Itō, M. (2010). Hanging Out, Messing Around, and Geeking Out : Kids Living and Learning with New Media. Cambridge, Mass: The MIT Press. pp. 29-78

Buckingham, D. (2007). Digital Media Literacies: Rethinking Media Education in the Age of the Internet. Research in Comparative and International Education, 2(1), 43–55.

Gee, James Paul. “A Situated-Sociocultural Approach to Literacy and Technology.” Elizabeth A. Baker, Ed., The New Literacies: Multiple Perspectives on Research and Practice, 2010, pp. 165–193

Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., … John D. and Catherine T. MacArthur Foundation. (2008). Living and Learning with New Media: Summary of Findings from the Digital Youth Project. John D. and Catherine T. MacArthur Foundation. John D. and Catherine T. MacArthur Foundation.

Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2009). Confronting the Challenges of Participatory Culture : Media Education for the 21st Century. London : MIT Press, 2009.

McPherson, T. (2008). Digital youth, innovation, and the unexpected. Cambridge, Mass. : MIT Press, c2008.

Sefton-Green, J. (2006). Youth, Technology, and Media Cultures. Review of Research in Education, 30, 279-306.

Thomas, Douglas, and John Seely Brown. “Learning for a World of Constant Change: Homo Sapiens, Homo Faber & Homo Ludens Revisited.” 7th Glion Colloquium by JSB, June 2009.

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the USFSP. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

#highered #highereducation #STEM #brodosi #davidbrodosi

#innovation #trending #brodosi #highered #edtech #leaners #online

Evolving to the New Normal of eLearning | The Upside Learning Blog

COVID-19 has adversely affected the normal way of doing business. Even the education and training sectors are no exception.
— Read on www.upsidelearning.com/blog/index.php/2020/04/29/evolving-to-the-new-normal-of-elearning/

Covid19 impact on eLearning Industry | The Upside Learning Blog

This is a great read. Major disruption to education!!

It is needless to say Coronavirus (or COVID19) has taken the world by storm. Leaving no country untouched, it has fast spread from China to Europe & US and the
— Read on www.upsidelearning.com/blog/index.php/2020/04/13/covid19-impact-on-elearning-industry/


#innovation #trending #brodosi #highered #edtech #leaners #online

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the University of South Florida St. Petersburg. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

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8 Tips to Help Your Learners Succeed in Their First Online Course – LearnDash

8 Tips to Help Your Learners Succeed in Their First Online Course – LearnDash
— Read on www.learndash.com/8-tips-to-help-your-learners-succeed-in-their-first-online-course/

‪#innovation #toolkit #brodosi #highered #edtech #leaners #online #coronavirus‬

#innovation #trending #brodosi #highered #edtech #leaners #online

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the University of South Florida St. Petersburg. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

5th Annual Bay-to-Bay Symposium

In case you couldn’t attend the 5th Annual Bay-to-Bay Symposium, today’s Monday Minute video will recap our what you missed!  This year’s event centered on Civic and Community Engagement Across the Curriculum. The Symposium featured two distinguished speakers, Drs. George Mehaffy and Ashley Finley, as well as panel conversations with students, faculty, and community partners who shared their experiences and projects. – David Brodosi

Bay to Bay 2020 from OLITS USFSP on Vimeo.

David Brodosi

#innovation #trending #brodosi #highered #edtech #leaners #online

David Brodosi is a senior-level specialist that leads strategic technological innovations and operations for teaching, learning, and instructional design at the University of South Florida St. Petersburg. David Brodosi serves as a point of connection between teaching, pedagogy, and the use of current and emerging technologies across classrooms, online courses, active learning labs, and other learning environments. Direct oversight of instructional design, videography, AV, and technology services personnel. As the department lead, David ensures that the University’s investments in teaching and learning technologies enable, inform, and serve continuous and innovative fulfillment of the University’s teaching and learning mission.

David Brodosi works closely with senior leadership across the USFSP campus, and the University System while directing and mentoring the daily operations of the instructional design team and instructional technology services support teams. David partners with faculty, staff, and students to set strategies for creating distinctive and innovative educational experiences using technology for both brick and mortar classes as well as online courses.  Maintains active connections with peer and industry partners to stay apprised of new and emerging academic technologies that directly inform innovation and investments in education. Continuously builds relationships with curricular leadership and teaching faculty to support and further develop an institutional vision for educational technologies.

David Brodosi is an experienced team leader with a demonstrated history of success in the higher education industry. Skilled employer Relations, Nonprofit Organizations, Career Development, Coaching, Conflict Resolution, and instructional design. David Brodosi provides guidance on tech strategies and trends for state-of-the-art classrooms, course development, and faculty design support services. Mr Brodosi is recognized as a thought leader regarding the intersection of AV/IT, collaboration technology that supports his organization’s mission to deliver world-class research and tech solutions for higher education institutions.

Photo of David Brodosi family, travel, hiking, outdoors, photography, wildlife, adventure, wanderlust, nature, amazing, Bayboro, Harbor, #highered #highereducation #STEM #brodosi #davidbrodosi
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