For every class period, there will be core readings that we will all complete and then an additional set of “Rabbit Hole” readings/activities for your continued exploration. Graduate students will be required to do at least one of these additional readings/activities.
| Ses # | Readings | Rabbit Hole |
|---|---|---|
| 1 | No readings. | No readings. |
| 2 |
Siemens, G., & Long, P. (2011). “Penetrating the fog: Analytics in learning and education (PDF - 1.3MB).” EDUCAUSE review, 46 (5), 30. Ferguson, R. (2012). “Learning analytics: drivers, developments and challenges (PDF).” International Journal of Technology Enhanced Learning, 4 (5/6), 304–317. Chatti, M. A., Dyckhoff, A. L., Schroeder, U., & Thüs, H. (2012). “A reference model for learning analytics.” International Journal of Technology Enhanced Learning, 4 (5–6), 318–331. Veeramachaneni, K., O’Reilly, U. M., & Taylor, C. (2014). “Towards feature engineering at scale for data from massive open online courses (PDF).” arXiv preprint arXiv:1407.5238. |
Ruipérez-Valiente, J. A. (2017). “Analyzing the behavior of students regarding learning activities, badges, and academic dishonesty in MOOC environments (PDF - 17MB).” Doctoral dissertation. |
| 3 | Verbert, K., Duval, E., Klerkx, J., Govaerts, S., & Santos, J. L. (2013). “Learning analytics dashboard applications.” American Behavioral Scientist, 57 (10), 1500-1509. |
Depending on the data-driven mini-project you are trying to build, you might find some of these resources useful: |
| 4 | None—students will focus on the final development sprint for their learning analytics mini-project. | Identify a potential user/consumer of your mini-project. Share your prototype with an individual or group of individuals that most genuinely reflects your intended user. In your design journal, describe the user feedback (preferably in visual form) and how you incorporated it into subsequent iterations of your mini-project. |
| 5 |
Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). “Teaching practice: A cross-professional perspective (PDF - 1MB).” Teachers College Record, 111 (9), 2055–2100. Dotger, B., & Ashby, C. (2010). “Exposing conditional inclusive ideologies through simulated interactions.” Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 33 (2), 114–130. Robinson, K., Jahanian, K., & Reich, J. (2018). “Using online practice spaces to investigate challenges in enacting principles of equitable computer science teaching.” In Proceedings of the 49th ACM Technical Symposium on Computer Science Education - SIGCSE ’18 (pp. 882–887). New York, New York, USA: ACM Press. |
Hussainy, S. Y., Styles, K., & Duncan, G. (2012). “A virtual practice environment to develop communication skills in pharmacy students.” American Journal of Pharmaceutical Education, 76(10), 202. |
| 6 | Reich, J., Kim, Y. J., Robinson, K., Roy, D., & Thompson, M. (2018). “Teacher practice spaces: Examples and design considerations.” In J. Kay & R. Luckin (Eds.), 13th International Conference of the Learning Sciences (pp. 648–655). London, UK. |
Video: What is design-based implementation research (DBIR)? Martin, W. Fishman, B., Penuel, W. R., Allen, A., & Cheng, B. H., & Sabelli, N. (2013). “Design-based implementation research: An emerging model for transforming the relationship of research and practice.” In Fishman, Penuel, Allen, & Cheng (Eds.), Design-based implementation research: Theories, methods, and exemplars. National Society for the Study of Education Yearbook, Vol. 112(2), pp. 136-156. New York: Teachers College Record. Ee, J. “How design thinking is transforming businesses through technology.” Rackspace. April 13, 2018. |
| 7 | None—students will focus on the final development sprint for Mini-project #2. | Create a short pitch deck that you would present to a potential partners (e.g., school district, foundation, non-profit, venture capitalist) describing your practice space and why they should partner with you. Draw on the course readings from practice-based education to support your claims. |
| 8 |
CAST. “UDL at a glance.” YouTube. Jan 6, 2010. Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing. (Create log-in and password to access this free book.) CAST (2018). Universal design for learning guidelines version 2.2. |
National Education Technology Plan (2017). Elder, B. et al. “From attitudes to practice: Utilising inclusive teaching strategies in Kenyan primary schools (PDF).” International Journal of Inclusive Education, 2015. |
| 9 | Marino, M. T., Gotch, C., Israel, M., Vasquez, E. III, Basham, J. D., & Becht, K. (2014). “UDL in the middle school science classroom: Can video games and alternative text heighten engagement and learning for students with learning disabilities?” Learning Disability Quarterly, 37, 87–99. |
McCready, R. “20+ user persona examples, templates and tips for targeted decision-making.” Venngage. July 25, 2019. Salomao, R. et al (2015). “Defining personas of university students for the development of a digital educational game to learn portuguese as a foreign language.” Procedia Manufacturing, 3, 6214–6222. Create a one-pager that contrasts the assets and barriers of 2–3 personas (e.g., a student with dyslexia, a high performing student, a student with ADHD) and briefly describe (200 words) how your design might change outcomes for these students. |
| 10 | None—students will focus on the final development sprint for their learning UDL mini-project. |
508 Standards Overview (2017) Identify 1–3 WCAG 2.1 standards and describe or demonstrate how your design meets the success criteria. Alternatively describe or demonstrate the remaining work you would need to do in order to meet the success criteria (e.g., if your design includes video does it meet Success criterion 1.2.2 captions (prerecorded)?). |
| 11 |
U.S. Department of Education, Office of Educational Technology. “EdTech developer’s guide (PDF 1.3MB).” Washington, D.C., 2015. Podcast: The national education technology plan: How technology can improve teaching and learning. IDEO interview resources, particularly the “Expert Interview” and the “Extremes and Mainstreams” guides. |
William R. Penuel, Anna-Ruth Allen, Cynthia E. Coburn & Caitlin Farrell (2015) “Conceptualizing research–practice partnerships as joint work at boundaries.” Journal of Education for Students Placed at Risk (JESPAR), 20:1–2, 182–197. Outline a pitch to an identified stakeholder that describes why your innovation is designed for impact (i.e. why it will work as a solution to the identified problem) in the selected context. Use principles outlined in this week’s readings as evidence to support your point. |
| 12 | None—students will focus on the final development sprint for their final projects. | Propose multiple technical pathways to tackle the road blocks you identify, reaching out to technical experts as needed. Instructors can help you identify experts or other technical resources if need be but independent inquiry is encouraged. |
| 13 | None—students will focus on the final development sprint for their final projects. | Playtest your prototype in a setting that more authentically reflects the context for your final project innovation. Compile data from your playtest and create an effective data visualization that summarizes results from participants. Include recommendations for the next design cycle based on participant feedback. |
| 14 | None—students will focus on final projects and presentations. |
Show how you used data from the additional pilot testing to make improvements to your final project. Use effective visuals. Invite a partner organization that would potentially use your tool. Craft the presentation as a real pitch to their organization. Ask them to provide you feedback following your presentation. |
