CMLTD Masters Student Projects and Profiles | Communication, Media and Learning Technologies Design | Mathematics Science and Technology

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Communication, Media & Learning Technologies Design

In the Department of Mathematics, Science & Technology

CMLTD Masters Student Projects and Profiles

To learn more about a project, click on the description. You can also use the filter button located on the left to narrow your search and/or use the search tool to find projects with keywords.

This project analyzes the use of innovative technologies, the extent to which the Saudi Medical schools have adopted them and how they have been applied in some of the world’s major medical educational institutions. There are a number of medical institutions in the developed world that have implemented the use of these technologies to aid teaching and learning and realize positive outcomes for students and consequently patients.

Having introduced the use of the innovative technologies and the need to enhance their use in Saudi medical institutions, the paper delves into a theoretical framework that reviews a variety of literature with regards the existing innovative technologies and their impacts teaching and learning in medical institutions. The medical education and training approaches currently in use and those that ought to be employed are evaluated. The focus is on the transformation of these approaches with the use of innovative technologies for positive outcomes for students and stakeholders in the medical sector. The use of technology in medical education is then presented in the framework and a comparison of what medical institutions have done. Information and communication technologies certainly play an important role with regards to the acquisition of knowledge in virtually all fields including the healthcare sector. The aspects of simulations and virtual reality are presented under the theoretical framework. The literature review covers the clinical as well pre-clinical stages of students’ study programs. The various approaches of teaching and integration of technologies in medical education will be presented (Bajammal et al., 2008). The current framework is also presented briefly, covering the current situation of medical education in Saudi Arabia. Moreover, the current situation of the use of technology in the top medical schools in the world such as the Indiana University School of Medicine, Mayo Medical School, Penn State Medical College and NYU School of Medicine among others is examined with the aim of borrowing the positive attributes of their services. A section on implementation on the basis of the information obtained is then presented followed by conclusions and recommendations.

This integrative project analyzes the effectiveness of mESL, a new language-learning tool designed for students who lack the technology to access the internet from their mobile devices. Although pilot testing of mESL’s beta version yielded a generally positive response among its users, the product was not created with instructional design principles in mind. mESL’s inability to provide collaborative, authentic activities or facilitate a learner-centered environment exposed the application’s design flaws. Using Jan Egbert’s “Optimal Conditions for Language Learning” (2007) as a framework for analysis, along with the data and observations gathered from the pilot sessions, this project offers a redesign of the application. Some of the proposed changes to mESL include greater interactivity, more differentiation, and enhanced learner autonomy. These changes will help mESL establish itself as a unique tool that provides a genuine, long-term language-learning solution to students from anywhere in the world.

This integrative project aims to increase technology adoption in the classroom by designing a blending learning framework for professional development (PD). If proven effective, the framework will then be converted into a PD program offered by the author’s company to train after-school technology instructors throughout New York City in summer 2017. The problem lies in that less than half of teachers who have access to technology report using it during instructional time (Gray, Thomas, & Lewis, 2010). This is likely due to three barriers: lack of belief, lack of time, and lack of PD (Kopcha, 2012). A literature review was conducted to better understand the barriers and offer a model to overcome the latter two. The logic is that by curbing two of the three barriers, it might increase the rate of technology adoption and thereby help create a framework for an effective PD program. A blended learning model is most appropriate to solve this challenge because it combines the efficacy of in-person PD workshops with the convenience of an online course (Garrison & Kanuka, 2004). The PD program designed for this project involves a custom-built, moderated online platform, which contains a full online course and video communication tools to allow for peer discussion. The course is also bookended by two full-day workshops, which will frame the course for participants and improve their motivation to finish it. The curriculum for this program is currently in progress and is set to be complete by April 2017.

The goal of this project is to design an effective and engaging digital tool for learning times tables that is consistent with the educational approach of this project’s primary stakeholder, Kumon Learning Centers. Kumon requires that the tool use a drill-and-practice approach and not be a game in the sense of an artificial conflict. These requirements present significant obstacles to creating an effective and engaging tool, as many children find drill-and-practice unappealing and anxiety-producing, and games are a common and effective strategy for motivating users of educational technology. To overcome these obstacles, I drew on research regarding flow, emulating methods for promoting flow in Kumon Centers and incorporating other flow-based strategies. I also utilized research on digital manipulatives and on play versus games. The result is a website with two main activity types: Power Up and Builder. In Power Up mode, users work through Kumon-style drill-and-practice activities while accessing hints from virtual manipulatives. Working through these problems earns the user points to spend in Builder mode. Builder mode is a world of creative building inspired by Minecraft, in which users construct objects using multiplication and virtual manipulatives. 

The purpose of this business plan was to research the theories and strategies best done in the fields of consulting and organizational culture, and to make relevant the business and goals of Innovatio Consulting & Design. The results of this research revealed there are many controversial opinions regarding the relevance, theory, and idea of organization cultures. However, the overarching findings prove that organizations due in fact have a culture and it shapes an organization for success or for failure. Managers are the head influencers of this theory and without their ability to properly manage and motivate their employees by methods of coaching, mentoring, and managing employees may become disengaged and dissatisfied if they are in a stressful and negative cultural environments. Hence, it is important, according to experts already in the field, to train, consult, and educate managers and employees to make better decisions regarding their working environments through methods of design thinking and communications.

This paper evaluates the need for graduate schools to cater to a younger age of prospective graduate students by providing a comprehensive online tour that answer many of the questions that this population of students and their parents have. With more students pursuing graduate studies right after college, or shortly thereafter, there has been an influx of students and parents looking for graduate schools that meet their needs. By being able to provide an online tour that allows prospective students to learn more about colleges of interest, graduate schools are able to appeal to a wider range of students and their families. Using Teachers College as a backdrop, I have created an outline of what a successful online tour would look like for the college that would address the concerns of both students and parents as they look for institutions of higher learning.

An investigative study, which examines the creation of a media platform used as a teaching tool to educate on social justice issues pertaining to youth culture entitled “The Conversation”. The Conversation intent is to explain and look deeper into the underlining questions, problems and topics mainstream media sometimes ignore. It serves a higher purpose as an introspective look at how harsh realities are impacting the Youth of America in more ways then one and reflect on the theoretical research.

During the last few decades, the demand to play and experience video games has increased exponentially. According to recent statistics, 49% of U.S. households across the United States own an average of two dedicated gaming consoles (ESA, 2012). Because of this massive popularity, researchers have contended for many years that utilizing video games for educational purposes can provide a multitude of benefits (Baek, 2008). This surge has created a “gold rush” mentality, where many developers seek to create educational games for classroom use or at home. In doing so, entertainment games are often viewed as simply that and void of any real educational benefit. While a majority of games created today are still for entertainment purposes (Ducheneaut & Moore, 2005, p. 90), it is plausible to believe they can be viewed as potentially educational as well, simply by motivating users to self-educate. This thesis will focus on EVE Online (CCP Games, 2003) as a potential driver of economics instruction, as well as a solid platform for knowledge application. The goal of the project is to explore the possibility of implementing EVE Online in a flipped economics or business management course.

This project presents a mixed methods research study that was conducted in December 2015 at the NYC based public school Quest to Learn (Q2L). Q2L is based on the model of “gamelike learning” where the curriculum is based on and mimics the design principles of games and game mechanics. Research questions focused on the potential impact environmental and context factors had on student’s enjoyment and perceived learning in a gamesbased learning classroom. Three separate observations were conducted in one classroom and selfreport surveys were distributed to participants that asked about their enjoyment in class and how they view their learning. This study provided initial support for predictions that environmental and social contexts affect student enjoyment and perceived learning in a gamesbased learning environment. Participant responses and observations revealed that such contexts can influence students in varying degrees, but findings only pertain to this classroom and cannot be generalized to outside settings.

According to the World Health Organization (WHO), depression is the leading cause of disability worldwide with an estimated 350 million people afflicted by it (Fact sheet N°369). Though the disease is treatable, many individuals do not seek help for a number of reasons including beliefs that they can handle the disease by themselves, fears of social stigmatization, and perceived weakness in the eyes of their peers (Finkelstein & Lapshin, 2007; O'Kearney et al., 2006).

Such barriers arise in part from a limited degree of understanding of the effects of the disease. Many of those who suffer from the disease often believe that the feeling is purely emotional in nature and are unaware of its biological and chemical components (Solomon, 2012). This ambiguity deters individuals who may need treatment from seeking it as they believe they only need to better regulate their emotions. Additionally, as depression is not a disease that outwardly manifests itself, the general public may not understand how the disease debilitates those who suffer from it and may underestimate the severity of its effects.

This thesis project analyzes current interventions designed for raising mental health awareness and understanding. Learning objectives are coded according to the cognitive, behavioral, and affective dimensions of mental health stigmatization outlined by the Unitary Theory of Stigmatization (Haghighat, 2001). The analysis discovers that cognitive and behavioral learning objectives are regularly conveyed through current interventions, but affective learning objectives are often underrepresented.

To remedy this deficit, the author argues that games-based interventions may be an effective approach for conveying affective learning objectives. Games are being more explored as a venue for experiencing perspectives that an individual would otherwise be unable to experience during their lives (Kolko, 1999; Lee & Hoadley, 2007; Gee, 2003) including health disorders (Rusch, 2012; Rusch, 2013; Lu et al., 2010). As depression is one such experience that many individuals may never suffer, and therefore can never truly comprehend, this project proposes the development of games-based experiences that may help convey some of this inexplicable pain in order to reduce societal stigmatization of Depression.

Training is an often overlooked aspect of enterprise software implementation. It is also one of the most important aspects. A great deal of software training is left to subject matter experts rather than trained instructors. The resulting training programs are lacking in both quantity and quality. AutoTrainer Web is a proposed tool to address both of those problems. Using the efficiencies and innovations of web applications, AutoTrainer Web provides a framework for domain experts to follow when creating software training materials. It incorporates established instructional design principles to improve the quality of training materials. Even without a strong instructional design background, subject matter experts will be able to quickly design training materials. The results will be better outcomes than traditional methods at a fraction of the cost. Integrated evaluation methods will allow trainers to get quick feedback for easy redesigns.

Mathematics is a crucial subject for students, especially those in elementary school. Finishing a course beyond Algebra II more than doubles the odds that a student who enters college will complete a bachelor’s degree (Singham, 2003). The spiral structure of mathematics courses requires a solid foundation built during earlier academic career to accomplish long-term goals. This project is designed to promote 5 th grade mathematics by supporting teachers and students in their classrooms and afterschool activities. Highly engaging Web 2.0 and online game concepts are basis of the project. Constructivism is adopted as a main instructional perspective. This project applies the virtual world online game format to provide a fun and engaging environment to the students, while simultaneously utilizing a data tracking and management system as well. Teachers can customize the contents based on their needs and the system will provide easy-to-use administrative tools. This project will be successful since it blends strong academic contents and user-friendly game environment from the educator’s perspectives.

This paper explores the problems plaguing new teachers entering the education world today and ways communication technologies can be leveraged to combat these issues. My literary review covers types of new teacher support and professional development resources available; classroom innovations and technologies that are being developed for it; as well as the merits of aggregator sites, social and community building, and the value of curation. I then go into the product design and development of EdSpiration, an inspiring online resource I developed specifically for new educators. I discuss what existing websites influenced my design, as well as how I aimed to target new educators as my main audience, and how I envision the ongoing curation of EdSpiration’s content, including the building of Edspiration’s site, the frequency, and the formatting of sends. In my conclusion and implications section, I discuss the future plans I have for Edspiration, including conducting focus groups for EdSpiration, as well as marketing, and PR ideas.

Early age literacy development is crucial for educational achievement and important for success, in general, in modern society. Although literacy development education has been established over 50 years, the formal education still struggles to teach literacy. The technology affordances on mobile devices such as gyroscopes and camera/voice recordings can create a more immersive and interactive reading experiences than traditional approaches, and they may be the key to managing this dilemma. This paper strives to understand the design principles of effective interactive storybook design as it relates to literacy development. The paper will investigate the design principles from the current market and also from previous research. With such findings, this proposal seeks to implement and design a prototype of an interactive storybook. The prototype is aimed to meet Kindergarten Common Core literacy standards, supporting phonemic awareness, vocabulary and story comprehension. The prototype will provide motivating contexts for literacy development. 

This curriculum design focuses on strategies and teaching methods high school mathematics teachers can implement to create a gender conscious classroom where girls are encouraged and motivated to be successful in the subject. Positive feedback is needed from teachers, fellow students, and parents in order to help girls see themselves able to do well in math and science. Women are currently underrepresented in STEM due to lack of support and societal gender norms instilling the notion that females are unable to achieve success. Thus, helping girls find applicability in the material and make meaning in the learning process can alleviate established gender expectations in the classroom, and ultimately the workplace. The hope of this project is for teachers to realize the need to help girls see themselves as mathematicians, computer scientists, and engineers so that they might pursue careers in spite of gender norms. 

Despite the advances in new technologies and online education, many faculty and staff trainings have not keep abreast of these changes and are insufficient in the way they are taught or facilitate learning and understanding. These trainings rely on memorization alone, which cannot promote meaningful learning. They have also failed to promote participation among faculty and staff who depend on these trainings to do their jobs. A new approach is needed that can help achieve meaningful learning and address these two problems by providing a curriculum that can adapt to our busy lives and promote participation and understanding using online lecture and forums, scenarios, community leaders, social learning, follow-up testing, monthly discussions and encouragement. By focusing on meaningful learning and understanding of the topics, this curriculum changes the status quo and puts the learner in command of their own learning and understanding of the topic, which in this curriculum uses FERPA rules and regulations as the main topic. Social learning takes a unique position as this curriculum emphasizes social learning to achieve learning and understanding from both experts and peers.

Fundamental education effectiveness has always been a national concern and professional development efforts for K-12 teachers continuously seek to strengthen teachers’ pedagogy, which is a one of the key factors influencing student achievement. In recent decades, rapidly increasing advances in technology have created opportunities to support teachers with their classroom practices in many new ways that can enhance student achievement and engagement. Therefore, intergrading technology efficiently and effectively in classrooms has become genuinely important for every K-12 teacher. This project will propose a web-based professional development platform incorporating a self-paced learning design paradigm. This platform is intended to help teachers learn to connect content-driven pedagogical strategies with specific and compatible technologies. In addition, it will allow teachers to explore a large range of educational technology resources and communicate with and learn from peers’ experiences on the platform. This web-based platform will significantly help to reduce monetary and logistical challenges associated with face-to- face professional development workshops, and facilitate the development of K-12 teachers’ technology integration skills.

With the rise of increasingly serious environmental problems in last decade, people are more and more concerned about climate change issues. However, even though people are aware of the environmental problems, most of them are not taking actions in real world. This paper reviews the barriers of taking real-world actions against climate change as well as mobile learning, motivation theories, behavior change theories and gamification. By analyzing three existing mobile green apps based on the theories reviewed, solutions have been discussed to overcome the barriers. Design principles for action-oriented green apps have been concluded and proposed according to the analysis and solutions. Mobile green apps refer to applications, for smartphone/mobile platform, focused on the environment and sustainability. The purpose of this paper is to propose design principles for action-oriented green apps. Exploring Learner Self-regulation and Motivation in MOOC environment.

Learning how addition works is important as it will affect one’s overall learning ability in math; nevertheless, counting numbers and the use of addition are considered significant steps for many young learners.  As many students struggle to learn and succeed in math, they are in need of effective remediation to assist their learning.  Several studies have found that there are numerous advantages in using an abacus to learn math; however, it is not common in the U.S. to use an abacus in teaching and learning math.  Thus, this project proposes the use of a virtual abacus for students who are in need of a more concrete way of learning numbers.  Moreover, this project aims to design a web-based learning environment that is based on a learner-centered approach and learning theories, along with the use of multimedia elements, to support the learning process for first graders in the U.S.

The project provides learners with the access to the online professional development platform for technology integration. Learners, who are experienced math and science teachers, attain vicarious experiences of expert teachers’ practices of implementing technology into teaching by watching the experts’ performance video resources. By observing experts’ practices, learners gain confidence of using technology, acquire concrete examples, and master technology integration in their subject areas. Learners also have an opportunity of getting feedback from technology specialists on the platform and downloading lesson plan templates. This project enables learners to design their own lesson plan based on the knowledge attained from experts’ performance and feedback.

First-generation college students currently struggle to enter and complete college. The project’s goal is to alleviate challenges first-generation students face in high school to enter college and specifically to increase educational aspirations as it pertains to going college, increase knowledge and confidence about the college application, and increase guidance and encouragement to attend college through an e-mentoring platform. The platform focuses on peer learning and mentoring and is modeled on the Electronic Socio-Emotional Support framework. Through this e-mentoring platform, first-generation college students will become familiarized with college preparation/application timeframes. First-generation students will also be able to obtain the instrumental and emotional support needed to complete a college application related task. Finally, first-generation college students will become exposed to benefits of going to college and college culture through interactions with mentors who will share their personal histories and college experiences. 

Information and communication technologies have revolutionized teaching practice and learning across the globe. They have been incorporated into a variety of learning environments over the years due to expectations of education leaders, standards organizations, learners and facilitators themselves. A thorough literature review revealed the benefits of ICTs in terms of learning outcomes and illustrated how stakeholders in K-12 and postsecondary learning environments have pushed for such technologies to be integrated into classrooms everywhere. Antipodean to that, recent literature on the topic of reshaping adult education markedly exclude even the slightest hint of the need or benefit associated with ICTs. This integrative project explored the limited use of ICTs in adult learning environments. By conducting a number of observations in both the United States and Germany, I witnessed a relative lack of persistence for technology to be integrated in adult learning environments by neither learners nor facilitators. The chief causes for the indifference seemed to be related to the lack of consistency in pre-service qualification(s) to become a facilitator of adult learning, misconceptions about instructional technologies, and lack of deep connections with technology in general. The project ends with a number of suggestions for moving toward a more technology-infused provision of adult education, guidelines for selecting appropriate technologies to be used for learning and an evaluation model for the implementation process.

While there are many educational apps for traditionally taught subjects such as math and science, critical media studies is a field that has largely been left unexplored in terms of mLearning. A major subset of critical media studies is film studies, an academic discipline that deals with the theoretical, historical and critical underpinnings of film. This project aims to develop a mobile application prototype titled, The World of Film Noir, which teaches basic approaches to film interpretation. Benefits of mLearning include increased delivery options for multimedia, context-based learning support and the prospects of more fulfilling learning experiences (Medipour et al., 2013). By providing a prototype, implementation and evaluation techniques, this project explores the ways in which an introductory module for film studies can be designed and integrated into a mobile format to render film theory more relevant and accessible.

With the introduction of the Common Core requiring that 21st century skills be taught in classrooms, new methods of teaching involving content, 21st century skills, and ways to motivate students become very valuable. Board games provide a possible solution to address all three simultaneously. A quickly playable, engaging board game that ties content with strategy will be educational and motivating. Content pre and post-tests provide a direct method of testing if students are learning the educational material, while teacher evaluations of student’s interactions provide a method of evaluating 21st century skills. This provides a new method of teaching and engaging students with Material.

An onboarding strategy can help any organization improve their employees’ productivity and engagement within this process. Effective onboarding of new team members is one of the most important contributions any hiring manager or human resources (HR) professional can make to the long-term success of his or her team or organization (Bradt & Vonnegut, 2009). Many companies hire new staff and at times only invest a few hours through the necessary paperwork and introductions to the department staff prior or even on the new hire start date. As employees are brought into a department, it is critical that they understand the culture, business model and brand of the organization.

The purpose of this project is to create an online post hire pre-onboarding process for my department, one that combines different elements and resources to guide the new hire and even existing employees on their day-to- day employment experience. The process I will initiate on the online website will be a blended learning experience. Blended learning is a technique defined as utilizing various methods of training for efficiency, variety and increased retention of material (Munroe, 2011). Munroe (2011) states that by “enhancing the onboarding process using blended learning the new hire can reach full productivity much quicker” (p.2). By implementing a blended learning approach the department will be engaging the new hire and also allowing for different types of learning. Several varieties of learning styles are visual, auditory and kinesthetic. Within this body of work, I will focus and endeavor to promote a visual learning process for pre-onboarding.

At the moment, my department has no process in place. Prior to creating the online site, I sent several employees from various organizations a survey to complete through SurveyMonkey. The feedback indicated that there is opportunity for improvement in regards to onboarding activities within my department. The review of the literature will provide a more effective meaning of onboarding. The literature will cover various elements that impact the process of onboarding employees into a company, such as proactivity, socialization and manager involvement.

To survive in a world full of digital media, students need to know how to “read and write” in a multimedia way. These skills are urgently needed in this digital era. Only a few colleges offer information or media related education, and even less for non-media major students. Digital storytelling (DST), the practice of telling stories in a multimedia way, has been proven can be a valuable tool to support students’ learning processes, to foster real world connections and to enhance the 21 st century literacy (Dogan, 2010). However, DST can be confusing and time consuming for teachers who have various backgrounds hindering them to integrate DST into their daily teaching.

This project mainly focuses on two aspects. First, it explores how DST can be used to maximum the learning effects of information, media, and technology education in colleges. Second, it provides the design of a website named Share Your Story for college students to create and share their digital stories.

For decades, fast food chains and snack companies have proven themselves to be among the most sophisticated practitioners of print and TV commercial advertisement. They were also among the earliest pioneers practicing digital marketing at the advent of social media -- - database-driven platforms with user-generated content and a high degree of interaction among users. On social media platforms such as Facebook, Twitter, Instagram, Vine, and more, fast food chains like McDonald’s and soft drink companies Coca Cola are your “friends” now. Is society being influenced in a new, deeper way, perhaps a more personal levelbecause of social media campaigns specifically? This paper aims to scrutinize on the communication strategies for building and maintaining relationships between brands and consumers through social media, and specifically how a brand’s online persona can be constructed as a virtual identity when embarking on social media campaigns, and how customers on these platforms expose themselves and react to brands through confirmation bias. The paper also compares common social media strategies used by brands with the philosophical views of the nature of friendship. Patterns, strategies and conclusions of effective digital marketing communication discovered in the paper can serve brand practitioners and self-aware Consumers.

Since its first appearance in 2008, Massive Online Open Course (MOOC) has attracted millions of students from around the world. Several studies have shown that the enrollment for MOOC is high; nevertheless, the completion rate is relatively low. A lack of thoughtful instructional design is one major problem that leads to an unsatisfactory online learning experience, and this may ultimately lead to the low completion rate for MOOC. In order to offer remediation for the current situation, this paper addresses four learning theories, including motivation, self-directed learning, constructivism, and multimedia learning, which could provide guidance on the instructional design of MOOC. Further, it investigates two MOOC courses with their current instructional design features. Last, the paper discusses a proposed solution for redesigning the courses, which includes more functionalities and instructional design features.

 

To this day, the idea of programming continues to be perceived as an overwhelming task, or one which requires people in the field to sit in front of a screen without interacting with others, let alone other fields (Carter, 2006). With the advent of visual programming languages (Lukas, 1972; Maloney, Resnick, Rusk, Silverman, & Eastmond, 2010), the barrier of entry has been lowered, and the possibilities of using computer languages as a new form of expression has taken hold. However, there is room for improvement.

This project presents a game design proposal for the development of an educational game following the Computer Science Standards from the Computer Science Teachers Association as well as the Play, Design and Experience framework. In a world were computers are a pervasive technology, when we interact with technology in every step of our lives, basic computer literacy skills have become a necessity. Programming is considered part of the next basic literacy skillsets (Pierce, 2013; M. Resnick, 2013; Wing,2008)

It is well known that reading and writing are the basis of all education. The debates surrounding approaches to teaching literacy in efforts to close the reading gap in the U.S. have revolved around teacher-directed, skills-based instruction, versus student-directed, whole language approaches.

Technology-enhanced ebooks have exhibited a strong ability to engage young children and provide motivating contexts for literacy development. This paper investigates how the considerate design of digital interactive ebook apps can help address some of these current issues by providing 3 to 5-year- old emergent readers with a balanced literacy framework that combines elements of skills-based instruction with student-directed learning.

This project takes game design principles and aims to integrate them into an interactive ebook that will motivate young children to read independently and strengthen their phonemic awareness, vocabulary, and comprehension. This paper also covers the many pitfalls, such as distraction and poor comprehension of the story, of certain interactive features.

Higher Educational collaborative technology tools seek to create an integrated and collaborative environment where the community can communicate effectively. However, often either none or only some of these tools are adopted resulting in a fractured technology experience from student to student hampering collaboration. CourseSpace is a single service higher educational courseware system incorporating multiple aspects of collaborative technologies in one platform. The goal of this design is to promote a fully synergistic collaborative environment where users feel enabled to communicate without the need of outside technology tools. Designing a standalone application provides ease of use through a common toolset, resolves compatibility issues, and makes communication between users as accessible as possible.

In a world where children are more connected and learning can take place anywhere, anytime, schools have attempted many technological interventions to change their pedagogical paradigm. One of the more popular, and most recent, is the move to provide one computing device for every student in a model that has been dubbed 1:1 (one-to-one). Nowhere is this more evident than in international schools. There is still a paucity of research-based interventions, particularly in the international school environment, at the same time as no consistent framework for implementing these programs. The aim of this paper is to develop a framework for schools interested in pursuing the 1:1 computing model, based on three of the most well-documented initiatives to date: the Berkshire Wireless Learning Initiative, Texas Technology Immersion Pilot, and the Maine Learning Technology Initiative. From these three studies emerge five, underlying themes that provide a basis for schools to initiate and develop 1:1 programs: utility, implementation, teacher perceptions/attitudes, leadership, and results. I operationalize these themes and use them to reflect on how they fit in the international school environment based on five of the top international school, 1:1 programs currently being implemented. Ultimately, I argue that 1:1 only describes a ratio, but when leveraged in the context of my framework, can be a catalyst for schools seeking to change the educational status quo.

“The Talented Tenth”: A Mentorship Website for African-American Students Lack of academic readiness, low expectations, and social-adjustment issues are among the key reasons that students, particularly students of color from low-income families, drop out of college or fail to enroll altogether (Nguyen et al, 2012).  The consequences of failing to close the achievement gap are profound, including higher rates of unemployment, poverty and poor health, including mental illnesses such as depression, among African-Americans compared to Whites (Brown et al qtd. by Hurd et al). Mentorship offers an approach to address academic alienation and narrow the achievement gap. That mentoring has become a priority in higher education is not breaking news: hundreds of formal mentor programs are administered nationwide and even more informally (Girves et al, 2005). However, there is now a national crisis for African-American youth seeking mentorship due to the many challenges involved in recruiting and retaining African-American mentors (Urban Leadership Institute, 2013).

This grant proposal outlines the design and rollout of an online mentorship website, “The Talented Tenth,” that integrates technology, mentorship, and social media to address the “achievement gap” for African-American students in higher education. The website’s primary goal is to help close the achievement gap by improving students’ performance across three areas: enrollment, retention, and graduation rates.

Apple (1990) deemed that “schooling and curriculum design is […] fundamentally linked to the structure of the social order in which we exist” (P.107). The social order that we live in today mostly reprimands questioning or critiquing and is embedded in a strong hierarchical system. Thus, I argue that the catalyst to questioning these deeply embedded societal hegemonies begins with reform of curriculum design to empower learners to develop the ‘generative themes’. By reimagining Wiggins, & McTighe’s , (2005) Understanding by Design framework through the lens of Freire’s (1974) critical pedagogy, I am exploring the design for a curriculum development and portfolio documentation platform that empowers students and teachers to co-develop curriculum. The platform intends to foster collaboration in these Communities of Learners by providing affordances that further the 4 pillars of the community namely a) Culture, b) Agency, c) Collaboration, and d) Reflection (Bruner, 1996) enabling individuals to become strong participants in furthering the community and its knowledge. The affordances are conceptualized to leverage the collective cognitive surplus (Shirky, 2010) of a community towards a common objective. The platform aims to nurture miniature communities focused on a dialogical approach to curriculum development where the students’ “emerging individuality […] is used to enrich the social community and […] [contest] the dictates of social reality” (Kliebard, 1995, p.54).

This paper explores the learning and knowledge creation that occurs when individuals are actively using the agile method of Scrum. The Scrum framework acts as a learning system by using collaboration, experiential learning, and critical reflection concepts. The study specifically looks at the retrospective component of Scrum to see what factors affect the reflection process. Observations were taken and Scrum practitioners were interviewed to examine the interactions occurring while working on a Scrum project. Results showed there are learning opportunities from using Scrum as well as difficulties in running the Scrum project management framework. An analysis of these findings is provided, showing guidelines to follow in order to increase the reflective process, which contributes to lifelong learning.

This phenomenological study seeks to provide a vision for incorporating commonly used technology tools, like social media platforms, into innovative professional development models to reframe the notion of teacher education. The literature explores emerging models for professional development and attempts to define the term, social technologies, through an examination of the development of technologies that encourage collaboration and their affordances to the teaching and learning environment. Using the professional learning framework of the Center for Technology and School Change at Teachers College, Columbia University, this paper also investigates the recollections of facilitator and teacher experiences in a professional development workshop using social technologies within an established situated professional development model. The approach allowed participants to discuss how social technologies affected the content, structure, implementation, and teacher response of a research and evaluation center’s professional development model, and how social technologies can impact future teacher professional development and teacher education. Findings show that teachers had a positive experience with the social technology, Pinterest, in their professional development experience.

Adults who lack digital and computer skills often find themselves at a disadvantage when faced with academic, professional or social tasks that require such skills. Based on current digital literacy definitions, these adults would be considered ‘digitally illiterate’. This project focuses on English Language Learners (ELL), defined as digitally illiterate, who travel to the U.S from low-income communities to achieve a higher education. These people are at a high risk of not passing their college courses and in jeopardy of having their students Visas revoked because they lack the digital knowledge and skills needed to pass college courses and succeed in a higher education institution.

This curriculum would offer a Community College’s scholarship program an opportunity for its foreign students to gain essential computer and digital knowledge and skills by participating in a six-week, pre- college enrollment, Digital Literacy course. The curriculum designed for the Digital Literacy course was informed by a technology survey distributed to students in the college’s tutoring center. Most of the college’s ELL students visit the tutoring center for help with their course assignments; therefore this location would have a high possibility of ELL students completing the survey. Data gathered from the survey shows student’s perceptions, opinions, and understandings of different aspects of computer and digital technology. The survey provides valuable insight into the student’s level of knowledge and skills which helped determine which concepts and topics are essential when designing a digital literacy curriculum

 

This design project examines the research behind gamification and how it affects the motivation, retention and engagement of young readers. Using principles of gamification, this project offers a design of a mobile app that delivers current events and news articles to a target audience of 8-12 year olds in the United States. This target audience was selected due to the relatively low interest in nonfiction texts in that age range, in contrast to the increasing importance of nonfiction texts both as a life skill and also as part of the sweeping new Common Core standards in English Language Arts. The design document covers the analysis of the problem, and presents the design and proposed implementation of a mobile app that applies gamification principles and adaptive learning in order to create an engaging reader experience for children reading the news. The design document concludes with details on planned user testing and evaluation, and discusses possible iterative paths based on the evaluation.

Many people have played video games for enjoyment. Video games can, however, be utilized for many other benefits pertaining to health and well-being. Treating and managing health problems may feel daunting, but video games can serve therapeutic purposes and lead people to happier and more fulfilling lives. Some games are particularly efficient in helping people with anxiety, depression, drug addictions, and mental disorders cope, recuperate, and reduce harm and abuse. Self-management health games also improve attitudes and beliefs about health concerns by increasing motivation, providing social support and resources for prevention, managing harmful behaviors, and breaking unhealthy habits in an engaging and empowering manner. Particular design elements of video games such as facilitation of habit formation may make it easier and more enjoyable for people to manage their health problems, and research from psychology in the field of health education can help create games that incite positive behavioral change. The emphasis of this paper is not to focus on video games as solely fun distractors for entertainment purposes, but as serious games to improve health and well-being. The purpose of this paper is to synthesize the research from psychology and health with the exploration of video games in health and of video games in general, and shape understandings of what makes effective health games. Crucial to an understanding of these games is evaluating existing video games that have specifically aimed to change health behavior. This paper is written in the hopes that research may continue to guide game designers in creating effective games for health.

New technologies have significant potential to enhance students’ understanding. However, new technologies are not part of teachers’ catalog of educational tools, making it difficult for them to be at the state of the art regarding new digital technologies. Thus, integrating digital technology to pedagogical activities is an endeavor that 21 st century teachers must overcome. In particular, Chile’s teachers are in need of a consistent framework of technology integration to be implemented in pre-service teacher education. Therefore, the objective of this article is to offer guidance on how Chilean teachers could include digital tools into pre-service teacher education programs in order to use technology as a catalyst tool for learning. The guidelines provided in this document are based on the constructs of a proposed macro-model of technology integration and the current state of Chilean pre-service teacher education. The proposed macro-model is grounded in the study of key features of four existing technology integration models, such as digital literacies skills, critical digital literacies, learning with technology and not from it, and generative topics. The implementation of the proposed macro-model in Chile’s pre-service teacher education would be a first step in the right direction of improving technology integration in classrooms.

Admission Social Network Service (ADMSSNS) is a social network-based college information sharing system, which provides college-counseling resources including counselor and school information for high school students. It aims at building an online learning environment for students to learn how to improve their college application. The information design and user interface structure of Application Module in current ADMSSNS site are inefficient. The paper will rethink the design of college admission information platform incorporating Computer Supported Collaborative Learning theory and Constructivist Learning theory. The revised Application Module will reconsider the information structure of college application in a social network platform. In addition, the commenting system where students can receive advises from counselors will be redesigned by providing clear instructions so that students can own a effective learning experience interacting with counselors and improving their applications.

Pronunciation is a major hurdle for many ESL students. The use of songs and music to teach ESL learners can significantly catapult students to achieve native-like English pronunciation. Since most ESL students do not have enough in-class activities to perfect their English pronunciation, the convenience and the affordance of current mobile computing technology have filled that void as instructional designers can translate the concept of informal learning idea into reality through mobile applications.  EngListen takes advantage of this technological breakthrough and uses music as an incentive to create a seamless and immersive language-learning environment. By repeatedly listening to English songs in their leisure time, ESL students can recognize English phonological system more effectively and improve their English pronunciation proficiency. Through this method of implicit learning, students will have better vocabulary retention and recall ability. Beneficiaries of EngListen can enjoy the interactive features that enhance the users’ learning achievements subconsciously. The struggle of a second language acquisition process, with the assistance of EngListen, can be mitigated, personalized, and transformed into an interesting, confidence reinforcing, rewarding experience.

This research is designed to explore how the instructional design of MOOCs (massive open online courses) could support learner self-regulation and motivation by studying successful learner cases. A MOOC, with its special format of online education with free access and high student-to- teacher ratio, requires strong learner autonomy and control in the learning environment. Therefore, self-regulation and motivation are crucial for the learning experience and final performance in courses. This research utilizes a case study methodology to investigate successful self-regulated learning strategies by asking the following questions: 1) What self-regulation and motivation strategies do successful learners use during the MOOC process? 2) How do the self-regulation and motivation strategies contribute to their completion of a MOOC? 3) Are those strategies context-specific? Can they be transferred across different MOOCs? 4) Do learners feel supported by the platform metacognitively, motivationally, and behaviorally when they regulate their learning? Researchers hope that the learning strategies grounded from successful learners could prepare other MOOC users for an autonomic learning environment and inspire the MOOC designers to create more instructional features that encourage learner self-regulation and motivation.

Currently, there is a huge disconnect between what higher education provides for students and what is needed in today’s 21st century job market. My goal is to provide an online resource that will bridge this existing gap. For my Masters project, I am designing a career management platform that utilizes existing resources and technologies on the web to help manage and develop one’s career. The platform specifically targets recent graduates and entry to mid-level working professionals looking to either break into a new industry or advance in their current one.

It explores three specific areas that are important for career management – acquisition of the right knowledge and skills, personal branding online, and networking with other individuals in the same industry to build a network of peers and mentors. The site addresses these three areas through the incorporation of massive open online courses, an online portfolio builder, and social networking capabilities through messaging, discussion boards, and suggested connections. Users can select a pre-designed curriculum based on career interest to acquire the knowledge and skills for their selected career path. The online portfolio builder makes it easy for users to showcase their work through the MOOC courses as well as any other projects and achievements. Finally, the community-building and social networking tools allows users to communicate and connect with each other to expand their professional network. The aim of this career management platform is to empower recent graduates and young working professionals with the skills and knowledge necessary for the 21st century job market.

A recent trend among multinational corporations has been to send expatriates abroad to manage businesses in other countries. While the intent is to promote international collaboration and cross-cultural communication, these expatriates are often times inadequately prepared for dealing with culture shock.  This discomfort can lead to withdrawal, disengagement, and conflicts triggered by cultural barriers.  This project seeks to address conflict resolution training in a cross-cultural workplace. The fundamental aim of conflict resolution is to achieve a mutual understanding of the culture that each party represents.  This project helps to achieve this goal by organizing activities and discussions that address cultural differences. On the delivery side, this project incorporates multiple instructional technologies that help enable case-based learning and anchored video presentation.

In China, salesmen in 4S dealers are from all parts of the country. They have uneven sales skills and different understandings of the products and brand. Most of them are not active learners and have no access to learning resources. Every salesman wants to get training in sales knowledge and skills. Yet, most of them have no interest in traditional training programs. Moreover, to organize a large-scale training in 4S dealers around the country is not only time-consuming and laborious but also may cost a fortune. Thus, salesmen training iPad solution becomes a better approach.The training application is not simply providing e-learning knowledge, but is a customized handheld training assistant and sales coach. It will be consist of brand knowledge center, self- learning, real practice, and customer relationship management. The key is to bridge training with real selling practice and analyze learners’ training based on their selling record.

The concept computational thinking was initially proposed by Jeanette Wing in 2006, which is defined as the thought processes of solving problems. It has been proposed that incorporating computational thinking into K-12 education will better prepare the students for the new requirement of the society. However, there still lacks the effort to develop curriculum of computational thinking for school schedule. This curriculum design is an effort to integrate computational thinking into existing curriculum through a transdisciplinary approach, which encourages the teachers in multiple disciplines to work together to foster meaningful learning. The curriculum is designed to minimize the requirement of technology resources so that it can cater to a wider range of target users as discussed. 9 major concepts of computational thinking in this curriculum design are introduced as well as incorporated in the detailed unit plan with the recommended assessment methods and technological resources. The direction for further work is also discussed.

Using privately held archives, this article examines a body of letters written by residents through the Citizens Information Committee of Martineztown (CICM) in Albuquerque, NM. Residents wrote these letters in support of a renewal and preservation campaign. Citizens of this community sought to defend their land, homes, identity, and cultural history from threats of widespread resident removal for non-residential redevelopment initiatives. I am particularly interested in the ways in which the community employed complementary strategies of a mobilizing battle cry, or grito, and collective voice through letter writing as they articulated their historical narrative from 1970-1989. I argue that letters work to advance the goals of small community social movements in three ways. First, they cultivate relational ties through trust, respect, and relationship to place. Secondly, letters grant social power to residents, leaders, and grassroots organizations affiliated with the movement. Lastly, letters help unify diverse constituencies. These rhetorical functions emerged through examination of South Martineztown residents’ efforts as a single case study.

The open-source nature of MOOCs has attracted a large number of enrollees as it lowers barriers to student entry. Previous studies have highlighted the necessity of understanding student diversity. However, few studies focused on investigation of student diversity and its relationship to MOOC performance on edX. My research provides a thorough examination of edX students’ demographic variables to understand and predict students’ performance pattern. This research is guided by the following main questions: 1) what is the demographics of students who enrolled in edX’s MOOCs? 2) What are the major student factors that contribute to higher exploration rate? 3) How do student backgrounds and behaviors affect their grades? Quantitative research method and statistical approaches are applied to analyze the dataset from 641138 registrations across 16 MOOCs on edX in the year 2012-2013.

Higher education is likened with an array of technologies. Much of the time, the most important technology on the campus is the Learning Management System (LMS) because it is integral to the learning process, especially in terms of online courses; however, this does not mean that other services are not vital. Colleges serve as a place of learning, community, and business, and thus have technology to support each of these aspects. For ease of use, these services are best suited for a single sign-in campus portal with the LMS (i.e., learning) at the forefront. This paper will discuss what popular LMSs do right, what they do wrong, and how to combine their services with the community and business aspects of higher education institutions to create an intuitive, integrative campus-wide portal. This project will include wireframes for a proposed end-user perspective of the recommended model.

Among the objectives of the undergraduate Spanish language program at a large university is developing sensitivity toward target cultures under study. Existing pedagogical models embedded in the culture of the Spanish department create a tension between the goals to teach students core content knowledge, and the skills needed to attune personal cultural competence through community research projects. This Ed.M. integrative project investigates the issues related to a traditional curriculum of social efficiency (Shephard, 2000) and proposes a method to integrated a culturally responsive teaching approach (Harper & Hurtado, 2007) into the classroom. Research by Eloa & Oskoz, (2008) has demonstrated growth in cultural competency among undergraduate students associated with study abroad programs, which provides a promising approach for this proposed study. This paper sets out to propose an experimental study to see if construction of a final cultural competency project in a Spanish language course is improved by the implementation of a blog with prompts that promote self-regulated knowledge attunement. Improvements will be measured through a mixed methods approach to judge student attunement of knowledge types tied to a set of department required cultural competency components.

In recent years, the use of infographics—graphic visual representations of complex information, data or knowledge—on digital platforms is proliferating. As a form of visual learning, infographics possess many advantages when presenting and delivering information. In today‘s new information age and globalized society, individual learning habits are changing and learning about culture is becoming more and more important. As a result, this paper aims to answer the question of whether infographics can be an effective tool for adults to learn about new cultures on social media. A survey was conducted to test participant preferences for infographics or textual content. Based on this preference, subsequent learning effectiveness after reading the learning materials about Chinese New Year was also assessed. Finally, an analysis was conducted to examine possible correlations between participants‘ demographics and their preference for infographics or textual content.

The number of international students at colleges and universities in the United States keeps increasing all the time and China is one of the top countries that make up the greatest percentage of international students in United States ([IIE], 2013). However, as reported, a majority of Chinese students go for intermediate agencies through their application process, which always contains fabrications, and leads to more problems after enrolled in universities (Bartlett & Fischer, 2011, para 17). What is more, culture differences also play a role in impeding Chinese students’ ability to integrate into the campus culture at these universities (Klein, Miller, & Alexander, 1981). One main reason for the problems is that there are little supports focusing on Chinese students application process and services before attending these institutions. This project will try to alleviate these problems by providing a platform especially for Chinese students who are applying to universities in the United States. Based on the review of several competing projects and literature theory such as online communities, digital culture, management system, and motivation, this article will finally demonstrates a prototype and workflow of this project - a website which provides an online application platform, essay editing service as well as an online open forum and discuss about how it supports Chinese international students in a better way.

Over the past 50 years, the female work force has made huge contributions around the world. However, female participation is still low at all levels of the following subjects: Science, Technology, Engineering, and Math (STEM). Increasing the female labor force in STEM fields and converting the portrayal of females in society, are both a long process and will require consideration of female participation and understanding of STEM fields from a younger age. It is important, but at same time challenging, for parents and educators to work to eliminate the gender gap between male and female students starting from this younger age. This integrative project presents an overview of the existing research relating to gender issues and STEM, paying special attention to younger girls. Through surveys of 103 female students, ages 9-13, attending New York City public schools and 4 interviews with classroom teachers, this paper examines what girls themselves say about their interests and perceptions about STEM related subjects and offers suggestions on ways to reduce the gender gaps for young girls in STEM subject. It also suggests ways to engage girls to work in STEM related field in the future.

Yik Yak is a location-based, anonymous social media app that’s gaining nationwide attention as it spurs racism, sexism, bullying and threat on college campuses around the country. This paper is the first to date that attempts to understand and analyze the ethical implications of Yik Yak based on the current scholarly understanding of anonymity, cyber-bullying, and location specificity. Building a thorough literature review, this paper concludes that there are specific features of Yik Yak’s design that invites, encourages and unites uncivil comments, empowers cyber-bullying and exacerbates the negative impacts such bullying has on its victims’ mental health. Suggestions for how developers can design more ethically responsible mobile apps at each stage of the design process is discussed at the end.

Every programmer is a novice at some point, and it is necessary for novices to have the proper foundation and understanding of programming logic before pursuing advanced programming study. Java has become popular in recent years in introductory courses for novice programmers. A loop programming skill is a vital technique in Java programming. In addition, the problems that novice learners have are different from those of experienced programmers. By analyzing online learning environments and examining novice programming errors and challenges, this paper proposes a new information design for learning programming skills. A website is designed to integrate with video, concept map and other media tools to provide novice learners with an interdisciplinary online learning environment to practice loop programming. The website enables users to practice loop programming by assigning domain-related projects to novice learners rather than practicing under general contexts.

I have designed a blog for fifth graders. The two main learning goals of this blog is for the students to deepen their understanding and increase their abilities in reflecting on their own work. Tied in with students reflecting on their own learning and their own work is goal setting. Another one of the main goals/objectives is for students to learn how to be a little bit more independent as it relates to their own learning and studies. Another underlying learning goal is for students to increase their technological literacy. There are various different pages on the blog that focus on the various learning goals. These pages include a reflection page, a page for tracking reading, one for keeping track of grades, another for keeping track of things the students need to work on, and finally a page that includes a trivia question that requires students to use the internet for research. Throughout the design process I spoke to a class of fifth grade students and some teachers in order to get their thoughts and opinions to help make the blog as motivating and helpful as possible. There are more steps that need to be taken in order to move the blog from a design, to an actual working blog, but it is well on its way.

This paper proposes that we as educators return to the proper end of education: “the promotion of the best possible realization of humanity as humanity,” (Dewey, 1916/2008, n.p.). With this in mind, it seeks to explore the possibility of designing for character development, with a focus on the aspects of games that make them particularly well-suited to this task. This paper has the twin goals of elaborating on the processes that lead to the development of character and setting forth a series of design principles by which these processes can be nourished. In order to do so, the paper will first propose an understanding of character. To do so, it will use Kahneman’s (2011) explanation of dual process theory and Haidt’s (2006) related explanation of the Buddhist metaphor of the elephant and the rider to expound on the habitual behavioral and narrative identity components of character. This will be paired with a working definition of games. Then, it will explore how habitual behaviors develop and how games can be used to aid in this process. Finally, it will delve into the process of identity formation and the way games can help this aspect of character development.

The Computer Literacy Immersion Intensive for Adults (CLIIA) curriculum is designed as a weekend workshop to help adult learners overcome computer anxiety and make the first step toward developing computer literacy. Adult learners who experience computer anxiety miss out on opportunities to better their lives in many arenas. The mission of CLIIA is to equip students with the necessary affordances to solve this problem. A key outcome of the course is for students to become comfortable with computer and internet technology to the degree that they will feel ready to continue their own computer education on their own online.

CLIIA is a face-to-face, instructor-facilitated workshop that takes place over one weekend. Classes will be scheduled from 9:00am to 5:00pm, with an hour break, for a total of seven hours a day. The students will frequently work in groups so that students with different knowledge bases can get a chance to learn from one another.

The course is divided into ten modules, with five modules in each day. These modules will include such learning activities ranging from examining the root causes of computer anxiety, learning basic word processor and web browsing skills, seeking answers online, and instructing fellow learners. The students will be encouraged to gradually develop their computer skills, with an emphasis on learning how to increase self-confidence and minimize negative emotions.

Diverse studies indicate that technology affects positively academic achievement if it is used under a constructivist approach, where the student is responsible for his or her own learning, and the teacher facilitates this learning by applying an active and student-centered instruction (Wenglinsky, 2005; Ertmer, 2009; Eisenberg, Johnson, & Berkowitz, 2010). This project proposes a long-term professional development framework for Peruvian public high schools to shift the instructional practices toward a more active approach of teaching and learning, incorporating technology as a pedagogical resource that will facilitate the change in the teacher’s role. For the development of the professional development framework, this project considers the evidence of the current literature about the barriers and effectiveness of technology integration in the classrooms, and the considerations for a successful professional development. Additionally, to develop the framework, this information is combined with an analysis of the Peruvian context in terms if technology integration, mainly under the One Laptop Per Child Program. The professional development framework has been designed considering three stages of systemic change presented by Fullan and Hargreaves (1991): Initiation, Implementation, and Institutionalization. These stages of change allow incorporating the professional development framework as part of a major strategy of instructional change. Professional development cannot change everything as a sole strategy. This change implies that all the stakeholders involved in education should be consider part of the instructional change (Fullan, 2007; Su, 2009). This proposal works as a framework to start the development of a specific professional development program that should be adequate for different Peruvian regions and local communities.

Immigrant youth are increasing population in American and they are faced with many cultural adjustment difficulties including language barrier, lacking of cultural knowledge and lacking of social practice to reconstruct their existing cultural conceptions. Banana Bridge is a aimed to provide a welcoming Chinese immigrant youth community where Chinese immigrant youth will have chance to learn about various of American culture including food, music, holidays, history and religions, etc. By engaging in culture enriched content and collaboratively write their own stories in a relay writing fashion, they will improve language skills and also to redirect from their own culture-based assumptions to develop and engage with a new culture. 

The aim of this thesis is to raise the attention towards internet and civic education in contemporary American society, with a focus on the various crucial social elements which could effectively promote civic education through the world of internet.

The thesis proposes a theoretical framework which includes democracy and democratic citizenship theories in addition to civic education theory. Within this framework, a discussion on evaluating the civic education in schools and the internet environment for such education is done. Finally a case study is demonstrated to the question of how schools could do to contribute to better civic education. The main findings here are that most schools lack proper civic education for their students through the traditional schooling methods; plus, they were not aware of promoting civic education through the internet in the wake of the emergence and influence of social media and online communities. It is also found that social media and online communities are not overly aware to make efforts in creating youth-friendly civic websites for civic education.

The thesis concludes that the support of schools and internet in modern social context are important for preparing good and democratic citizens. It needs the positive action from schools and heavy attention from media to better promote civic education in the world of internet.

Federal and New York State standards for science are transitioning, causing a need for new assessments and new curriculum.  Unfortunately, current tests are not inspiring deep thinking in classrooms and there is no evidence that the new assessments will be much different.  The following proposal attempts to remedy this. Any new exams and curricula also must incorporate technology in a meaningful way.  Adding technology to the equation enhances the learning that can happen in the classroom.  The overall goal of this research is to propose a new Earth Science Regents Exam that uses technology to assess high-level thinking and to recommend an accompanying curriculum that incorporates technology to push student understanding further and to make it more authentic.

Having accurate knowledge for baby care is important as it is directly related to a baby’s health and safety (Bornstein, 2010). However, current learning resources do not meet the needs of every parent, and many parents still rely on unprofessional and inaccurate knowledge or are prone to search for information only after something happens to their baby (Cochran & Niego, 2002; Gellin et al., 2000). Based on this problem, the main project goal is to design a mobile learning application named “READY, B” for first-time parents with the goal of providing reachable and achievable mobile learning solutions to support parents’ acquisition of basic, professional, and practical baby care knowledge. This research aims to answer two main questions: 1) Can a mobile application be an effective learning platform to deliver baby care knowledge? 2) If so, what specific elements of learning will increase parents’ motivation and participation in mastering baby care knowledge? In order to answer these research questions, key learning features of the application are presented within the application design. Also, results from user tests supports the effectiveness of this mobile learning application. With its accessibility and connectivity, mobile applications are proven to be an effective learning platform to provide course-based baby care knowledge to parents on a daily basis. Also, a personal learning map presenting proximal goals in each level and group participation through social media features can increase learners’ motivation and participation.

This qualitative study explores instructors’ beliefs and ideas about technology, and if and how these ideas influence their use of technology in the classroom. The study seeks to understand instructors’ comfort level and familiarity with technology. The study also introduces techniques to make a Freshman Seminar class in a public, urban college more engaging and interesting for its students through technology integration. Finally, it addresses whether or not technology can be used to strengthen and improve on the experience in the college’s Freshman Seminar course. Through surveys and interviews with instructors the research shows that although the instructors’ beliefs and ideas about technology influence their use of it in the classroom, it is not the only factor that influences their use of technology. Time and professional development also determine how and if technology is used in the course. The study shows that although the instructors are fairly comfortable and familiar with technology, they do not always use it in the classroom and rather stay within the frame of the traditional curriculum. The study also suggests that technology can be used to make the class material more engaging and motivating for the students.

The first museum website was established in 1994 in the UK. Since then, discussions about whether to deploy technology in traditional art institutions and how to implement have always existed (Dillon, 2012). As museums are keeping up with the development of technology, they have also begun to pursue a further step: not only to reach out to more audiences, but to bring more opportunities for art learning process and enhance visitor’s museum experience. The last decade has seen a large amount of expansions in the use of mobile technology. Various mobile phone applications have been applied by museums to open up different channels of interactive museum education (Dougherty, 2012). In this sense, studying on how museums and mobile applications can work together has become significantly essential. Because the use of mobile technology would open up new approaches different from past displays, it becomes an interactive tool for museum educators and mobile application users.

This thesis analyzes issues on museum technology assessment, trying to seek answers to the following questions: Is it necessary for museums to start or continue developing their mobile features? How has museum education changed under the background of using mobile technologies? Do current mobile applications meet the needs of learners’ experiences? To answer these questions, this thesis examines historical track, statistical studies, current examples of museum mobile technologies, and future trend of museum technology. The aim of this thesis is to discuss the importance of museums using mobile technologies, present the strengths and weakness of existing museum mobile applications, and help museums re-examine the opportunities and challenges within realm of mobile technology.

With the change of the curriculum standards (such as the common core standards) and the proliferation of technology, it constantly posits new challenges and impacts to teaching and learning. Digital literacy (Gilster, 1997; Jenkins, 2009) is viewed as one of the growing and critical ability which teachers need to acquire in the 21st century. Teachers face intense schedules, may be overburdened with tasks, and are expected by administration and school districts to continually enhance their professional capabilities (Dede et al., 2005). However, it is often difficult for teachers to find professional training that could both fit in their busy schedules and could also match their needs and interests for professional development. This study presents a framework of an online hybrid teacher professional development curriculum for digital literacy. The topic of the training focuses on assessment design and the participants will explore, utilize and evaluate technology—instant response system.

In order to create a supportive and engaging learning experience, this study borrows self-determination theory (Deci & Ryan, 1985) and Understanding by Design (Wiggins & McTighe, 2005) to inform the curriculum and instructional design.

In today’s knowledge-based digital age, social media is changing the traditional way that people find, consume and share information.  The integral media ecology is also becoming more and more interactive and technology-based.  Under these conditions, it is important for global corporations to build social media business strategies in order to improve their brand awareness and recognition.  In this literature review, the main topic is to explore social media strategies for global corporations in a communicative perspective.  By utilizing SWOT framework, this study sets out to better understand the strengths, weaknesses, opportunities and threats of social media strategies.  Furthermore, the thesis presents a set of recommendations about how to create and implement social media strategies in the context of international companies.  In order to protect and strengthen the brand, big international companies should invest in a series of holistic social media strategies, which are robust and flexible enough to adapt to the changing global technological and media environments.

The main goal of this study is to provide recommendations for improvements in the implementation of tablet PCs in grade 1 classrooms, based on the experiences of and challenges faced by teachers during the first year of implementation of Thailand’s One Tablet PC Per Child (OTPC) initiative. The study examines 43 teacher’s satisfaction towards the application of tablet PCs (TPCs), through surveys, as a means to improve and support teachers’ usage of these in the educational context. This study provides an analysis of the use of tablet PCs in primary school classrooms in Thailand, where they were introduced by the government as part of the curriculum. The analysis was conducted by the use of teacher surveys and interviews about how teachers were using tablet PCs to teach and manage young learners at the primary school level. The findings also suggest a number of implications for Thai schools, as well as providing guidelines to support teachers using tablet PCs in the classroom. Interestingly, teacher’s satisfaction towards the Tablet PC under the One Tablet PC Per Child initiative revealed that the tablet PCs were effective instructional tools for teaching students, and suggesting continued implementation of the program in the future.

There aren’t any career management website that carries learning resources that matches with the job requirements. In addition, there are no massive open online courses (MOOCs) that list job postings that match with the learning resources. MOOC can be very useful in job training in terms of supporting students to not only to get information on job position but it will help engage students to be able to learn skills based on the specific job position. Learning and training in career preparation is a fundamental component for students when they are preparing for their career. The more you learn and train for certain subject, you will be well prepared for your dream job.

This project is a Career Management Website which will allow users to get updated job listings related to their field, be able to learn new skill that matches with the job requirements, and be able to manage their own career skills. Learners will be able to identify the skills and knowledge necessary in preparation for the pursued career. Also, Learners will develop the skills and knowledge specifically required for their field by access to books, videos, websites, and articles. They will be able to check, watch, and save these job postings, learning resources to their profile page. Moreover, they will be able to review learning progress through daily evaluation and progress analyzed dashboard.

This project presents a series of game design on the iPad app “Hopscotch”, aiming to teach 8 to 12-year-olds logic and reasoning. To add logic, quantification and formalization into the STEAM curriculum, we have proposed METALS, an ideal model that incorporates Math, Engineering, Technology, Arts, Logic and Science. Design samples include Aristotle’s square of opposition, syllogistic reasoning in natural science, translation between English and first-order logic expressions, logical/numerical quantifiers, and inconsistency.

Our design is inspired by Tarski’s World, a logic teaching software widely adopted by undergraduate institutions. While simplifying it to a kid-friendly version on Hopscotch, we too highly value the presence of formal language, manipulation, and guidance in our design. As for background literature, we have reviewed children’s cognitive development in language processing and mathematical thinking, the psychology of reasoning, semantics, educational assessments in logic, motivational issues, and MDA framework of game design.

Logic is not a dull, abstract discipline excluded from STEAM fields, but rather, a lively, elegant subject necessary for us to rationally endorse, reject, doubt, propose, and verify information as we enter any philosophical or scientific discussion. Our METALS curriculum on Hopscotch has the prospect of making explicit the relationship between logic and mathematics, of helping students reason with categories and propositions and derive facts in natural sciences, and of fostering digital literacy through children’s collaboration in extending our current games using the colorful programming language of Hopscotch. We expect students to form a stronger connection with the world, and with their own future, by introducing a logical mindset to their lives.

Learning Typography can be dense and hard to understand if the learner is presented with predominantly text-based media. This new on-line learning environment includes multimedia such as VoiceThread, social media feeds, discussion boards and an imbedded design area known as the Art Board. This easy and visually based learning environment will allow students to navigate the system giving them ample opportunities to apply knowledge learned throughout the course into their own Typography design.

Phishing, a deception technique via spoofed emails to gather sensitive information from unsuspecting users, has become a significant threat. The Internet’s medium of supporting effortless content creation and distribution has exacerbated the problem for users and institutions. Users who are able to equip themselves with basic knowledge about phishing emails can help avoid falling victim to phishing attacks. This paper presents a game aimed at helping players learn about and identify phishing emails.

With the rapid growth of web-based tutoring system, E-learning has become a social trend. However, while using these web-based tutoring systems, students are usually overwhelmed by the great amount of information, which will cause distraction and have a negative impact on efficient learning. Being aware of this problem, many researchers have started to work on personalized learning mechanisms to improve the quality of E-learning.

This study proposes a new type of personalized learning model, Group Model, in an intelligent E-learning system to make the learning experience more effective through differentiation and group collaboration. By categorizing learners according to their individual learning characteristics, the new-type model—Group Model—puts students into different groups for group learning by clustering algorithm. The clustering algorithm from data mining is applied to develop the group model based on the student's learning characteristics data. With a comprehensive analysis, first, this study selects a reasonable and effective clustering algorithm to do cluster analysis of the model. Then, the experiment is conducted to evaluate the group model and the selected algorithm. Based on that result, the experiment shows a meaningful result and demonstrates how the group model can be successfully implemented in personalizing E-learning.

This project looks into ways that integrate art education with available new media and educational technology. After looking into learning theories related to situated cognition, new media instructional design, gamification, etc., this project proposed a design of art education based on iPad. In order to create an authentic learning environment, the design tries to recreate museum experience on the electronic device.

This project presents a design of a mobile phone application “EduYelp” aimed to effectively aid users find the best educational apps they need. The purpose of the design is to establish a trustworthy rating system and an online learning platform for users to exchange opinions, so that users could better navigate and manage the educational online resources. The design process was guided by the studies on mobile searching behavior and online ranking credibility. Marchionini(1992) stated that “humans will seek the path of least cognitive resistance” (p. 156), and Griffiths (1996), who found that “increasing the cognitive burden placed on the user can affect successful retrieval of information. Where an application required fewer actions from the user, greater success was achieved as there was less possibility for a user to make an error” (p. 203). In addition, the study by Hengshu Zhu(2014) on ranking fraud has found that some App developers resort to some fraudulent means to deliberately boost their Apps and eventually manipulate the chart rankings on an App store. Based on the same problem in electronic commerce system, Wang et al. (2008) proposed a system to improve Amazon’s review system by adding two factors: review credibility and time decay. Mui et al. (2001) proposed a Bayesian probabilistic technique to weight a rating based on the rater’s personality. The results of these studies are significant to identify design issues in this project and guide the development of design solutions. The iterative use of the preference filters for app searching, coupled with the technique to weight the rating based on the user’s credibility, the App was aimed to provides users with an effective credible assessment standard for apps.Also, by creating an online community for interactive communication and peer review for the App users, the project intended to provide the chance for collaborative learning of online users.

 

Massive Open Online Courses (MOOCs) have become a preferred learning trend in recent years, since they make people easily access to the most excellent online educational resources at no cost, regardless of background and experience. However, the high dropout rates in MOOCs have led researchers and educators to consider how to balance between massive participation and student’s learning performance. This paper suggests that adaptive learning could be one approach to ameliorate the challenges. By conducting literature review on previous studies, the paper analyzes four main components of adaptive learning systems: student learning preferences model, diagnostic assessment, learning preferences correction mechanism, and dynamic content sequencing, and synthesizes the important learning variables when building learning preferences model. Based on the conceptual principles of adaptive learning system, this paper proposes several approaches to enhance the adaptiveness in MOOCs environments, from both course design and assessment perspectives.

This paper proposes a solution by utilizing a prototype development based case. To show, how does a mobile app designer collaborates with developers in an interaction design project, this paper aim to establish the communication easier between developers and designers, enhance the analyzing capability of problem resolving.  The example case creates a prototype to try to explain the workflow, which initiates by using the interaction design theory. To find a pain point from users, who are living in a large city like New York. Set a goal to help them organize and manage their living surroundings, by cultivating them with a good habit, and training people with a new productive lifestyle. Shows how does a designer communicate with a developer by using this suggestion. The prototype is inspired by the E - learning theory and user experience development method, and so on.

World Health Organization reported that industrialization, urbanization, economic development, and market globalization have accelerated the rapid changes in diet and lifestyles in the past decades, which has significantly impacted the health and nutrition of populations in developing countries and economies in transition. Evidence of a significant correlation between out of home eating and obesity is found worldwide. Empirical research also reveals that cooking at home more frequently is associated with better diet quality. CookFUN is a free mobile phone application for young adults who have low motivation or significant barriers, such as limited leisure time, to cook. Through cooking instructions and the online grocery shopping and preparation platform, combined with personalized recommendation system, CookFUN will motivate the users to cook more often at home and thus to form a healthier diet habit to prevent diet-related chronic diseases, such as obesity, diabetes mellitus, cardiovascular disease, hypertension, and stroke. The application's design is based on Behaviorism learning theory and will apply direct instruction pedagogy in a multimedia learning environment, to help the users adopt and maintain health behaviors - home cooking from the Health Action Process Approach (HAPA). The design and development process of the application will follow the DCALA mobile learning app design framework, and the implantation plan will start with five major cities in China. 

This thesis explores the relationship between multimodality and visual representation in intercultural websites design. Drawing from multimodality and intercultural communication studies, this thesis is inspired mostly from Ting-Toomey (1990), Hofstede (1984, 1991), Hall (1976, 1983), and Warren (2006) in the intercultural communication studies; Kress (2006), Dormann (2006), Kress and van Leeuwen (2009), and Pauwels (2012) in the multimodality studies. As a result, the thesis connected multimodal representations with cultural dimensions in the context of intercultural communication. On the ground of preceding theoretical understanding, the thesis then reviews literature as to multimodal features’ use in intercultural websites design. At last, in the case study, the thesis analyzes one Chinese cultural website’s homepage in terms of present content, multimodal features (layout and visual representation), and interaction between different modalities.

Current test preparation process for National College Entrance Examination (NCEE) in Guangdong province of China follows a one-fits- all, passive and didactic pedagogy while students call for personalized and constructivist learning experiences combined with new instructional technology (Bray, n.d). To fill in the gap between existing preparation practices and students’ unsatisfied demand, this paper examines popular adaptive learning theories and practices, analyzes features of targeted audiences as well as social contexts to design a framework for personalized online learning platform for NCEE in Mathematics preparation.

This paper describes the approach to investigating the words and phrases that second language learners use to provide feedback on using language learning mobile applications, with special attention given to their learning styles. This project identifies the differences in the learning preferences for various mobile language learning activities of native Chinese-speaking and native English-speaking learners of the Korean language using Kolb’s learning style model (Kolb, 1984) and Fleming’s Visual, Auditory, Reading/writing, and Kinesthetic (VARK) model by Fleming and Mills (1992a, 1992b). In this research, Chinese participants showed preferences for concrete experience, and American participants had strong preferences for abstract conceptualization, based on Kolb’s model. In addition, both showed similar preferences for active experimentation in mobile Korean language learning. Second, the native English-speaking learners had strong preferences for visual learning, but the native Chinese-speaking participants tended to rely more on auditory learning when using mobile applications for learning the Korean language. The findings are discussed in light of design principles to guide designers and developers of language learning mobile applications in relation to different learning styles.

Extensive reading is proved to be an effective way for L2 vocabulary acquisition by multiple empirical studies. Researchers also found various instructional interventions that can facilitate vocabulary acquisition through reading and enhance learning outcomes. In China, where English learning is considered to be important and essential by both educators and students, vocabulary is primarily taught and learned through route memorization in college, in despite of the fact that college students recognize the value of reading in vocabulary acquisition. In this project, I proposed an Android app that aims at facilitating vocabulary acquisition through reading for EFL learners especially college students in China. News source of the proposed app is Financial Times in the first stage and can be expanded to more sources later. Features incorporated in the proposed app are effective instructional interventions confirmed by existing empirical studies, including provision of inferring cues, saving vocabularies for later revision, news categorization based on difficulty level, vocabulary filter, learning progress dashboard and relevant news article recommendation.

This paper proposes a smartphone application designed to improve users’ learning experience in online photography courses based on the analysis of the design and strategy of existing online photography tutorial websites. These websites focus on different aspects of photography, yet these websites also encounter various design flaws. The proposed smartphone application offers users photography tutorial and interactive communication platforms. The application introduces one unit of basic photography knowledge and pragmatic shooting technique to the users everyday. On the interactive level, the application provides different platforms for users to upload photos, comment on each other’s work and form learning groups. This design project applies Garrett’s user experience theory to develop the interactive design and information architecture of this Application.

Studies have found that children learning Chinese early have advantages in linguistic development compared to adults and better chances to achieve native-like pronunciation. Also, with rich visual and aural content, videos provide learners with a dynamic image of the language they are learning and enable them to gain insights into other cultures. Sesame Workshop's developing Chinese Culture and Language series Fun Fun Elmo is an Educational Program designed to teach children the basics of Mandarin Chinese language. Currently there is no instructional support to integrate them into the classroom. So in this project, a plan of implementation is presented to integrate Sesame Street Chinese videos into K-6 school curricula or as supplemental learning materials for schools. And related instructional support materials are developed to help teachers integrate the videos into K-6 Chinese learning curriculum classrooms.To accomplish the goal, interviews with teachers from a variety of backgrounds and observation at a private school were conducted for the needs assessment.

This study explored how people develop intrinsic motivation and sense of belonging in online learning environments. Online learning has increasingly become an important part of educational practices in modern society. However, the dropout rate and active participation throughout the course have been an insistent challenge with online instruction (Levy, 2007; Park & Choi, 2009; A Rovai, 2003; Willging & Johnson, 2004). This study examined the motivational development of online learners in relation to self-determination theory (SDT; Ryan & Deci, 2000). Based on solid empirical evidence, the SDT suggests that social environments that fulfill basic psychological needs (i.e., autonomy, competence, and relatedness) encourage development of intrinsic motivation (La Guardia, Ryan, Couchman, & Deci, 2000). An important aspect of developing intrinsic motivation in online environments is sense of belonging.

Sense of belonging refers to "a feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members' needs will be met through their commitment to be together.” (McMillan & Chavis, 1986, p. 9). Although sense of belonging is an important factor in online learning experiences, little is known about learners’ motivation and the factors that contribute to its development in online learning (Chen & Jang, 2010; Kreijns, Kirschner, & Jochems, 2003). This study attempted to identify key features in online learning environments that may potentially help students maintain their motivation and continue participating in the online courses. The participants of the study were graduate students in two wholly online courses (Figure 1) in a private university in New York City. Comparing the students in different course structure (includes independent or group activities) and with different online tools (visual or text-based tools), this study explored two research questions: how does class structure influence intrinsic motivation and sense of belonging? and how does online tool influence intrinsic motivation and sense of belonging?. The study administered online surveys throughout the course to see how students’ intrinsic motivation and sense of belonging evolved over time. The result indicated that intrinsic motivation and sense of belonging exist somewhat in a similar mechanism as physical world in online learning environment (Chen & Jang, 2010; Hartnett et al., 2011; Roca & Gagné, 2008; Shroff et al., 2008; Xie et al., 2006), and class structure and online tools influence the way students participate in the online courses (Abfalter, Zaglia, and Mueller, 2012; Blanchard, 2008; Rovai & Jordan, 2004; Rovai, 2002). In addition, a number of useful implications found from the study were described in this thesis.

Over the past decade, international students have enrolled in American colleges and universities in increasing numbers. 50% of all international students are from the top 3 countries- China (31%), India (12%), and South Korea (8%). Despite the fact that these non-native English speaking (NNES) international students international students may experience problems that are common to American students, they also face unique challenges emerging from cultural differences and language limitations (de Araujo, 2011). Research suggests that a lack of intercultural competence (ICC) has been a crucial factor that greatly hampers many NNES international students’ efforts in cross-cultural adaptation. In this paper, intercultural competence refers to the body of knowledge and skills to successfully interact with people from other ethnic, religious, cultural, national, and geographic groups (Messner & Schäfer, 2012). In order to address the problem of NNES international students lacking ICC, this paper proposes a design project about developing a gamified online collaborative learning platform named CulturaMeme to foster ICC development among NNES international students.

To inform the design of the learning platform, the paper first discusses three major areas of intercultural competence development, and then explores how to integrate and employ experiential learning theories and game design element in to the design of the learning platform to foster effective transformative learning and increase learner involvement. Finally, the paper includes a detailed description about the content, media, functionality, implementation, and evaluation of the learning platform.

This integrative project will be shown in two documents: a presentation on wireframes of the SmartSleep smartphone application and an essay on its development. SmartSleep will help insomniacs of all degrees sleep in fast and sound manner by collecting, analyzing, and predicting their sleep pattern using the latest wearable computers and big data technology and thus contribute to the construction of personal wellbeing.

LoosePaper is an online Learning Management System (LMS) designed specifically for  graphic design education. It aims to encourage students’ deep learning and fully develop their design techniques by employing a process-oriented approach. Instead of focusing on the final artifact to evaluate the students’ performance, a staged assessment methodology is introduced to encourage iterative revisions of the designs. LoosePaper allows both students and instructors to tag and comment on a specific part of design, and then students can revise their works based on these feedbacks. After several rounds of critique and revisions, the students are able to better refine their design. More importantly, the students will experience a more enriched and fundamentally sound graphic design learning process.

It is widely accepted that technologies have a great impact on many aspects of our daily life, including information-seeking behavior. Although several previous studies tackled related topics, such as the impact of screen size on people’s online information seeking processes and online resource evaluation (Kim, Thomas, Sankaranarayana, Gedeon & Yoon, 2014; Xie, Miao, Song, Wen, & Ma, 2005), there had been no known prior study that specifically looked at how technology as a whole influences people’s evaluation and decision-making processes when they are seeking information online through commercial search engines. Therefore, the proposed study is designed to fill this gap and is guided by two main questions: 1-a) Do college students make different choices on which entry to select in a Google results page when they are interacting with desktop computers, and with smartphones?1-b) If so, how? 2-a) Do design factors and interaction modes make a difference in college students decision-making processes when they are deciding which entry to select in a Google search results page? 2-b) If so, how? Mixed methods will be applyed in the proposed study.

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