Lectures on Educational Technology
Hosted by the School of English for Specific Purposes,
Speaker: Dr. D. Christopher Brooks
Time: 14:00-17:00, April 9 (Saturday), 2016(4月9日下午2-5点)
Venue: Seminar Hall, 3rdFloor, BFSU Library (北外图书馆三层讲座厅)
But Does It Work? Evaluating and Assessing of Educational Technology Projects
Far too often, faculty who develop creative and innovative approaches to teaching with technology fail to document the effectiveness of their approach on teaching practices and learning outcomes. While they may be research specialists in their own respective fields, they may not understand the social scientific approaches and methods to evaluating and assessing educational technology projects that are available to them. In this presentation, the speaker will review some of the basic methodological issues that are related to participating in the scholarship of teaching and learning and cover some basic research designs that can produce evidence beyond the anecdotal.
Cutting Through the Hype: Researching MOOCs
When MOOCs arrived on the higher education scene in 2012, educational technology enthusiasts, entrepreneurs, and trend-setters were hopeful that the massive online open courses would revolutionize higher education as we know it. Although the hype surrounding MOOCs has largely waned in the United States, they continue attract attention among European and Asian institutions seeking to democratize education by giving access to courses that would otherwise be financially, academically, or geographically unavailable to those who take them. Regardless, the impact of MOOCs on teaching and learning remains largely unknown as the pace at which these courses are offered often outpaces our ability to research them. In this presentation, the speaker will offer an overview of the methodological issues related to researching MOOCs, offer some results of early research conducted at the University of Minnesota, and introduce some exciting research that promises to help us better understand MOOCs.
Christopher Brooksserves as a Senior Research Fellow for the EDUCAUSE Center for Analysis and Research, or ECAR, (http://www.educause.edu/ecar) where he conducts research on a range of topics related to IT in higher education including analytics, service delivery, integrated planning and advising services, (IPAS), and how undergraduate students and faculty use, think about, and relate to IT. Prior to joining ECAR in December 2013, Dr. Brooks served as a Research Associate in the Office of Information Technology at the University of Minnesota where he researched the impact of educational technologies and Active Learning Classrooms (ALCs) on teaching practices and learning outcomes, completion rates and the impact of MOOCs on student learning, and evaluating blended learning environments. His research appears in a range of scholarly journals including theBritish Journal of Educational Technology,EDUCAUSE Quarterly, theInternational Journal for the Scholarship of Teaching and Learning,The Journal of College Science Teaching,Evolution, theJournal of Political Science Education, andSocial Science Quarterly, and in the edited volumeBlended Learning: Research Perspectives, Vol. 2. His co-edited volume ofNew Directions for Teaching and Learning on Active Learning Spaceswas published 2014. His co-authored book,A Guide to Teaching in the Active Learning Classroom: History, Research, and Practice, will be published in May 2016. Christopher earned his Ph.D. in Political Science from Indiana University in 2002. He has taught courses in comparative politics and political theory at Indiana Purdue Fort Wayne (IPFW), St. Olaf College, and the University of Minnesota.