edtech connection blog
School districts in the Salt Lake City metro area have been raising salaries as they compete for teachers. The Park City School district just announced a $7,000 increase for all current teachers and new teachers will start at $50,700.
Many districts in the SLC metro area will pay starting teachers about $40,000 plus benefits, although the Salt Lake City School District will offer new teachers about $44,000 a year, according to The Deseret News.
Boise State EdTech was featured in an Idaho Statesman article on May 6. You can read it here:
Wired for success: EdTech program at BSU provides technology resources to educators
EdTech doctoral students who graduated this semester are Carol Annabel Askin of California, Sally Jean Baldwin of California, Lisa Berry of Idaho, Sheri Anderson of North Carolina, Molly and Dennis Large of California, and David Mulder of Iowa.
Boise State’s EdTech master’s program graduated 43 students on Saturday. The doctoral program graduated six students.
University President Robert Kustra noted that the last time commencement was held on a football field was in 1981 and the field was green, to which a low boo rumbled through the stadium. Boise loves its iconic blue field.
Of the 11 master’s graduates who attended commencement, Patricia Smyers of Secaucus, NJ, and William Krebs of Cary, N.C., came the farthest. Ryan Faith came from Antioch, Ill. Brenda Ritter and her husband drove from Rice, Minn. They left early Wednesday and vacationed along the way, including touring Yellowstone National Park.
Also attending commencement were Charlie Ball of Bigfork, Mont., and an unusually large Idaho contingent, including Claire Dickinson, Lisa Apel, Kaycie Winn, Jasmine Quezada, Susane Tardiff, and Belle Holsinger.
Other MET students who graduated this semester are: Kristen Alaniz, Brian Betteridge, Carli Cockrell, Cassandra Davenport, Jeremy DeVee, Frand DiGiacomo, Megan Dye, Hannah Gourley, Brooke Gruesbeck-Fore, Byron Heath, Kathryn Hinds, Tyler Isbell, Bonni Jones, Debra Killen, Katharine Lauritsen, Danielle Leone, Amy Lomellini, Cassandra Mares, Sarah Marsh, Emily Pensinger, Adam Piechowski, Colleen Solomon, Danielle Stephens, Elizabeth Swaby, Lee Ung, Doug Vass, Karl Werner, Kyioka White, Thomas White, Marisa Williams, and Kjersti Withers.
EdTech Associate Chair Chareen Snelson announced two curricular changes on May 5.
EDTECH 534—Mobile App Design—will become available in fall and spring semesters instead of spring and summer. The Summer 2017 course will continue as planned, but the course will not be available in the summer after this year.
The long awaited Advanced Game Design (EDTECH 565) will be taught in the spring of 2018 and will be offered every even-numbered year. It will rotate with Autonomous Robotics, which will be offered every odd-numbered spring semester, so its next availability will be Spring of 2019.
MET grad and EdTech doctoral student Leif Nelson, who is director of Learning Technologies at Boise State, attended the Learning Analytics and Knowledge Conference as a participant in the Society for Learning Analytics Research Doctoral Consortium, where he presented a poster titled The Purpose of Higher Education in the Discourse of Learning Analytics.
Nelson also joined several other Boise State faculty and staff members at the Northwest Managers of Educational Technology (NW/MET) Conference in Helena, Montana, where they spoke on a range of topics.
NW/MET is a regional professional organization for higher education technology managers, instructional technologists, and designers.
EdTech Associate Professor Patrick Lowenthal will co-present in four sessions at the American Educational Research Association annual meeting this week in San Antonio, Texas.
With associate professors Ross Perkins and Chareen Snelson, Lowenthal will present a paper called Teaching a MOOC: Tales from the Front Lines of Massive Open Online Courses.
Most articles written about MOOCs over the past few years have unfortunately come from the popular press and were not based on empirical research. While empirical research on MOOCs is increasing, relatively little has been written about what it is like to teach a MOOC. In this mixed methods exploratory study, they set out to capture the perceptions and experiences of instructors teaching massive open online courses. In this session, they will present the results of their inquiry and implications for practice.
In a roundtable discussion, Lowenthal will focus on Developing Digital Literacies Skills: 21st-Century Special Education Transition Services. Other panel members are Boise State faculty members Michael Humphrey (Special Education) and Quincy Conely (Organizational Performance and Workplace Learning), and Alison Lowenthal of the Idaho Department of Vocational Rehabilitation.
They will address students’ needs for basic digital literacies to complete a college or job application today. As a result, educators now have a new responsibility to develop all students’ digital literacies. In this session, they will present a digital literacy online training program developed for students with exceptionalities, discuss their design and development approach given the intended audience, report on a series of design experiments, and conclude with implications for theory and practice.
In another roundtable, Lowenthal and EdTech Assistant Professor Jesus Trespalacios will ask and answer the question: What do they really like? A retrospective study of students’ perceptions of their online coursework.
As a result of increased competition in the higher education marketplace, colleges and universities offering online programs must continually evaluate their programs to not only ensure that students are meeting course outcomes but are satisfied with their learning experience. Recognizing the limitations of using end-of-course evaluations for program evaluation and improvement, the purpose of this study was to examine the perceptions of recent graduates to find out what they liked and did not like about their online coursework. Follow-up analysis was then used to identify trends in terms of course design and teaching strategies of courses students really liked or struggled with. The results and implications for practice will be discussed in this session.
In his final appearance, Lowenthal will team-up with Snelson and Joanna Dunlap of the University of Colorado-Denver to present a paper entitled Happy Hour: A Design Case on Integrating Live Synchronous Web Meetings into Asynchronous Online Courses.
Most online courses rely solely on asynchronous text-based online communication. This type of communication has affordances and constraints. Commonly cited constraints include the lack of visual cues and the time it takes for conversations to develop. Synchronous forms of communication can address some of these constraints. However, online educators often avoid using synchronous forms of communication in their courses. In this design case, we explain how we integrated live synchronous web meetings into asynchronous online courses, collected student feedback, and made iterative changes and refinements based on student feedback over time.
EdTech Professor Norm Friesen will participate in three presentations in San Antonio, Texas, this week at the annual meeting of the American Educational Research Association.
Friesen will present his first paper—ICT of Learning and Instruction at the University Level—in the International Session on Societal Challenges and Educational Research, which is co-located with AERA.
In that paper and the following discussion, Friesen will focus on two trends that continue to dominate educational technology research and practice at American universities. The first of these is associated with the terms “big data” and “learning analytics,” and promises to provide students with automated feedback on their overall academic performance and their progress in specific courses.
The second trend that he will discuss is the long-anticipated switch from print-based textbooks to digital materials for study and instruction. Last year, for the first time, large American publishers, such as McGraw-Hill, earned more from digital than print offerings, a shift that is occurring simultaneously with the disaggregation of textbook contents into smaller units for study and instruction.
In the main event, Friesen will present a paper on John Dewey’s Media Theory Reconstructed and will lead discussion afterward.
In addition to being an educational reformer and philosopher nonpareil, John Dewey also theorized media and communication. For example, Marshall McLuhan once characterized Dewey as “surf-boarding along on the new electronic wave [that] … has now rolled right over this age.” Dewey himself repeatedly referenced “the radio, the railway, telephone, telegraph” as developments that rendered “social life … almost completely changed.” This paper undertakes a reconstruction of Dewey’s theory of communication and media, particularly as it relates to education, scholarship and democracy. Friesen’s paper concludes that despite its moments of ambivalence, Dewey’s theory of media and communication in education remains both current and compelling.
Friesen’s final paper presentation at this year’s conference is entitled The Pedagogical Relation (1927–2015): The History of a Traveling Concept.
The pedagogical relation, the idea of a special, emotionally-charged relationship between teacher and child, has long been a central theme in interpretive studies of education. Speaking more broadly, concern with “student-teacher relations” and “pedagogies of relation” is also common across educational discourses. German educationist Herman Nohl was the first to define the phrase “pedagogical relation” in 1926. Others have followed, with Max van Manen introducing the concept into English some 65 years later. However, the travel and evolution of this notion has not been systematically examined. In his paper and presentation, Friesen inaugurates this task by viewing the pedagogical relation as a “travelling concept,” one that originated in the European human sciences and has proven particularly adaptable to today’s focus on otherness and discontinuity.
An experimental course in instructional development will be offered this fall.
Associate Professor Patrick Lowenthal is both the architect and instructor of EDTECH 597—Rapid Course Development, which was created for modern instructional designers (and other educators) whose job descriptions require them to combine design with courseware implementation.
Experimental means the course will be offered one to three times to see how much student interest it generates.
Self-paced tutorials are a common form of learning. In this course, students will learn how to use industry leading rapid authoring tools as they design and develop self-paced online learning modules.
There are no formal prerequisites, but Lowenthal recommends that students complete the following foundational courses before taking this course.
—EDTECH 502: Creating Educational Websites,
—EDTECH 503: Instructional Design, and
—EDTECH 512: Online Course Design.
EDTECH 597—Rapid Course Development—joins three thematically related courses: Instructional Design, Online Course Design, and Quest-Based Learning Design.
Fall registration is now open, so use class number 76260 to register for this fall course.