Intel's vision for the classroom of the not too distant future.
Intel. (2016, April 25). Bridging our future long intel 1 [Video file]. Retrieved from https://www.youtube.com/watch?v=cxKSKONR8Gk
Using Technology to Engage Learners
Refer to Trends and Issues in Instructional Design and Technology (4th ed.), by Robert A. Reiser and John V. Dempsey. Identify three to five learning engagement principles from the readings. In your own words, provide a 150–250-word response for each principle, as a comment to this blog, describing how Phillips, Phillips, and Nicholas (2018) explain when the transfer of learning actually occurs. Remember to use proper APA-style formatting for in-text citations and references in your writing.
Learner's Curiosity is Aroused
As students learn more about bridges and work with simulations of their bridge designs, they will recognize the gap in their current knowledge. This will result in students' curiosity being aroused. Thus, it is likely that they will continue to explore this subject further and learn more about designing bridges. The simulation also appeals to both perceptual and epistemic curiosity. “Perceptual curiosity is characterized by reflexive reactions to unexpected and intrusive stimuli such as a loud noise or unexpected movement detected in one's peripheral vision…” (Reiser & Dempsey, 2018, p.80). The simulation appeals to perceptual curiosity as the weak points on the bridge will gradually turn red as the strain increases and eventually breaks if the…
Curiosity
Intel’s “Bridging our Future” presentation (2016) highlights an important and impactful aspect of motivation in student engagement: curiosity. Keller and Deimann (2018) state that a learner’s curiosity kicks in when they recognize a gap in their knowledge. This curiosity is essential to pursuing more information, different avenues for problem solving, and formulating directed questions related to a specific issue. The vast majority of students participating in this bridge-building project are fully invested in solving their “what if” questions while connecting the dots between their tasks and the tasks of their teammates. The multi-faceted use of technology, social engagement, and deadlines contribute to an environment that is anything but boring (Keller and Deimann, 2018, p.80). At one point, two students…
Curiosity
Intel’s “Bridging our Future” presentation (2016) highlights an important and impactful aspect of motivation in student engagement: curiosity. Keller and Diemann (2018) state that a learner’s curiosity kicks in when they recognize a gap in their knowledge. This curiosity is essential to pursuing more information, different avenues for problem solving, and formulating directed questions related to a specific issue. The vast majority of students participating in this bridge-building project are fully invested in solving their “what if” questions while connecting the dots between their tasks and the tasks of their teammates. The multi-faceted use of technology, social engagement, and deadlines contribute to an environment that is anything but boring (Keller and Diemann, 2018, p.80). At one point, two students…
Technology-based learning programs need to show results
According to Phillips, Phillips, and Nicholas technology-based learning programs need to show results (2018). By the time the viewer reaches the end of the 3 minute 16 second referenced video, the impressive results are on full display. The viewer witnesses young students engaging with their teacher in a highly technical classroom environment. Students are seen utilizing personal tablets that seamlessly interact with a virtual display that takes the place of a traditional whiteboard. Although there is no dialogue, the viewer observes the students working on a project where they are tasked with designing a bridge. As the video progresses the viewer becomes keenly aware of the interaction between technology and the learner. The…
1. What Does Learner Engagement Look Like?
From the start, the instructor has learner engagement with the interactive wall. The sheer “magic” of the interactive wall is a “wow factor” that brings students in. This technology and hands-on concept is carried throughout as the students work through a think-pair-share format of engagement. Each student learns different structural concepts on their own and the come together to solve the ultimate problem. The real-life scenario is to create a bridge that holds a certain amount of payload. As students complete self-assessments at the end of every segment, the instructor can see knowledge retainment in real-time. Seeing this in real-time allows the instructor to facilitate the class and assist those who need some…