Technology, Education, and Learning Institutions in 2025 - Undergraduate course syllabus

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UGS 302 :: Technology, Education, and Learning Institutions in 2025 Fall 2012 (Unique #: 63770)

Tuesdays & Thursdays 2pm-3:30pm (SZB 286)

Instructor George Veletsianos, Ph.D. Office location: 244L Sanchez Bldg Phone/Voice Mail: 512-232-2284 E-mail: [email protected] Office Hours My office hours are on Tuesdays 1-2pm and Thursdays 1-2pm. Use this link to sign-up for an appointment slot and to make sure that I am not seeing other students at that time: http://bit.ly/OfBPsN You are also welcome to make an appointment to meet with me to discuss your progress, work, or evaluation at any time. Please email or call me to do so.

Course Description In this course, we will examine what education may look like in 2025. There’s nothing special about the year 2025, though the date is so distant in technological, economic, political, and socio-cultural that we can safely explore potential futures for learning, education, and educational systems. How will people learn in the distant future? Will learning happen within institutions? What role will technology play in future learning institutions? What will schools and universities look like? Will we invent new forms of education that reside outside of schools and universities? What is the purpose of education and how will it change in the next 10-15 years? Will we still use lectures halls? Will online education be the norm? Are we reaching a point where "anyone can learn anything from anyone else at any time?" Or, are Google, Facebook, and Twitter "infantilizing our minds," distracting us from meaningful learning and purposeful living? Together, we will answer these questions. Just as societies, governments, and other social groups adapt and change over time, so do institutions of learning, the work that they do, and how they do that work. We live at a transient time for education, at a time where entrepreneurs, politicians, philanthropists, college professors, and university presidents are defining what education may look like in 2025. Together, we will investigate major trends influencing education, and understand how education and learning institutions are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Prerequisites: N/A Course Goals By the end of this course, students will be able to

• Analyze the relationships between technology, society, and education • Verbalize the purposes of education and schooling • Distinguish between different education delivery models • Compare and contrast contemporary educational innovations • Explain the impact (and potential impact) of technology on learning/education

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• Outline how learning institutions have changed over time • Describe various ways that the public and private sector is responding to the challenges

facing contemporary education • Critically examine predictions about the future of education • Develop an informed opinion about the future of education and learning • Write, present, and argue more effectively.

Writing Flag This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and to read and discuss your peers' work. You should therefore expect a substantial portion of your grade to come from your written work. Course Web Page I will use Canvas as a central repository for some course documents, online discussions, and assignment submission. You can access our course page by visiting http://utexas.instructure.edu/, clicking on the Courses tab and finding our class. A digital copy of this syllabus is also there. Readings

There is no required textbook for this class.

All readings are available online and hyperlinks are listed in the syllabus. In the cases where no link is provided, the paper is available through UT Austin library databases.

We will be using three chapters from Selwyn, N. (2010). Schools and Schooling in the Digital Age: A Critical Analysis. Routledge. This book is available through the UT Ebook library, and you can access it as follows:

1. Click on http://www.utxa.eblib.com.ezproxy.lib.utexas.edu/patron/FullRecord.aspx?p=574652

2. If you are not logged into UT Direct (or are using a computer that is not connected to the UT network), you will see a page asking you to log in using your eid and password.

3. Once you log in, click on the Read Online button on the left-side of the page.

Course Structure Class Sessions and Attendance Attendance is mandatory. In case you need to miss a class session, please inform me a week in advance (except in case of an emergency). If you expect to miss more that two scheduled sessions, I advise you to take this course at a later time. Class Participation While I will discuss key ideas and raise important issues that you need to understand, the majority of this class will be guided by discussion and inquiry. Think about this class as a guided conversation that begins on the first day we meet and ends on the last scheduled day of class. In order for this learning experience to be beneficial and worthwhile reading of the assigned material, contribution to face-to-face and online discussions, and participation in all class activities is imperative. Conversations and ideas can grow if you don’t read the assigned material and/or contribute to the class discussions. In addition, participation should be thoughtful, meaningful, timely, and relevant. My colleague, Dr. Joan Hughes, is right when she says “A class session is

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an experience, a conversation, not something you can get from me in an email, so [if you miss a class] there is no need to ask me to email you what happened. Sometimes, it will be worthwhile to ask a classmate for their notes, though it is no substitute for being [in class].” Assignments Students are required to:

• Read and critically evaluate all assigned readings • Prepare for class and contribute to discussions • Write reflections as assigned • Conduct on-line or off-line literature research • Complete assignments and tasks related to course topics

Late Work Policy All work is due on its specified date, except in emergency situations. If work is turned in late without prior consultation with the instructor, the assignment will receive zero marks. In case the instructor has agreed to allow you turn in late work, you will be subject to a 10% point deduction for each 24-hours that the work is late. This policy is in place to provide an incentive to keep current with coursework. No exceptions will be made to this policy, unless circumstances are exceptional. File Backups You are responsible for your files. You must backup all your files to your own disk, CD-Rom, or key drive. I would suggest that you purchase a key drive or use a backup service like the University’s Webspace service (http://www.utexas.edu/its/webspace/) or Dropbox (http://www.dropbox.com). Backing up your files will help you ensure that you will deliver your assignments on time. I will not accept technology problems as a reason for late assignment submission.

Undergraduate Writing Center I strongly encourage you to use the services provided by the UT Undergraduate Writing Center (http://www.uwc.utexas.edu/). The Center “offers free, individualized, expert help with writing for any UT undergraduate, by appointment or on a drop-in basis.” At the Center you will be able to work with a consultant who can help you improve your writing. Effective writing is an important skill to cultivate, and the Center can help you with any writing project. The Center’s services are not designed to fix writing “problems.” Instead, they support students as they hone their skills; getting feedback from an informed audience is a normal part of a successful writing project. The Center works with students from all UT colleges and departments, for both academic and non-academic writing. Whether a student is writing a lab report, a resume, a term paper, a statement for an application, or a work of creative writing, the Center’s consultants will be happy to help.

Performance Notes Performance Outcomes (Point Values)

Descriptive Essay: Future high school 10 Points Written reflection on lecture series event 10 Points Written reflection on one UT Gem 10 Points Innovative education oral presentation 25 Points Persuasive essay 25 Points Inquiry paper 45 points Attendance and Participation 60 Points Total 185 Points

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Performance Outcome Descriptions and Due Dates

NOTE: All assignments should be printed and delivered to the instructor at the beginning of class on their due date, unless otherwise noted in the table below.

Assignment Title

Due Date Assignment description

Descriptive Essay: Future high school

September 6 Submit a 1-page response to the question: “It’s the year 2025 and you are a senior in high school. Describe your high school. Would it look and function differently than today? If so, how? If not, why?”

Lecture series event reflection

September 25 (via Canvas, by 2pm)

Attend one of the University’s lecture series events and write a reflection on how the issue relates to education, learning institutions, or technology.

UT Gem Reflection

September 18 (via Canvas, by 2pm)

OR October 25

We will attend two UT Gems. You will write a reflection on one of the two Gems, and its significance for education and learning institutions.

Innovative Education oral presentation

November 11, 27, 29, and December 4

You will choose an educational innovation (examples listed at the end of the syllabus) and develop an oral presentation to present the innovation in class, highlighting its potential and its role in the educational ecosystem. You will also lead a classroom discussion on the innovation. You are limited to 20 minutes.

Persuasive Essay

Due: October 9 Peer-review due: October 11

Submit a 3-page persuasive essay responding to the following prompt: “Digital technology should be banned from the classroom.”

Inquiry paper Thesis Statement: October 4 Draft: October 30. Peer-reviews: November 1 Final: December 6.

Submit a 7-8 page inquiry paper exploring an issue relating to future educational systems and/or educational technology from multiple points of view.

Attendance and participation

Ongoing You are required to be an active participant during class time. Being an active participant means completing assigned readings, asking/answering meaningful questions, contributing to the discussion, and being a critical thinker. If you absolutely must miss a class, arrange with a classmate beforehand to provide detailed notes to you. You are still responsible for the information covered in classes that you miss.

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Mandatory attendance at one of the following two University Lecture Series Monday, September 17, 2012 7:00 p.m.- 8:00 p.m. Bass Concert Hall Research that Changes the World The event on Monday, September 17, will focus on faculty/student research teams, facing the question "What sorts of research can change our world?" A current or former student will join each faculty member on stage as they discuss their research and help define what it means to do research in various disciplines. Tuesday, September 18, 2012 7:00 p.m.- 8:00 p.m. Bass Concert Hall Election 2012: History, Rhetoric, Politics Our Tuesday event, September 18, examines what scholars in various fields will be saying years later about the election of 2012, in a presentation entitled Election 2012: History, Rhetoric, Politics. This lecture provides a unique lens in which to view how historians, political scientists, and campaign managers might react as they look back at the 2012 Presidential election.

Additional details at: http://www.utexas.edu/ugs/uls

DUE DATES IN CHRONOLOGICAL ORDER Ongoing Attendance and participation September 6 Descriptive Essay: Future high school September 17 University Lecture #1 (select this or the one on September 18) September 18 University Lecture #2 (if you did not attend the one on September 17) September 18 LBJ Museum UT Gem Reflection (or October 25 if TACC – see below) September 25 Lecture series event reflection October 4 Inquiry paper: Thesis statement October 9 Persuasive essay October 11 Persuasive essay Peer-review October 25 TACC UT Gem Reflection (or September 18 if LBJ – see above) October 30 Inquiry paper: Draft November 1 Inquiry paper: Peer-reviews November 11 Innovative Education oral presentation (option 1 of 4) November 27 Innovative Education oral presentation (option 2 of 4) November 29 Innovative Education oral presentation (option 3 of 4) December 4 Innovative Education oral presentation (option 4 of 4) December 6 Inquiry paper: Final Relevant Policies Course Drop September 4 is the last day of the official add/drop period; after this date, changes in registration require the approval of the department chair and usually the student’s dean. September 14 is the last day to drop and possibly receive a refund.

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Use of E-Mail for Official Correspondence to Students Email is recognized as an official mode of university correspondence; therefore, you are responsible for reading your email for university and course-related information and announcements. You are responsible to keep the university informed about changes to your e-mail address. You should check your e-mail regularly and frequently—I recommend daily, but at minimum twice a week—to stay current with university-related communications, some of which may be time-critical. You can find UT Austin’s policies and instructions for updating your e-mail address at http://www.utexas.edu/its/policies/emailnotify.php Policy On ADA Students with disabilities may request appropriate academic accommodations from the Division of Diversity and Community Engagement, Services for Students with Disabilities, 471-6259, http://www.utexas.edu/diversity/ddce/ssd/ Accommodations for Religious Holidays By UT Austin policy, you must notify me of your pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, you will be given an opportunity to complete the missed work within a reasonable time after the absence.

Emergency Evacuation Policy Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings when a fire alarm is activated. Alarm activation or announcement requires exiting and assembling outside. Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest exit door may not be the one you used when entering the building. Students requiring assistance in evacuation shall inform their instructor in writing during the first week of class. In the event of an evacuation, follow the instruction of faculty or class instructors. Do not re-enter a building unless given instructions by the Austin Fire Department, The University of Texas at Austin Police Department, or Fire Prevention Services office. Policy on Scholastic Misconduct and Dishonesty Scholastic misconduct is broadly defined as "any act that violates the rights of another student in academic work or that involves misrepresentation of your own work." Dean Woodruff, states it clearly as such: "If you use words or ideas that are not your own you must cite your sources. Otherwise you will be guilty of plagiarism." Scholastic dishonesty includes, (but is not necessarily limited to): cheating on assignments or examinations; plagiarizing, which means misrepresenting as you own work any part of work done by another; submitting the same paper, or substantially similar papers, to meet the requirements of more than one course without the approval and consent of all instructors concerned; depriving another student of necessary course materials; or interfering with another student's work. Academic dishonesty in any portion of the academic work for a course will be grounds for awarding a grade of F or NC for the entire course. The Office of the Dean of Students provides additional information on proper referencing, citations, style manuals and avoidance of plagiarism: http://deanofstudents.utexas.edu/sjs/acadint_whatis.php Definition of Grades A - achievement that is outstanding relative to the level necessary to meet course requirements. B - achievement that is significantly above the level necessary to meet course requirements.

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C - achievement that meets the course requirements in every respect. D - achievement that is worthy of credit even though it fails to meet fully the course requirements. S - achievement that is satisfactory, which is equivalent to a C- or better (achievement required for an S is at the discretion of the instructor but may be no lower than equivalent to a C-.) F (or N) - Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I (see also I).

The grading for this course is as follows A 95 – 100% A - 90 – 94% B+ 87 – 89% B 84 – 86% B- 80 – 83% C+ 77 – 79% C 74 – 76% C- 70 – 73% D+ 67 – 69% D 64 – 66% D- 60-63% F Below 60%

Incomplete Grades The grade of "I" is not a regular grade and cannot be given without special arrangements under unusual circumstances. It cannot be given merely to extend the time allowed to complete course requirements. If family or personal emergency requires that your attention be diverted from the course and that more time than usual is needed to complete course work, arrangements should be made with the instructor of the course before the quarter ends and consent obtained for receiving an "Incomplete" or "I" grade. These arrangements should be made as soon as the need for an "I" can be anticipated. A written agreement should be prepared indicating when the course assignment will be completed. I require an "Incomplete" grade for a course to be removed within two weeks into the semester immediately following its receipt. University of Texas Honor Code The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community. Receipt of Final Grade Feedback and grades will be sent via the university’s sanctioned venues. Your grades will also become available online after they are posted. You are more than welcome to make an appointment with me to discuss your progress, work, or evaluation at any time.

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Course Schedule

Date Topic Readings due on this date Assignments due on this date

8/30 (Thursday)

Introductions, syllabus overview, responsibilities

None

9/4 (Tuesday)

Foundations of Education, Teaching, and Learning

Chapter 1 (page 3-28) from Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school Available at http://www.nap.edu/openbook.php?record_id=9853&page=3

9/6 (Thursday)

What is the purpose of schooling and education?

Stern, S. (2011). A worried parent writes. Blue Skies: New thinking about the future of higher education [ebook]. http://pearsonblueskies.com/wp-content/uploads/2011/05/11-pp_055-056.pdf Explore the School Purpose Project website and read/view at least three responses to the question: “What is the purpose of school”? https://sites.google.com/site/schoolpurposeproject/ Watch: Noam Chomsky (2012). The purpose of Education: http://youtu.be/DdNAUJWJN08

Descriptive Essay: Future high school

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9/11 (Tuesday)

Visit to UT Gem #1: Meet at the LBJ Library and Museum (http://www.lbjlibrary.org/) where we will examine the far-reaching effects of Johnson's presidency on education (e.g., 1965 Higher Education Act, 1965 Elementary and Secondary Education Act).

Peruse the Education timeline during President Johnson’s years: http://www.lbjlib.utexas.edu/Johnson/lbjforkids/edu_timeline.shtm

9/13 (Thursday)

Online learning lecture & examination of Canvas as our online learning platform for the next two weeks

None Ensure that you have access to our class on canvas by visiting https://utexas.instructure.com/

In order to experience online education, and not just read about it, the next four sessions (9/18, 9/20, 9/25, 9/27) will be taught online.

9/18 (Tuesday)

The promise of digital technology and schools

Selwyn (2010). School and schooling in the digital age: Chapter 1

UT Gem reflection (first chance). Submit via Canvas by 2pm.

9/20 (Thursday)

The messy realities of digital technology use in schools


Online discussion as assigned

9/25 (Tuesday)

Rethinking digital technology and schools


Lecture series event reflection. Submit via Canvas by 2pm.

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9/27 (Thursday)

Reflecting on education, schooling, technology, and your online learning experiences

None Online discussion as assigned

10/2 (Tuesday)

Universities over time and in transition

Siemens, G., & Matheos, K. (2010). Systemic changes in higher education. in Education, 16(1). http://ineducation.ca/article/systemic-changes-higher-education Morrison, J. (2003). U.S. Higher Education in Transition. On the Horizon, 11(1), 6-10 http://horizon.unc.edu/courses/papers/InTransition.html Read up to, and including, “Embedded Connectivity” in Katz. R. (2010). The Gathering Cloud: Is This the End of the Middle? http://www.educause.edu/research-and-publications/books/tower-and-cloud/gathering-cloud-end-middle

10/4 (Thursday)

University responses to the challenges facing Higher Education

Spanier, G. (2010). Creating Adaptable Universities. Innovative Higher Education, 35(2), 91–99. Explore the UT Course transformation program: https://www.utexas.edu/academic/ctp/

Inquiry paper: Thesis statement due

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10/9 (Tuesday)

Radical future alternatives, the problems they solve, and the challenges they will face

Investigate the following two websites and be prepared to discuss the models they present in detail: The university project: http://univproject.pbworks.com/w/page/45692087/The%20University%20Project The free University of Liverpool: https://thefreeuniversityofliverpool.wordpress.com/

Persuasive Essay due

10/11 (Thursday)

The rise of the Massive Open Online Courses (MOOCs)

Explore: http://www.udacity.com Explore: http://www.coursera.org Udacity, The future of Education: http://www.forbes.com/sites/moneywisewomen/2012/07/26/udacity-the-future-of-education/

How Coursera will school us all: http://www.fastcompany.com/3000042/how-coursera-free-online-education-service-will-school-us-all

Listen the Ontario Radio show on MOOCs: http://www.cbc.ca/ontariotoday/2012/07/25/wednesday-getting-an-education-on-line/

Persuasive Essay Peer-review due to Dr. Veletsianos

10/16 (Tuesday)

Information Literacy Instruction Meet at PCL 1.339

Information literacy resources assigned by UT librarian

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10/18 (Thursday)

Visit to UT Gem #2: Meet at the Texas Advanced Computing Center (TACC) http://www.tacc.utexas.edu

None

10/23 (Tuesday)

Critiques of online education in the mass media

The Globe and Mail: There’s no online substitute for a real university classroom http://www.theglobeandmail.com/commentary/theres-no-online-substitute-for-a-real-university-classroom/article4487214/?service=print New York Times: The trouble with online education https://www.nytimes.com/2012/07/20/opinion/the-trouble-with-online-education.html

Response to the NY Times editorial: An Open Letter to Professor Edmudson http://www.insidehighered.com/blogs/technology-and-learning/open-letter-professor-edmundson

10/25 (Thursday)

Notable scholars and their predictions about the future of education

Divide and conquer: We will divide the readings listed in the last page of the syllabus, read them individually, analyze them in groups, and discuss them in class.

Divide and conquer Presentations UT Gem reflection (second chance)

10/30 (Tuesday)

No class Dr. Veletsianos at AECT

None

Inquiry paper draft due to Dr. Veletsianos (via Canvas) and partner by 2pm

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11/1 (Thursday)

Peer-review feedback sessions

Read partner’s inquiry paper drafts

Inquiry paper draft peer-review due to Dr. Veletsianos and partner by 2pm.

11/6 (Tuesday)

Participatory Cultures & New Media Literacies 1

Read pages 3-21 from Jenkins, H., Clinton K., Purushotma, R., Robinson, A.J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, IL: The MacArthur Foundation. Available at: http://tinyurl.com/2uztw4 Watch: http://youtu.be/5Xb5spS8pmE

11/8 (Thursday)

Participatory Cultures & New Media Literacies 2

Rheingold, H. (2010). Attention, and other 21st-century social media literacies. EDUCAUSE Review, 45(5), 14-24. From: http://www.educause.edu/ir/library/pdf/ERM1050.pdf Watch: http://youtu.be/R7cuatm_bqw

11/13 (Tuesday)

Point: Privatizing Education Watch: Waiting for Superman

11/15 (Thursday)

Counterpoint: Privatizing Education

Watch: College Inc. Available at: http://www.pbs.org/wgbh/pages/frontline/collegeinc/view/

11/20 (Tuesday)

Presentations of case Studies of Innovative Education #1

As assigned by case study groups Presentations of case Studies of Innovative Education #1

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11/22 (Thursday)

Thanksgiving – No class

11/27 (Tuesday)



11/29 (Thursday)



12/4 (Tuesday)



12/6 (Thursday)

Reflection & closure None Due: Inquiry paper

Example options for Case Studies of Innovative Learning:

• OLPC: http://one.laptop.org/ • Peer 2 Peer University: https://p2pu.org/en/ • Codeacademy: http://www.codecademy.com • OERu http://wikieducator.org/OERu • University of the People: http://www.educause.edu/library/resources/chapter-14-university-people • MIT OpenCourseWare: http://ocw.mit.edu/index.htm & http://www.educause.edu/library/resources/case-study-8-opencourseware • Knewton: http://www.knewton.com/ • DS106: http://ds106.us/ • Degreed: http://degreed.com/ • Open Study: http://openstudy.com/ • Florida Virtual School: http://www.flvs.net/Pages/default.aspx • Verbling: http://www.verbling.com/

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Sample Divide and Conquer options:

• Abeles (2011). The future of the University. On the Horizon, 19(4), 239-244. • Alexander (2011). Imagining the Future of Higher Education. Educause Quarerly: http://www.educause.edu/ero/article/imagining-

future-higher-education • The future of higher education according to EdX president, Anant Agarwal: http://radioboston.wbur.org/2012/08/20/higher-

education-online • A potential academic future: http://www.insidehighered.com/views/2012/02/09/essay-imagines-future-academe • Michelle Pistone (2012). The future of Higher Education: http://youtu.be/nsiQ6-JTOWM • Disruption on the horizon: http://www.evolllution.com/curriculum_planning/audio-disruption-on-the-horizon/ • A conversation with Bill Gates: https://chronicle.com/article/A-Conversation-With-Bill-Gates/132591/ • Wiley. D. (2010). A brief parody of the future of education: http://youtu.be/lAmBB5D6pFs • The University is dead. Long live the University! An interview with James Morrison:

http://horizon.unc.edu/conferences/interview.html • Imagine the Universities of 2050: http://followersoftheapocalyp.se/imagine-universities-of-2050/ • Schwier, R. (2012). The corrosive influence of competition, growth, and accountability on institutions of higher education. Journal

of Computing in Higher Education, 24(2), 96–103. • Web 2.0 is the Future of Education http://www.stevehargadon.com/2008/03/web-20-is-future-of-education.html • Sir Ken Robinson: Bring on the learning revolution - http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html

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Technology, Education, and Learning Institutions in 2025 - Undergraduate course syllabus