1. Complete introductions.

2. Explore course website.

3. Google Drive Assignment Submission Practice

• Chapter 1: "Learning: From Speculation to Science," from How People Learn: Brain, Mind, Experience, and School, by Bransford, Brown, and Cocking.
  
• Chapter 3: "Learning and Transfer," from How People Learn: Brain, Mind, Experience, and School, by Bransford, Brown, and Cocking. 
• Chapter 1: "Introduction: The New Science of Learning," from The Cambridge Handbook of the Learning Sciences (2nd Ed), by Sawyer. 

1. Summary of Readings
2. Reading Reflection Question
3. Discussion Post

• Chapter 2: "From Practice Fields to Communities of Practice," in From Practice Fields to Communities of Practice, by Barab and Duffy. (available in Library eReserves)
  
• Chapter 11: "What Is a Community of Practice and How Can We Support It?" by Hoadley from Theoretical Foundations of Learning Environments (2nd. ed., pp. 286–300). (available in Library eReserves)
• Chapter 34: "Learning as a Cultural Process: Achieving Equity Through Diversity," by Nasir, Rosebery, Warren, and Lee, from The Cambridge Handbook of the Learning Sciences (2nd ed.).
• Please also read and watch the following supplemental resources:
  • A historical paper on the topic (not required). Situated Cognition and the Culture of Learning
 by Brown, Collins, and Duguid. 
  • Video: What Is Situated Learning? by Etienne Wenger  
  • Video: Situated Learning and Communities of Practice by Etienne Wenger

1. Summary of Readings
   
2. Reading Reflection Question
   
3. Discussion Post

• Chapter 1: "Student-Centered Learning Environments," by Susan Land, Michael Hannafin, and Kevin Oliver, from Theoretical Foundations of Learning Environments (2nd ed.). (available in Library eReserves)
  
• Chapter 1: "Introduction to Emerging Technologies for the Classroom: A Learning Sciences Perspective," by Chrystalla Mouza and Nancy Lavigne, from Explorations in the Learning Sciences, Instructional Systems, and Performance Technologies: Emerging Technologies for the Classroom, A Learning Sciences Perspective.

1. Summary of Readings
2. Discussion Post

• Chapter 5: "Teaching and Learning for Understanding," by David Perkins and Chris Unger, from Instructional-Design Theories and Models: A New Paradigm of Instructional Theory (3rd ed., p. 91–114).    
  • You may also read more about the project here: http://www.pz.harvard.edu/projects/teaching-for-understanding  
• Chapter 15: "Problem-Based Learning," by Jingyan Lu, Susan Bridges, and Cindy Hmelo-Silver, from The Cambridge Handbook of the Learning Sciences. 

1. Summary of Readings
2. Discussion Post

• None

1. Post design blueprint to discussion board (due Tuesday 11:59 p.m.)
2. Provide peer reviews of others' design blueprints (due Friday 11:59 p.m.)

Read the following chapters:

• Chapter 25: "Mobile Learning," by M. Sharples and R. Pea, from The Cambridge Handbook of the Learning Sciences.
• Chapter 59: "Augmented Reality Teaching and Learning," by M. Dunleavy and C. Dede, from The Handbook of Research for Educational Communications and Technology (4th ed.).

Then choose one from this list:

• Land, S., Smith, B., & Zimmerman, H. (2013). Mobile technologies as tools for augmenting observations and reflections in everyday informal environments. In M. Spector, B. Lockee, S. Smaldino, & M. Herring (Eds.), Learning, problem solving, and mindtools: Essays in honor of David H. Jonassen. New York: Routledge. (available in Library eReserves)
  
  Abstract: This chapter explores mobile technologies that can be integrated into everyday spaces or experiences to encourage more deliberate reflection and learning. We present three cases of designs for learning outside of school that used mobile technologies (digital cameras, iPod/iPads, augmented reality) as tools to enable reflection on everyday events, experiences, and places. (available in Library eReserves)
• Dunleavy, M. (2014). Design principles for augmented learning. TechTrends, 58(1), 28–34. 
  
  Abstract: Augmented reality is an emerging technology that utilizes mobile, context-aware devices (e.g., smartphones, tablets) that enable participants to interact with digital information embedded within the physical environment. This overview of design principles focuses on specific strategies that instructional designers can use to develop AR learning experiences. A review of the literature reveals the following three design principles as instructive: 1. Enable and then challenge (challenge): 2. Drive by gamified story (fantasy); and 3. See the unseen (curiosity). These design principles can also be viewed as an attempt to either leverage the unique affordances of AR or minimize the limitations of the medium as reported in the literature (Dunleavy & Dede, 2014). As the field matures and more research teams explore the potential of AR to enhance teaching and learning, it will be critical to determine the design techniques that optimize the unique affordances of AR, minimize the limitations of the medium, and ultimately enhance learning across the curriculum.
• Looi, C.-K., Zhang, B., Chen, W., Seow, P., Chia, G., Norris, C., & Soloway, E. (2010). 1:1 mobile inquiry learning experience for primary science students: A study of learning effectiveness. Journal of Computer Assisted Learning, 27(3), 269–287. Available at http://edu.nju.edu.cn/zbh/upFiles/download/2012010351477281.pdf
  
  Abstract: This paper presents the findings of a research project in which we transformed a primary (grade) 3 science curriculum for delivery via mobile technologies, and a teacher enacted the lessons over the 2009 academic year in a class in a primary school in Singapore. The students had a total of 21 weeks of the mobilized lessons in science, which were co-designed by teachers and researchers by tapping into the affordances of mobile technologies for supporting inquiry learning in and outside of class. We examine the learning effectiveness of the enacted mobilized science curriculum. The results show that among the six mixed-ability classes in primary (grade) 3 in the school, the experimental class performed better than other classes as measured by traditional assessments in the science subject. With mobilized lessons, students were found to learn science in personal, deep and engaging ways as well as developed positive attitudes towards mobile learning.

1. Summary of Readings
2. Browse example projects

• None

1. Post design blueprint to discussion board (due Tuesday 11:59 p.m.)
2. Provide peer reviews of others' design blueprints (due Friday 11:59 p.m.)

• Chapter 3: "Constructionism," by Kafai, in R.K. Sawyer’s (Ed.) Cambridge Handbook of the Learning Sciences (1st ed.).
  
• Halverson, E., & Sheridan, K. (2014, December). The Maker Movement in Education. Harvard Educational Review.
• Choose one reading from the list, based on your interest:
  • Learning in the making: A comparative case study of 3 maker spaces(Sheridan et al., 2014). Harvard Educational Review (Dec. 2014)
  • Electronic textiles as disruptive designs: Supporting and challenging maker activities in schools. (Kafai, Y., Fields, D., & Searle, K., 2014, Harvard Educational Review (Dec 2014).
  • Teaching Engineering Design with Digital Fabrication: Imagining, refining, and creating ideas.  (Chiu et al., 2013 from Mouza text).

1. Summary of Readings

• Chapter 9: "Teaching and Learning for Understanding," by Daniel Schwartz and colleagues, from Toward the Development of Flexibly Adaptive Instructional Designs. (available in Library eReserves)
• Chapter 14: "Project-Based Learning," by Joseph Krajcik and Namsoo Shin, in Cambridge Handbook of the Learning Sciences (2nd ed.). 

1. Summary of Readings
2. Reading Reflections Question

• None

1. Post design blueprint to discussion board (due Tuesday 11:59 p.m.)
   
2. Provide peer reviews of others' design blueprints (due Friday 11:59 p.m.)

• Chapter 7: "Supporting Collaborative Knowledge Construction With Web 2.0 Technologies," by Slotta and Najafi, in Emerging Technologies for the Classroom: A Learning Sciences Perspective.
  
• Chapter 9: "Like, Comment, Share: Collaboration and Civic Engagement Within Social Network Sites" by Greenhow and Lee, in Emerging Technologies for the Classroom: A Learning Sciences Perspective.
• Choose one of the following, based on your interest, to review perspectives on Web 2.0 or social media technologies as mediators of learning communities. The articles describe various conceptions of learning communities, Web 2.0 projects, or example projects. An excerpt or abstract is provided for each article:  
     
  • Dede, C. (2004). Distributed-Learning Communities as a Model for Educating Teachers. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 3–12). Chesapeake, VA: AACE.

Abstract: Emerging devices, tools, media, and virtual environments offer opportunities for creating new types of learning communities for students and teachers. The defining quality of a learning community is that there is a culture of learning, in which everyone is involved in a collective effort of understanding. Transformational learning of 21st century skills requires a strategy of infusing learning communities throughout students' lives, orchestrating the contributions of many knowledge sources embedded in real world settings outside of schools—but with teachers still in a central role as facilitators and interpreters. Such distributed-learning communities have many implications for teacher education, induction, and professional development. To accomplish major changes in teacher preparation, induction, and professional development, we must "walk our talk." If we believe that teaching should move towards educational models such as distributed-learning communities, then we should base its initiatives on similar processes, so that the medium of change reinforces the methods.

• Brown, J. S., & Adler, R. P. (2008). Minds on Fire: Open education, the long tail, and learning 2.0. Educause Review, (Jan-Feb), p. 17–32

Excerpt: The latest evolution of the Internet, the so-called Web 2.0, has blurred the line between producers and consumers of content and has shifted attention from access to information toward access to other people. New kinds of online resources—such as social networking sites, blogs, wikis, and virtual communities—have allowed people with common interests to meet, share ideas, and collaborate in innovative ways. Indeed, the Web 2.0 is creating a new kind of participatory medium that is ideal for supporting multiple modes of learning.

• Lewis, S., Pea, R., & Rosen, J. (2010). Beyond participation to co-creation of meaning: Mobile social media in generative learning communities. Social Science Information, 49 (3), pp. 1–19. doi: 10.1177/0539018410370726 (article available in course Library Reserves.)

Abstract: Digital social media is dramatically changing the social landscape and the ways in which we understand "participation." As youth embraces these dynamic yet highly scripted forms of mediated social interaction, educators have struggled to find ways to harness these new participatory forms to support learning. This article considers the interactive structures and frameworks that underlie much of "Web 2.0" participatory media, and proposes that theories of social learning and action could greatly inform the design of participatory media applications to support learning. We propose engaging the potential of mediated social interaction to foster "generative learning communities" and describe an informal learning social media application under development known as "Mobltz"—embracing concepts of "mobile media blitz" with the intentional emphasis on the syllable "mob." The application is an attempt to bring guidance from what social science knows about learning and human development to craft interactional affordances based on sharing of meaning and experiences.

1. Summary of Readings

• None
  

• None
  

1. Post design blueprint to discussion board.