Applying disruptive innovative technologies into higher education: … · 2017-07-18 · cloud computing and responsive web design and understand how the platform could extend the

楊叔卿

Shelley Shwu-ching Young, Ph.D. 美國俄亥俄州立大學 (The Ohio State University)

教育傳播科技博士

[email protected]

http://140.114.41.77/shelley/index.htm http://ils-en.web.nthu.edu.tw/files/14-1040-113440,r2796-1.php

Professor & Chair

Institute of Learning Sciences

Institute of Information Systems & Applications

Center for General Education

National Tsing-Hua University, Taiwan

主聘:臺灣清華大學學習科學研究所教授兼所長

合聘:資訊系統與應用研究所/通識教育中心

Applying disruptive innovative technologies into higher

education: Using NTHU as an example informed by studies

http://140.114.41.77/shelley/index.htm

http://ils-en.web.nthu.edu.tw/files/14-1040-113440,r2796-1.php









My honor and pleasure

to give a talk at

The eighth

International e-

Learning Conference

2017 (IEC 2017)

Shelley Shwu-ching Young, Ph.D.,

Professor and Chair (Major appointment)

Institute of learning Sciences and Technologies,

Joint appointment at:

Institute of Information Systems & Applications

Center for General Education

National Tsing Hua University, Taiwan

Research Interests: Interactive multimedia design and computer-supported

collaborative learning (CSCL)

Web-based learning and distance education

Information Technology in Teacher Education and higher education

Instructional Design, media literacy and technology

E-Learning and handheld technology design

Contact Information: Address: Room 419, The 2nd Complex Building,, 101, Sec. 2, Kuang-fu Road,

Hsin-chu 30013, Taiwan

Telephone: +886-3-5742844 (office)

Fax: + +886-3-5718791 (Institute of Learning Sciences and Technologies)

+886-3-574-5329 (Office)

Email: [email protected]

Homepage: http://140.114.41.77/shelley/index.htm


Head of LT Lab

mailto:[email protected]

http://140.114.41.77/shelley/index.htm










Learning Technology Lab, ISA, NTHU

P.4

Thailand and Taiwan

台灣清華大學位置圖

Tsing Hua University, Taiwan

Campus Views of NTHU

國立清華大學校園景觀 (17-1)

http://memorynet.nthu.edu.tw/

校園大門

Main Gate




一校門 First Gate

二校門(模型) Second Gate miniature




國立清華大學校園景觀(17-3)


校園一角

A corner at

NTHU campus


三面鐘

Tri-faced Clock



http://ppt.cc/JguRr

http://ppt.cc/JguRr



無聲的對話-新宮晉 Dialog in Silence





相思湖

Hsiang-See Lake






成功湖

Cheng-Kong

Lake





二校門(模型)廣場 Square of the Second

Gate miniature


梅園 Dr. Mei’s Memorial Garden



http://ppt.cc/JbTIv http://ppt.cc/7HMXD

http://ppt.cc/JbTIv

http://ppt.cc/7HMXD



月涵亭 Yuan-Han pavilion



八角亭

Octagonal pavilion



http://ppt.cc/unxFS

http://ppt.cc/unxFS

人社院

College of Humanities and Social Sciences



http://ppt.cc/5VTuS

http://ppt.cc/5VTuS

湖心亭 Lake-hearted

pavilion



http://ppt.cc/IIVL5

http://ppt.cc/IIVL5

梅亭/飛機亭

Mei Pavilion



http://ppt.cc/r0Zlk

http://ppt.cc/r0Zlk

清華蝴蝶園

Tsing Hua Butterfly Garden



http://ppt.cc/4uODq http://ppt.cc/upjlM

http://ppt.cc/uuVD2

http://ppt.cc/4uODq

http://ppt.cc/upjlM

http://ppt.cc/uuVD2

奕園

Gomoku Garden



http://ppt.cc/rGlzZ

http://ppt.cc/QJgba

http://ppt.cc/3IKh7

奕亭 Gomoku Pavilion

http://ppt.cc/rGlzZ

http://ppt.cc/QJgba

http://ppt.cc/3IKh7




漂流木步道

Drifted wood

walkway


Open resources: MOOCs

Social media and online communities

Real Campus, Real world NTHU Campus

Extended /Boundless

Campus, Virtual World

http://www.khanacademy.org/

http://www.ted.com/

http://webcast.berkeley.edu/

http://oyc.yale.edu/

http://ocw.nthu.edu.tw/ocw/

https://www.coursera.org/

http://www.blogger.com/

http://my.yahoo.com/p/1.html

http://www.bebo.com/

http://tw.wordpress.org/

http://www.myspace.com/

Applying innovative

technologies into higher

education: Using NTHU

as an example

informed by studies

Background Disruptive innovative technology in higher

education

Disruptive innovative technologies refer to using emerging

technologies to flip established educational environment by

increasing access, cutting costs, and revolutionizing delivery

(Christensen, 2007).

Mobile devices have been prevalently used for daily life today

(Looi et al., 2010; Wang et al., 2013).

The availability of high-speed Internet connection has further

increased all kind of open online courses.

Major universities have jumped into the open educational

resources, such as open online courses (Atkins et al., 2007; The

William and Flora Hewlett Foundation, 2013).

John Hennessey considered online education as the coming

“Tsunami” in the uncertain future of higher education (Auletta,

2012).

Background Transformation, challenges, and chasm in higher

education

The current wave of net generation (Jones, Ramanau, Cross, &

Healing, 2010) and digital native (Prensky, 2001) brings a blend

of behaviors, attitudes, and expectations creating

transformation for learning.

Universities should analyze the needs of this new generation and

transform the infrastructure such as pedagogy, digital content,

platforms, and learning devices to fulfill expectations of students

(Hartman, Moskal, & Dziuban, 2005).

The changing role of university…

In the 21st century, great universities have a responsibility to

drive global change. They will not merely offer an exclusive

subset of the ruling class; they will empower and equip every

student to facilitate learning (Kolowich, 2014).

This study aimed to play as the innovator to conduct a sequence of

holistic studies with early adopters and provide higher education a

useful lens in understanding the adoption of disruptive innovative

technologies.

Background Purpose

Diffusion of innovations (modified from Rogers, 1962; Norman, 1998)

Customers want technology

and performance Customers want solutions

and convenience

Innovators

The

chasm

Early

adopters

Early

majority

Late

majority

Laggards

Adoption and integration of mainstream

learning environment in higher education

• No related holistic study indicates the

specific guidelines.

• Institute administrators and teachers

do not know how to do.

Background In the information age, we want to know…

1. How could the disruptive innovative technologies facilitate the

renewal of higher education? What might be disrupted?

2. How could the disruptive innovative technologies be integrated in

an authentic learning setting for different domain subjects in higher

education?

3. Do the disruptive innovative technologies make any effect on

students’ learning performance or motivation? If yes, how do they

impact students’ learning?

4. How should universities face the challenges and transformation that

disruptive innovative technologies brought?


P.28

Background Shaping the ideas of the longitudinal study

University

Platform • LMS

• Cloud services

Content / Pedagogy

•Open online courses

•Open educational resources

Devices • Mobile devices Graduate program

General education

Fundamental subjects

Disruptive innovation technology integrated in higher education

Study III

Study VI

Study V

System design and implementation

Applications in authentic learning settings

Study IV

Background

Shaping the ideas of the study


Study I Study II

Redesigning open online course platform

for cross-device learning

Optimizing learning management system

for mobile learning

For extending the reach of online course For using in the classroom


P.30

Integration of disruptive innovative technologies into higher education in

multidisciplinary approaches

Study III Study IV Study V Study VI

Undergraduate program Graduate program

Fundamental subject Physical education General education Technical writing

Thermal Physics Badminton Art appreciation Academic writing

Study domains among the 6 different studies.

Online learning

Face-to-Face

Destructive innovation technologies in Higher Education

Self-paced learning

Collaborative learning

Platform (LMS or Cloud)

Effective devices affordable for every

student

Open and free content accessible easily from

everywhere

Platform designed for suitable pedagogy and

learning patterns

Learners

Instructor

Devices : Cross-Devices

(PC, NB, Tablet, Smart Phone)

Content : Various & Open

(OER, Open online courses)

Active learning

LITERATURE reviewed…

1. Information and communication technologies in higher education

Disruptive innovative technologies in higher education

Open online courses and the related technologies in higher education

Mobile devices and the related technologies in higher education

2. Student motivation and active learning

Motivation and ARCS model

Related studies in motivation

Active learning

Self-regulation

3. Issues and theories underpinning thermal physics, physical

education, art appreciation education, & academic writing


Redesign platform &

optimize learning

system: 2 studies

Study I: Redesigning open online course

platform for cross-device learning

University

Platform • LMS

• Cloud services

Content / Pedagogy




General education



Study I: Redesigning open

online course platform for

cross-device learning

Study II: Optimizing learning

management system for

mobile learning

Study I: Redesigning open online

course platform for

cross-device learning

Study I: Redesigning open online course platform


Background

The emergence of various innovative mobile technologies has

brought lots of design issues and challenges (Fallahkhair et al., 2004;

Naismith et al., 2005).

This study aimed to redesign the NTHU OCW platform based on

cloud computing and responsive web design and understand how

the platform could extend the reach of open online course across

various devices.

(1) System design and implementation (2010 to 2012)

(2) Data collection and analysis (2012-2013)



System design & implementation (1/4)

Responsive web design

Web techniques: HTML5, CSS3, JavaScript, & jQuery


Readability








Functionality




Cloud computing

NAS

• Linux

Database

• MySQL

Responsive Web Server

• Apache,

• PHP5.0

• JavaScript

• jQuery

Database

Video Source

Teacher

Web serverNAS

Responsive Web Server

Mobile Learners Desktop Learners

Cloud Management Server

Video Source

Teacher

Learning Management Server

Moodle

Learners

Production team

Editing

uploading Encoding

Encoding Servers

Schedule

Server

Labor- based

operation

Cloud

computing

Moodle based platform Cloud based platform



Results (1/2)

1. Main challenges and solutions to redesign open online course

(1) screen size, (2) navigation, (3) material format,

(4) network, and (5) storage.

Challenges of mobile devices NTHU OCW solutions

1. Screen size The layout is not suitable for a small

screen display and the context is far too

small and unreadable.

The system should provide different layouts for

various screen sizes and resolutions. The text

should be automatically reflowed to make

reading easier.

2. Navigation Finding the course from the category on

a mobile screen is annoying and

tedious. Multi level navigation menus

are difficult for mobile devices

The content and structure need rewriting. The

form and menu should be designed to be

simple, such as a one level menu design.

3. Material Format The diversity of each operating system

does not support diverse video formats.

For each video format, NTHU OCW provides

various formats as mp4, flv, wmv.

4. Network The connection via mobile connectivity

might be slow.

Systems should provide high and low quality

videos to allow switching according to the

connectivity.

5. Storage Not all the storage of devices is big

enough to support all video files.

NTHU OCW supports different sized files for

learners to choose.



Results (2/2)

2. Audiences who benefit from re-designing platform.

A total of 466,429 visits with 264 different mobile devices from

146 territories have accessed the platform in twenty months.

China: 85366

Taiwan: 545987

United States:

15119 Hong Kong: 6013

Malaysia: 4501

Macau: 775

Japan: 1462

Australia: 1528

Canada: 2239

India: 880

United Kingdom: 966South Korea: 1007

Singapore: 1238

Germany: 1366

Fancy: 732

Study II: Optimizing learning

management system

for mobile learning

Study II: Optimizing learning management

system for mobile learning

Introduction

This study aims to optimize learning management system (LMS)

for students to exchange their learning materials through the

mobile devices both in the class and after school.



Three main elements of the system

The system consists of three elements including the System

Database, Mobile learning module, and Highboy gallery module.


P.45

Mobile Learning Engine

Lightbox gallery Module



Students’ perceptions on using system

There were 51 college students and 12 graduate students

participated in this study for one semesters.

Students’ perceptions with regard to LMS were positive regarding

in the usefulness, ease of learning, the ease of use and

satisfaction. were rated above 3.95.


P.46

Integration of

disruptive innovative

technologies in

multidisciplinary

approaches: 4 studies

Integration of disruptive innovative technologies in

multidisciplinary approaches

University

Platform • LMS

• Cloud services

Content / Pedagogy




General education



Study IV

Study III

Study VI

Study V


Application in authentic learning setting

Study III: Transforming the thermal

physics classroom with integration

of open online courses

Study IV: Applying iPads to

enhance badminton motor

skill learning

Study V: Applying multi-

touch technology to facilitate

art appreciation learning

Study VI: The effectiveness of

adopting e-readers to facilitate

EFL students’ process-based

academic writing

Integration of disruptive innovative technologies into

higher education in multidisciplinary approaches

Method

Aims Participants Treatments

Study III

Study III aimed to explore how

students choose their thermal

physics learning method and the

factors which affect learners.

99 college students &

1 instructor

in the “Thermal Physics”

course.

• Students are allowed to choose their own

learning content delivery modalities

through its open online courses and face-

to-face classroom.

Study IV

Study IV aimed to seek the

potential of iPads with the various

new functions to solve the existing

problems and motivate students’

badminton learning.


1 instructor

in the “Badminton” course

• Experimental group (n=118):

attended a face-to-face badminton course

which iPads and the multimedia course

• Control group (n=107):

used conventional face-to-face approach

Study V

Study V aimed to explore how

tablets and multi-touch technology

are integrated in an authentic art

appreciation learning setting and

how learners interact with tablet.


1 instructor

in the “Art and Society”

course


used tablets with digital earning materials

and LMS.


used conventional paper-based slides and

materials.

Study VI

Study VI aimed to investigate the

role of e-readers and how e-

readers facilitated academic

writing of EFL students.

23 graduate students &

1 instructor

in the “Technical and

Scientific English Writing”

course


used e-readers with digital textbook and

LMS.


used conventional paper-based slides and

textbook.

Study III: Transforming the thermal

physics classroom with

integration of open online

courses

1. Open course could meet the different kinds of need

for students. Students were satisfied with this

management to let them choose the learning model.

Study III: Transforming the thermal physics classroom

with integration of open online courses

Results of study III (1/2)

Week 01 Week 02 Week 18

Online lecture

Classroom lecture

Classroom lecture

Classroom lecture Classroom lecture

Classroom lecture Classroom lecture

Online lecture

Online lectureClassroom lecture Classroom lecture

Online lecture

Week 04

Classroom lecture

Classroom lecture

Online lecture

Classroom lecture

Classroom lecture

Week 03

Classroom lecture

(1) Face-to-Face

(F2F)

(2) Web Facilitated

(WF)

(3) Alternative Blended

(AL)

(4) Online learning

(OL)

(5) Flipped Learning

(FL)

Online lecture Online lecture Online lecture Online lecture

Online lecture

Online lecture Homework

tutoring


tutoring


tutoring


tutoring


tutoring

2. Flipped learning patterns get the best learning performance, which

is significantly better than online learning pattern.

3. Self-regulated time management is the most important factor of the

students learning outcome. Well self-scheduled management

results a better learning performance.

Study III: Transforming the thermal physics classroom

with integration of open online courses

Results of study III (2/2)

Study IV: Applying iPads to

enhance badminton

motor skill learning

Study IV: Applying iPads to enhance badminton motor

skill learning

Results of study IV (1/3)

1. The students who adopted iPads showed

better motor skill learning performance and

learning motivation compared to the students

who were given the conventional face-to-

face approach.

2. Tablets in badminton learning could play an important role in

a. Learning motor skills from holistic views on iPads;

b. Achieving the desired motor skills at a self-paced supplemented by

digitized videos on iPads;

c. Affording intuitive, efficient, precise, and immediate visual feedback on

learning.


skill learning



skill learning


3. The WISER model has been proposed and identified as a good pedagogical

model for PE to support student self-paced learning, and to lighten the

teacher’s burden to make the instruction more flexible.

Study V: Applying multi-touch

technology to facilitate

art appreciation learning

1. There are statistically significant differences in learning motivation,

with a higher level achieved by the experimental group than the

control group.

Study V: Applying multi-touch technology to facilitate art

appreciation learning

Results of study V (1/3)




2. Multi-touch technology in art

appreciation learning could play an

important role in

a. Changing the view of learners on the

art materials

b. Listening to lectures at a flexible and

personalized pace

c. Creating efficient and intuitive

annotations.


59





60

3. Tablets enhanced interactive learning environment

Study VI: The effectiveness of

adopting e-readers to

facilitate EFL students’

process-based

academic writing

Study VI: The effectiveness of adopting e-readers to

facilitate EFL students’ process-based academic writing

Results of study VI (1/3)

1. The e-reader is significantly beneficial for students’ academic writing

progress and may potentially help students improve their writing

compared to the conventional paper-based approach.




2. This integration of the e-

readers into the writing class

was helpful throughout the

writing process from an

individual student, peer group

and teacher’s perspective.


63

Prewriting Publishing

EditingRevising

DraftingOutlining

Peer assessment

Teacher feedback

<<Recursive circle>>




3. E-readers have the potentials to

assist the EFL students in academic

writing and function as a handheld

library, an annotating tool, and a

medium for sharing annotations and

comments.

4. The functions of e-readers can assist

students’ writing process and make

the recursive circle of steps more

efficiently.

Conclusions and further thoughts

Significances and contributions

To date few studies use a holistic range of practical examples discussing on

how disruptive innovative technologies intergraded in the authentic learning

environment.

The six-year research unlocked the hidden potential of the disruptive

innovative technologies for the different domain subjects in the context

of higher education.

The longitudinal research serves as a systematical and constructive

reference for higher education institutes, instructors, students, and platform

programmers for further implement the online degree programs, courses,

and virtual universities.

For school administrator and instructors, this dissertation helps them to

discover the surprising new ideas and strategies.

For students in the college, learning in the classrooms has been flipped

to be a self pace and active learning.

For life-long learners, they can find the convenience and flexibility of

online learning method to match for their learning goals and styles.

Where are we going from here?

The answers are up to our thoughts and

collective efforts…

Educators

Learners

Administrators

Technology & Environment

Q & A

Thank you for your attention

Documents

Applying disruptive innovative technologies into higher education: … · 2017-07-18 · cloud computing and responsive web design and understand how the platform could extend the