• Orientation materials
• Getting to know the class
• Viva Engage Community Guide

• Course email
• Availability for team meetings
• Viva Engage introductions

Everyone must read/view the following:

• Collins & Halverson, Chapter 1: "How Education Is Changing"
• TEDx Talks (2015, May 27). Teaching methods for inspiring the students of the future | Joe Ruhl | TEDxLafayette [Video]. YouTube.

Then, pick one of the following:

• Cascio, W. F., & Montealegre, R. (2016). How technology is changing work and organizations. Annual Review of Organizational Psychology and Organizational Behavior, 3, 349–375.
• Castañeda, L., & Selwyn, N. (2018). More than tools? Making sense of the ongoing digitizations of higher education. International Journal of Educational Technology in Higher Education, 15(1), 211.
• Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142.
• Montealegre, R., & Cascio, W. F. (2017). Technology-driven changes in work and employment. Communications of the ACM, 60(12), 60–67.
• Veletsianos, G. (2016). The defining characteristics of emerging technologies and emerging practices in digital education. In G. Veletsianos (Ed.), Emergence and innovation in digital learning: Foundations and applications. Athabasca University Press. (E-Reserve)
  
• TEDx Talks. (2018, March 28). Skills every child will need to succeed in the 21st Century | Dr. Laura A. Jana | TEDxChandigarh [Video]. YouTube.

• Viva Engage posts

• Viva Engage posts 

• Collins & Halverson, Chapter 2: "The Technology Enthusiast’s Argument"
• Brey, P. (2018). The strategic role of technology in a good society. Technology in Society, 52, 39–45.

Then, pick one of the following:

• TEDx Talks. (2023, May 1). How AI could save (not destroy) education | Sal Kahn | TED [Video]. YouTube.
  • Kahn argues that emergent AI technology could serve as a personal tutor and collaborator for learners, thereby mitigating digital divides and scaling high quality instruction.
• TEDx Talks. (2018, November 12). The future of learning | Sugata Mitra | TEDxNewcastle [Video]. YouTube.
  • ​Mitra draws on twenty years of experiments on children's education to argue that children can learn anything on their own with the help of computers.
• Slush. (2016, December 2). The future of health and medicine: Where can technology take us? [Video]. YouTube.
  • Daniel Kraft discusses how technology can lead to more proactive medicine, changing current healthcare paradigms.
• TED. (2013, April 23). Erik Brynjolfsson: The key to growth? Race with the machines [Video]. YouTube.
  • Brynjolfsson argues that technology will not take our jobs or ruin society; we are just experiencing “the growing pains of a radically reorganized economy.” He anticipates big innovations if we start to see computers as our teammates.

• Viva Engage post
• Google Doc assignment

Everyone must read the following:

• Collins & Halverson, Chapter 3: "The Technology Skeptic’s Argument"
• Collins & Halverson, Chapter 7: "What May Be Lost and What May Be Gained"

Then, pick one of the following:

• Democracy Now. (2023, May 18). AI Expert: We urgently need ethical guidelines & safeguards to limit risk of Artificial intelligence [Video]. YouTube.
  • In this episode of Democracy Now, experts weigh in on critical concerns with AI and how we can work to mitigate potential issues.
• TED. (2019, January 14). How to be “Team Human” in the digital future | Douglas Rushkoff [Video]. YouTube.
  • Society-centered: Rushkoff discusses technology innovation and design and how we can ensure that we design a pro-human future that promotes creativity and collaboration.
• Turkle, S. (2012, February). Connected, but alone? [Video]. TED Conferences.
  • From the video description: "Sherry Turkle studies how our devices and online personas are redefining human connection and communication—and asks us to think deeply about the new kinds of connection we want to have."
• Tufekci, Z. (2017, September). We’re building a dystopia just to get people to click on ads [Video]. TED Conferences.
  • Zeynep Tufekci is a techno-sociologist who "details how the same algorithms companies like Facebook, Google, and Amazon use to get you to click on ads are also used to organize your access to political and social information. And the machines aren't even the real threat. What we need to understand is how the powerful might use AI to control us—and what we can do in response."
• TEDx Talks. (2017, March 22). AI & the future of work | Volker Hirsch | TEDxManchester [Video]. YouTube.
  • Society-centered: This talk explores how AI will eliminate jobs and what that means for education (changing our focus on the skills we develop).

• Viva Engage post

Everyone must read the following:

• Collins & Halverson, Chapter 8: "How Schools Can Support the New Technologies" (speaks to the potential)

Then, pick one of the following:

• Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76–85. (speaks to problems in K–12)
• Ifenthaler, D., & Tracey, M. W. (2016). Exploring the relationship of ethics and privacy in learning analytics and design: Implications for the field of educational technology. Educational Technology Research and Development, 64(5), 877–880.
• Guze, P. A. (2015). Using technology to meet the challenges of medical education. Transactions of the American Clinical and Climatological Association, 126, 260.
• Haines, R., Lane, F., Rosenberg, J. L., & Walta, J. (2015). Electronic privacy in higher education (CLE). Journal of Collective Bargaining in the Academy, (10), 31.
• Manca, S., & Ranieri, M. (2016). Facebook and the others: Potentials and obstacles of social media for teaching in higher education. Computers & Education, 95, 216–230.

• Part 1 reading questions due

• none

• Teams must schedule a synchronous meeting in Zoom to discuss concepts from Part 1 of the course in depth.
• Team discussion

Everyone must read the following:

• Collins & Halverson, Chapter 5: "The Seeds of a New Education System"

• Plass, J. L., & Kaplan, U. (2016). Emotional design in digital media for learning. In Emotions, technology, design, and learning (pp. 131–161). Academic Press.

Then, pick one of the following:

• Horstman, T., & Kerr, S. (2010). An analysis of design strategies for creating educational experiences in virtual environments. In New science of learning (pp. 183–203). Springer. (E-Reserve)
• Norman, D. (2013). The psychology of everyday actions. In The design of everyday things (pp. 37–73). Basic Books. (E-Reserve)
• Dweck, C. (2014, November). The power of believing that you can improve [Video]. TED Conferences.
• Norman, T. (2003, February). Three ways design makes you happy [Video]. TED Conferences.
• TEDx Talks. (2017, March 16). The magical science of storytelling [Video]. YouTube.
• TED. (2016, September 26). Let's teach for mastery—not test scores | Sal Khan [Video]. YouTube.

• Viva Engage post

Pick one from the following articles introducing metacognition, depending on your level of interest:

• Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory Into Practice, 41(4), 219–225.
  • This article provides a deeper introduction to the concept of metacognition in general, as well as its importance for learning.
• White, B., Frederiksen, J., & Collins, A. (2009). The interplay of scientific inquiry and metacognition: More than a marriage of convenience. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Handbook of metacognition in education (pp. 175–205). Routledge.
  • This chapter provides a shorter introduction to the concept of metacognition as well as its importance for learning in a K–12 science context.
• McKeown, M. G., & Beck, I. L. (2009). The role of metacognition in understanding and supporting reading comprehension. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Handbook of metacognition in education (pp. 19–37). Routledge.
  • This chapter provides a shorter introduction to the concept of metacognition, as well as its importance in reading comprehension.
• Nesbit, P. L. (2012). The role of self-reflection, emotional management of feedback, and self-regulation processes in self-directed leadership development. Human Resource Development Review, 11(2), 203–226.
  • This article provides a shorter introduction to the concept of metacognition, focusing on regulation as it applies to leadership development in the workforce.

Then, from the following, pick one more piece that examines technological support for metacognition:

• in medicine: Könings, K. D., van Berlo, J., Koopmans, R., Hoogland, R., Spanjers, I. A. E., ten Haaf, J. A., van der Vleuten, C. P. M., & van Merriënboer, J. J. G. (2016). Using a smartphone app and coaching group sessions to promote residents’ reflection in the workplace. Academic Medicine, 91(3), 365–370.
• in the workplace: Gibbs, S., Moore, K., Steel, G., & McKinnon, A. (2017). The Dunning-Kruger effect in a workplace computing setting. Computers in Human Behavior, 72, 589–595.
• in a middle school design context: Cutumisu, M., & Schwartz, D. L. (2018). The impact of critical feedback choice on students' revision, performance, learning, and memory. Computers in Human Behavior, 78, 351–367.
• in higher education from a communities-of-learners perspective: Garrison, D. R., & Akyol, Z. (2015). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 24, 66–71.

• Viva Engage posts

• Stahl, G. (2010). Group cognition as a foundation for the new science of learning. In New science of learning (pp. 23–44). Springer.

• Borge, M., Ong, Y. S., & Rosé, C. P. (2018). Learning to monitor and regulate collective thinking processes. International Journal of Computer-Supported Collaborative Learning, 13(1), 61–92.
• Borge, M., & Shimoda, T. (2019). Designing a computer-supported collective regulation system: A theoretically informed approach. Technology, Instruction, Cognition, & Learning, 11(2), 1–30. (E-Reserve)
• Garcia, E., Moizer, J., Wilkins, S., & Haddoud, M. (2019). Student learning in higher education through blogging in the classroom. Computers & Education, 136, 61–74.
• Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064–1069. (Note: If you are using Firefox and have difficulty accessing this article, please try another browser.)
• Greenhow, C., & Askari, E. (2017). Learning and teaching with social network sites: A decade of research in K–12 related education. Education and Information Technologies, 22(2), 623–645.
• Guraya, S. Y. (2016). The usage of social networking sites by medical students for educational purposes: A meta-analysis and systematic review. North American Journal of Medical Sciences, 8(7), 268.
• Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning. In Technology-enhanced learning (pp. 3–19). Springer.
• Mercer, N., Hennessy, S., & Warwick, P. (2017). Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry. International Journal of Educational Research, 97, 187–199.
• Wegerif, R. (2016). Applying dialogic theory to illuminate the relationship between literacy education and teaching thinking in the context of the Internet Age. L1 Educational Studies in Language and Literature, 16, 1–21.

• Viva Engage post

• Robin, B. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17–29.
• Sawyer, K. (2015). A call to action: The challenges of creative teaching and learning. Teachers College Record, 117(10), 1–34.
• TED. (2015, September 15). Bring on the learning revolution! | Ken Robinson [Video]. YouTube.

Supplemental Readings and Potential Examples for Final Projects:

Potentially useful for background and guidance on final project video option: 

• Kafai, Y. B., Fields, D. A., & Searle, K. A. (2019). Understanding media literacy and DIY creativity in youth digital productions. In The international encyclopedia of media literacy (pp. 1–10). John Wiley & Sons, Inc.
  • This paper provides different examples of digital storytelling and explains the types of learning that resulted. As such, it provides good background.
• Kocaman-Karoglu, A. (2016). Personal voices in higher education: A digital storytelling experience for pre-service teachers. Education and Information Technologies, 21(5), 1153–1168.
  • This paper has specific examples of tasks and goals necessary for creating digital stories and would be a very helpful resource for anyone planning to create one for a final project.
• The RSA. (2010, October 14). RSA ANIMATE: Changing education paradigms [Video]. YouTube.
  • This video provides an interesting alternative to a visual story and may push you to think outside of the box. It also contains some very controversial claims, which could also provide good conversation for our online discussion.

Additional readings on creativity and personal expression:

• Boltz, L. O., Henriksen, D., Mishra, P., & Deep-Play Research Group. (2015). Rethinking technology & creativity in the 21st century: Empathy through gaming - perspective-taking in a complex world. TechTrends, 59(6), 3–8.
• Henriksen, D., Mishra, P., & Deep-Play Research Group. (2017). Between structure and improvisation: A conversation on creativity as a social and collaborative behavior with Dr. Keith Sawyer. TechTrends, 61(1), 13–18.
• Marsh, J., Plowman, L., Yamada‐Rice, D., Bishop, J., Lahmar, J., & Scott, F. (2018). Play and creativity in young children's use of apps. British Journal of Educational Technology, 49(5), 870–882.
• Smith, B. E., Kiili, C., & Kauppinen, M. (2016). Transmediating argumentation: Students composing across written essays and digital videos in higher education. Computers & Education, 102, 138–151.

• Viva Engage post

• Cavanaugh, J. M., Giapponi, C. C., & Golden, T. D. (2016). Digital technology and student cognitive development: The neuroscience of the university classroom. Journal of Management Education, 40(4), 374–397. (Note: If you are using Firefox and have difficulty accessing this article, please try another browser.)

Then, pick one of the following:

• van Laar, E., van Deursen, A. J., van Dijk, J. A., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588.
• Mihailidis, P., & Viotty, S. (2017). Spreadable spectacle in digital culture: Civic expression, fake news, and the role of media literacies in “post-fact” society. American Behavioral Scientist, 61(4), 441–454. (Note: If you are using Firefox and have difficulty accessing this article, please try another browser.)
• McGrew, S., Ortega, T., Breakstone, J., & Wineburg, S. (2017). The challenge that's bigger than fake news: Civic reasoning in a social media environment. American Educator, 41(3), 4.
• Musgrove, A. T., Powers, J. R., Rebar, L. C., & Musgrove, G. J. (2018). Real or fake? Resources for teaching college students how to identify fake news. College & Undergraduate Libraries, 25(3), 243–260. (Note: If you are using Firefox and have difficulty accessing this article, please try another browser.)
• Kong, S. C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education, 89, 16–31.
• Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58.
• Sultan, N. (2015). Reflective thoughts on the potential and challenges of wearable technology for healthcare provision and medical education. International Journal of Information Management, 35(5), 521–526.
• Kok, E. M., & Jarodzka, H. (2017). Before your very eyes: The value and limitations of eye tracking in medical education. Medical Education, 51(1), 114–122.

• Viva Engage post

Everyone must read the following:

• Collins & Halverson, Chapter 10: "Rethinking Education in a Technological World"

Then, pick one of the following:

• Collins, A. (2017). Passion schools: A new vision for school and curriculum. In A. Collins (Ed.), What’s worth teaching: Rethinking curriculum in the age of technology. Teachers College Press. (E-Reserve)
• Freethink. (2016, December 19). What will school look like in the future? [Video]. YouTube.
• CBS This Morning. (2015, June 5). AltSchool combines personalization and technology [Video]. YouTube.
• Robinson, M. (2017, November 21). Tech billionaires spent $170 million on a new kind of school—now classrooms are shrinking and some parents say their kids are 'guinea pigs'. Business Insider.

• Final Viva Engage post
• Part 2 reading questions due

• none

• Teams must schedule a synchronous meeting in Zoom to discuss concepts from Part 2 in depth.
• Team discussion
• Complete SEEQ (Student Educational Experience Questionnaire)

• none

• Submit a final copy of your project in the course and to the Viva Engage environment.
• Final project