Table Of ContentSPRINGER BRIEFS IN EDUCATIONAL
COMMUNICATIONS AND TECHNOLOGY
Nada Dabbagh · Angela D. Benson
André Denham · Roberto Joseph
Maha Al-Freih · Ghania Zgheib
Helen Fake · Zhetao Guo
Learning
Technologies and
Globalization
Pedagogical
Frameworks and
Applications
123
SpringerBriefs in Educational Communications
and Technology
Series editors
J. Michael Spector, University of North Texas, Denton, TX, USA
M.J. Bishop, University of Maryland, Bethlehem, MD, USA
Dirk Ifenthaler, University of Mannheim, Mannheim, Germany,
Deakin University, Geelong, Australia
More information about this series at http://www.springer.com/series/11821
Nada Dabbagh · Angela D. Benson
André Denham · Roberto Joseph · Maha Al-Freih
Ghania Zgheib · Helen Fake · Zhetao Guo
Learning Technologies
and Globalization
Pedagogical Frameworks and Applications
1 3
Nada Dabbagh Maha Al-Freih
Learning Technologies Learning Technologies
George Mason University George Mason University
Fairfax, VA Fairfax, VA
USA USA
Angela D. Benson Ghania Zgheib
Educational Leadership, Educational Technology
Policy and Technology Studies University of Balamand
Tuscaloosa, AL Koura
USA Lebanon
André Denham Helen Fake
Educational Leadership, Learning Technologies
Policy and Technology Studies George Mason University
Tuscaloosa, AL Fairfax, VA
USA USA
Roberto Joseph Zhetao Guo
Teaching, Literacy and Leadership Educational Leadership,
Hempstead, NY Policy and Technology Studies
USA Tuscaloosa, AL
USA
ISSN 2196-498X ISSN 2196-4998 (electronic)
SpringerBriefs in Educational Communications and Technology
ISBN 978-3-319-22962-1 ISBN 978-3-319-22963-8 (eBook)
DOI 10.1007/978-3-319-22963-8
Library of Congress Control Number: 2015948732
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Contents
1 Evolution of Learning Technologies: Past, Present, and Future ...... 1
Pedagogical Ecology of Traditional LT ............................ 2
Pedagogical Ecology of Web 1.0 LT .............................. 3
Pedagogical Ecology of Web 2.0 LT .............................. 3
References .................................................. 6
2 Massive Open Online Courses ................................. 9
Globalization Opportunities and Challenges ........................ 10
Examples of MOOCs in Schools ................................ 10
Examples of MOOCs in Higher Education ......................... 11
Examples of MOOCs in the Workplace ........................... 12
References .................................................. 12
3 Mobile Learning ............................................ 15
Globalization Opportunities and Challenges ........................ 16
Examples of Mobile Learning in Schools .......................... 17
Examples of Mobile Learning in Higher Education .................. 18
Examples of Mobile Learning in the Workplace ..................... 18
References .................................................. 19
4 Social Media ................................................ 21
Globalization Opportunities and Challenges ........................ 21
Examples of Social Media Applications in Schools .................. 22
Examples of Social Media Applications in Higher Education .......... 23
Examples of Social Media Applications in the Workplace ............. 24
References .................................................. 25
5 Augmented Reality .......................................... 27
Globalization Opportunities and Challenges ........................ 28
Examples of AR in Schools ..................................... 29
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vi Contents
Examples of AR in Higher Education ............................. 29
Examples of AR in the Workplace ............................... 30
References .................................................. 30
6 Game-based Learning ........................................ 31
Globalization Opportunities and Challenges ........................ 32
Examples of GBL in Schools ................................... 33
Examples of GBL in Higher Education ........................... 33
Examples of GBL in the Workplace .............................. 34
References .................................................. 35
7 Conclusion ................................................. 37
Index ......................................................... 39
Introduction
Information and Communication Technologies (ICT) have continued to evolve
over the past decade prompting an ever increasing interconnected world; a world
that still defined by geographic borders and territorial entities is borderless virtu-
ally. Internet 2.0 innovations have made ICT available anytime, anywhere, and
almost anyhow, creating a digitally connected and networked world in which peo-
ple, businesses, enterprises, institutions, governments, and services are instanta-
neously and continuously communicating with each other, and where “things” as
in the “Internet of Things” or smart devices are also connected and networked,
constantly relaying information to consumers and exchanging data. The transfor-
mation and diffusion of ICT into an ever present and accessible phenomenon is
profoundly shaping human activity and culture and redefining globalization.
Globalization has been described as a psychological phenomenon which can
be applied to many contexts to imply that most people are connected simultane-
ously with distant events, directly or indirectly, intentionally or unintentionally,
promoting a perception, or an awareness of the globe as a single environment
(Evans 1995). While the “end of geography” has not occurred in the physical
sense, human and machine activity has widened, intensified, and accelerated as a
result of ICT integration, generating a new awareness of the world as a techno-
social environment. This emergent global environment is introducing unprece-
dented socio-economic opportunities such as open education initiatives; however,
it is also bringing new risks and challenges particularly as this relates to individ-
ual rights and privacy, security, cybercrime, and access to information (Greenhill
2012). Additionally, this networked global environment is having a consequential
impact on learning technologies, particularly in higher education contexts. For
example, faculty and students are increasingly using Web 2.0 technologies (e.g.,
social media), precipitating a qualitative shift in course design and delivery, and
pedagogical practice (Dabbagh and Reo 2011a). Some view the transformation
in learning technologies as a disruptive innovation (Christensen 1997), predict-
ing immediate and large-scale changes to educational institutions and leading
to a fundamental epistemological change, while others view it as the beginning
of a new era of possibilities that will take place incrementally, behaving more
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viii Introduction
like a sustaining innovation (Dabbagh and Reo 2011b; Mainardi 2012; Hilton
2006). And yet others (e.g., Katz 2008) suggest that our education system is in
an “interregnum”—a transition period between the 1000 year reign of the current
scholastic educational system and a new one waiting to be born.
Regardless of these perspectives, educational practice is changing rapidly as
a result of ICT innovation. Hence, the purpose of this volume is (a) to describe
the evolutionary and global impact of the techno-social transformation on learning
technologies in terms of emerging pedagogical frameworks and applications, and
(b) to provide examples of such applications in higher education, K-12, and the
workplace.
References
Christensen, C. M. (1997). The innovator’s dilemma: When new technologies cause great firms
to fail. Boston: Harvard Business School Press.
Dabbagh, N., & Reo, R. (2011a). Impact of Web 2.0 on higher education. In D. W. Surry, T.
Stefurak & R. Gray (Eds.), Technology integration in higher education: Social and organiza-
tional aspects (pp. 174–187). Hershey, PA: IGI Global.
Dabbagh, N., & Reo, R. (2011b). Back to the future: Tracing the roots and learning affordances
of social software. In M. J. W. Lee & C. McLoughlin (Eds.), Web 2.0-based e-Learning:
Applying social informatics for tertiary teaching (pp. 1–20). Hershey, PA: IGI Global.
Evans, T. (1995). Globalisation, post-Fordism and open and distance education. Distance
Education, 16(2), 256–269.
Greenhill, R. (2012). Preface. In S. Dutta & B. Bilbao-Osario, The global information technology
report 2012: Living in a hyperconnected world. World Economic Forum and INSEAD.
http://www.weforum.org/gitr.
Hilton, J. (2006). The future for higher education: Sunrise or perfect storm? EDUCAUSE Review,
(March/April), pp. 59–71.
Katz, R. (2008). The gathering cloud: Is this the end of the middle? In R. Katz (Ed.), The tower
and the cloud: Higher education in the age of cloud computing (pp. 2–42). Available from
EDUCAUSE: http://educause.edu/books.
Mainardi, C. (2012). Forward. In S. Dutta & B. Bilbao-Osario, The global information technology
report 2012: Living in a hyperconnected world. World Economic Forum and INSEAD.
http://www.weforum.org/gitr.
About the Authors
Nada Dabbagh is Professor and Director of the Division of Learning Technologies
at George Mason University in the USA. Her research explores the pedagogical ecol-
ogy of technology-mediated learning environments with the goal of understanding
the social and cognitive consequences of learning systems design. Specific r esearch
areas include case generation and representation in problem-based learning (PBL);
supporting student self-regulated learning (SRL) in online learning; and informing
the design and evaluation of personal learning environments (PLEs).
Angela D. Benson is Associate Professor of Instructional Technology in the
Department of Educational Leadership, Policy, and Technology Studies at the Uni-
versity of Alabama in the USA. Her research addresses the socio-cultural influence
of educational technology on individuals and organizations. Her professional expe-
rience includes 13 years as a systems engineer in the telecommunications industry.
André R. Denham is Assistant Professor of Instructional Technology in the
Department of Educational Leadership, Policy, and Technology Studies at the Uni-
versity of Alabama in the USA. His research focuses on game-based learning and
the exploration of the contexts and conditions that support the use of emerging
technology in the successful learning of subject matter.
Roberto Joseph is Associate Professor of Teaching, Literacy and Leadership and
Director of Educational Technology Programs at Hofstra University in the USA.
His primary research and publications are in the area of Culture in Educational
Technologies and Systemic Change in Education. As a Gates Millennium Scholar,
Dr. Joseph is committed to assisting schools in creating meaningful learning envi-
ronments to answer the future needs of students and society.
Ghania Zgheib is Assistant Professor of Educational Technology and Program
Coordinator of the Educational Technology Master’s Program at the University of
Balamand in Lebanon. Her research interests include social media use in higher
education, cognitive affordances of technology-supported learning environments,
and using technology to support language learning.
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