To become a preeminent leader of innovative technologies

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Opportunities

• OLN Northwest Regional Center _at_ BGSU
• Terry Herman and Paul Cesarini

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NMET Vision

• To become a preeminent leader of innovative
  technologies, promoting research and instruction
  in the conceptualization, design, and invention
  of creative and commercial applications.

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NMET Paradigm
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NMET The Center Team

• Director
• Software Engineer
• Project Manager
• Media Expert in Multimedia Arts
• Grant Writer
• Computer Specialist
• Assessment Specialist
• Faculty
• Student Interns

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NMET Objectives

• Faculty support
• Leverage accomplishments
• Academic offerings
• Student opportunities
• Research
• Foster creative and intellectual synergy

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NMET The Coves

• Virtual 3D
• Modeling
• Learning
• Configurable Usability

• Development
• Emerging Technologies
• Digital Art
• Digital Audio

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NMET The Projects

• Ambisonics The Science and Art of
  Three-Dimensional Sound
• Audio Processing Software
• Wearable Computing Combining GPS and Digital
  Compass Data for Location Based Applications
• More than Amelia
• Empowering Student Learning in the Geological
  Sciences
• Using Interactive Three-Dimensional Models to
  Study Spatial Ability
• Cyber Trust and eVoting Empirical Studies of the
  Impact of Secure Election Protocols on User
  Perceptions of Trust, Security, Anonymity and
  Accuracy
• Experiential Extremism an Interactive,
  Immersive, Audio/Visual Installation

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NMET Accomplishments

• Grants
• Publications and Papers
• Presentations, Posters, Reviews, and Workshops
• Awards
• Exhibitions and Concerts
• Collaboration with Industry
• Visiting Scholars

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NMET Contact

• Tom Andrews Ph.D.
• Director, New Media and Emerging Technologies
• College of Technology
• ltandre_at_bgsu.edu 419-372-2552

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NMET Spring 2006

• Collaborative Adaptive Educational Hypermedia
  (AEH)
• Terry Herman
• Katie Hatch
• Colby Fordham
• Paul Cesarini
• Teaching and Learning with the i-Pod

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Collaborative AEH

• hypermedia systems that incorporate intelligent
  approaches enabling them to adapt to individual
  user needs
• an adaptive, flexible approach to teaching and
  learning
• allows for personalization of the education
  experience

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Collaborative AEH

• Learner interaction is necessary to build common
  ground, to negotiate meaning, to argue and
  debate, to share expertise, to explicate mental
  models, to collaborate, and to construct novel
  ideas and understanding.

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Module Development

• Improvisation
• F2F strategies
• The challenge
• Adaptation Defined
• AEH systems use knowledge provided by (or
  captured about) specific users to tailor the
  information and links presented to individual
  users (Djan, Gorle, Davis, 2003).
• Primary adaptation techniques
• Adaptive Navigation Support
• Visual cues (icons, fonts, colors) to show the
  type and educational state of each link
• Curriculum Sequencing
• Most suitable, individually planned sequence of
  knowledge units to learn and the sequence of
  learning tasks to work with

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Leverage Existing Tools
Second Life

• Presentation
• 3D Learning Environments and Metaverses
• Realm Crafter
• LMS
• Web sites
• Flash interfaces
• SLoodle
• Wikis
• Wonderwalls
• Blogs

Active Worlds
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Leverage Existing Tools

• Collaboration
• LMS
• Threaded discussion
• Virtual chat
• TeamSpeak, Ventrilo, Skype
• QuickPlace
• IBMs Team Collaboration
• Wikis
• Blogs
• E-Mail
• Twitter

• Del.icio.us (social bookmarking)
• IM
• iChat
• Digg
• Facebook
• MySpace
• YouTube
• LinkedIn
• Flickr
• Podcasting

Prescriptive - Linear
Explorative - Non-Linear
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Leverage Existing Tools

• Personalized learning environment
• Web 2.0
• Social Technologies
• PageFlakes (aggregate conversations through RSS)
• Technorati (live search engine)
• IceRocket (live search engine)
• Trailfire (share browsing habits/history)
• StumbleUpon (comment on websites)
• GoogleDocs
• DEVONagent (interactive search/research)
• Zotero (browser-side research tool)

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Katie Adaptive Sign Language

• The Process
• Topic
• Strategizing and organizing
• Pedagogical strategies
• Multiple representations for each concept
• Continuous adaptation
• Recognizes proficiency, adjusts difficulty level
• Recognizes types of activities user chooses
• Presentation
• Recommended path but user has ultimate control to
  choose

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Sign Language Module
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Colby Adaptive Gaming

• The Process
• Topic
• Strategizing and organizing
• Teaches a physical skill
• Reaction time, dexterity, hand-eye coordination
• Learns by pretest
• Reaction test
• Constantly adapting
• Monitors users progress
• User controlled adaptation
• Color choice, reaction line, font

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Super Metroid Module
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Collaborative AEH Next Steps

• CTE Specialization
• Principles of Interactive Media Courseware Design
• Instructional Design for Digital Learning Games
• Adaptive Technologies and Immersive Environments
• Publications, Presentations, Workshops, and Grants

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Collaborative AEH Next Steps

• Research
• Collaborative AEH
• Wikis to extend and expand collaboration
• Wiki Central
• Virtual/Synthetic/Immersive online learning
  environments
• Second Life - web quest
• Flexible Learning Design
• Virtual Labs
• lynda.com (among others)

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Synergy

• What are we going to learn today?!
• Hey, check this out!
• http//www.multiverse.net/index.jsp?cid0scid0
• Did you see this?
• http//64.71.48.37/teresadeca/webheads/online-lear
  ning-environments.htm

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ODCE 2007 George Siemens

• An environment that supports/fosters learning
• Adaptive, dynamic, responsive
• Chaotic
• Self-organizing/individuality directed
• Structured informality
• Diverse
• Alive
• Emerging

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The moral of the story

• you cant just drop new innovations into a
  classroom (f2f or online) and hope that the
  instructor will invent effective ways to use
  them. To fully utilize a new teaching technology
  you often need to invent new teaching practices
  as well. And to do that you need to have the
  desire, freedom and time to experiment with and
  refine these new practices.
• John Seely Brown, 2005
• New Learning Environments for the 21st Century

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Thank You!