Month: August 2023

• Technology in Society is one of the focuses of the dual program I am taking at UVIC, which sparked my curiosity to delve into Rheingold’s (2014) perspective on adopting new technologies in educational settings. Applying the insights from Rheingold (2014) to my experience as a student, I believe that instructors must consider numerous factors before implementing new tools and approaches in their teaching practices. Some key factors include:

What should institutions consider before adopting new technologies?

• Rheingold’s (2014) article highlights the danger of technology when its origin and purpose are forgotten. Hence, prior to embracing new technologies, institutions must revisit the “fundamental thinking tools we all benefit from — rationality, progress, democratic self-governance, universal acceptance of the superiority of the scientific method to other ways of knowing” (Rheingold, 2014). This awareness prompts a reevaluation of whether integrating new technological advancements is necessary, effective, and advantageous. Educational institutions must align the new technology with their pedagogical objectives and learning outcomes, ensuring it enhances the learning experience and supports instructional strategies employed by educators. Rheingold (2014) emphasizes the importance of defining clear pedagogical purposes for integrating technology. This entails ensuring equal accessibility and inclusivity, addressing privacy and data concerns, providing proper training and support for all educational staff, conducting cost analysis, determining scalability, and addressing ethical considerations.
• Rheingold (2014) introduces the concept of the “Enlightenment Project,” as practiced by pioneers like Descartes, Bacon, Newton, and Galileo, who predicted the societal impact of experimental inventions. To ensure positive outcomes from technology adoption, institutions should rely on evidence-based research and data, such as pilot studies, systematic experiments, feedback from educators and students, and rigorous evaluations.
• Long-Term Sustainability: Institutions must also account for the long-term sustainability of new technology adoption. This involves a cost-benefit analysis to determine the technology’s financial viability over time. Factors such as acquisition, implementation, training, and ongoing support costs should be evaluated. Additionally, institutions should assess whether the technology’s longevity aligns with potential future updates or changes.
• Ensuring Privacy and Accessibility: Data privacy and security must be prioritized, ensuring compliance with data privacy laws. Technology adoption should also be accessible to all students, including those with disabilities and diverse backgrounds.

What should instructors consider before implementing new tools or approaches to teaching in their own practices?

• Educators should echo the considerations made by institutions to ensure the new technology aligns seamlessly with the intended learning outcomes for the course. Instructors should adapt tools according to the curriculum level they teach to avoid unnecessary complexity for both students and themselves. Monitoring students’ responses to the technology is crucial, focusing on motivation, engagement, learning progress, and participation.
• Before integrating new technology into the classroom, instructors should undergo thorough training to comprehend the technology’s design, usage, and effective support methods for students. Time investment is another facet to ponder, weighing whether the learning curve for the technology improves overall course objectives and delivery efficiency.
• Teachers bear the responsibility of guaranteeing all students have access to the necessary devices. They should also assess if the technology introduces potential barriers for learners and make necessary adjustments that cater to diverse learning styles.

What hidden motivations may impact the adoption of new technological tools? How could these motivations impact the future of education long term?

• Hidden motivations can extend beyond enhancing learning outcomes, influencing technology adoption in education. These motivations might include financial interests, marketing pressures from EdTech companies, and the drive to maintain competitiveness. To ensure a positive and sustainable impact on the future of education, institutions must critically examine their motivations for adopting new technological tools and prioritize transparency in their decision-making processes.
• Long term, the impact of these motivations could lead to an educational landscape driven by profit rather than quality. Balancing profit motives with educational integrity is essential to ensure that the future of education remains centered on meaningful learning outcomes.

Reflection:

• Rheingold’s (2014) article aligns with my goals and interests in this course. My studies revolve around new technologies, and I’m intrigued by the process of readying for technological advancements. This exercise has heightened my understanding of the crucial factors for enhancing education through technology. Balancing innovation and ethical considerations becomes paramount in the rapidly evolving realm of educational technology. Reading Module 5 materials and answering assignment questions helped me develop a perspective on the social impacts of technology and a student-centered approach to education. Technology plays a transformative role in empowering students. By embracing innovative teaching methods and using technology as a tool for personalized learning, educators can create engaging and dynamic learning environments that cater to individual student needs and interests.

Rheingold, H. (2014) “Technology 101: What Do We Need To Know About The Future We’re Creating?” from Critical Digital Pedagogy https://cdpcollection.pressbooks.com/chapter/technology-101-what-do-we-need-to-know-about-the-future-were-creating/

The MOOC I enrolled in for Module 4 is titled “Reinforcement Learning” (RL) by the University of Alberta on Coursera. Coursera serves as an online course provider that collaborates with universities and diverse institutions to offer knowledge, certifications, and degree programs spanning a wide array of subjects. Coursera provides an extensive range of MOOCs that cover a variety of topics, encompassing technical domains such as computer science and data science, as well as humanities, science, and business, among others.

This MOOC spans a duration of 2-3 hours per week over 4-6 months, comprising four courses that collectively encompass seventeen modules. The structure entails the first course comprising four modules, the second course containing four modules, the third course also containing four modules, and the final course, course four, encompassing five modules. One notable advantage is the flexibility it offers, allowing students to progress at their own pace.

Course material is disseminated through videos and readings, with content ranging from 2 to 30 minutes, resembling the approach of ‘traditional’ courses. However, evaluating learners in an online course setting can pose challenges for instructors. In terms of assessment methodology for this MOOC, students are expected to complete one to two 45-minute quizzes based on the course material.

The combination of frequent quizzes and the final capstone project leads me to feel confident that the learners achieved sufficient knowledge and understanding of this MOOC. In comparison to courses I’ve taken at UVIC, this MOOC differs as it is independent learning, asynchronous and self-directed, therefore lacking interactions with peer connecting. Students who are self-driven, motivated, hold themselves accountable, and persevere are more likely to succeed in this style of learning. This MOOC covers key concepts of RL, underlying classic and modern algorithms in RL. 

There are several learning outcomes of this MOOC; firstly, is to assemble an RL system that is able to process automated decisions. Learners will also gain an understanding of the purpose of RL in the umbrella of machine learning (ML), deep learning (DL), supervised learning, and unsupervised learning. In addition, students will recognize the importance of RL algorithms such as Temporal Difference learning, Monte Carlo, Sarsa, Q-learning, Policy Gradient, Dyna, amongst others. This MOOC also informs knowledge on how to formalize tasks as RL issues and how to allocate a solution. This MOOC course finishes by accumulating the learner’s knowledge into building a capstone. 

Once completing the RL Specialization, the learner will be rewarded with a certificate. The course material for this MOOC occurs fully virtually and in a structured setting; therefore, it is under the xMOOC approach category. The learners receive all information through their instructor, following a cognitive-behaviorist approach for the course pedagogy.

This assignment doubles as relating to my goals and to my academic interests. I chose the Reinforcement Learning Specialization as my MOOC since I explore all areas of technology in my degree. Recognizing how relevant RL is to the broader umbrella of ML and DL really interests me and inspires me to look further into it. Prior to this activity, I was unaware of MOOCs and how accessible they are to anyone. This activity motivates me to continue my education through MOOCs, which led me to predict this concept will become a common form of education. This activity aligns with my goals as it demonstrates a way for universal education that allows individuals the opportunity to advance their knowledge. Individuals often don’t pursue their interests due to financial challenges, time conflict, location, discrimination, etc. However, MOOCs allow for anyone and everyone that has access to the internet to enroll in various topics for free and easy registration and navigation. This is an example that aligns with my goal on how to improve educational accessibility and inclusion.

https://www.coursera.org/specializations/reinforcement-learning

https://www.ualberta.ca/admissions-programs/online-courses/reinforcement-learning/index.html

Smith, B., & Eng, M. (2013). MOOCs: A Learning Journey: Two Continuing Education Practitioners Investigate and Compare cMOOC and xMOOC Learning Models and Experiences. In Hybrid Learning and Continuing Education: 6th International Conference, ICHL 2013, Toronto, ON, Canada, August 12-14, 2013. Proceedings 6 (pp. 244-255). Springer Berlin Heidelberg.