Technology-Enhanced Learning and Instructional Design:

Higher Education and Beyond

Seminar Overview
We will examine the economic, social, and intellectual history of
technological change over time, as well as technology and digital
media design and use. Our primary focus is on the mutual shaping of
technology and academic pedagogy and academic researchhow
people and technologies have shaped academic classroom and
research interactions in the past, and how they are reshaping the
university in the present. By examining the uses and design of
technologies inside and outside of the academy, we are, of course, also
reflecting on what it means to be human in a world increasingly
dominated and controlled by various technologies. The course also
explores the history and theory of digital media, including hypertext
and multimedia, highlighting the theoretical and practical possibilities
for research, reading, writing, teaching, presentation, interaction, and
play.
Learning Objectives
Recognize terms and events in the history and theory of
technology-enhanced learning
Classify and Compare through structured debates and use of
evidence
Implement an interactive practice through collaborative work
Differentiate root causes of pedagogical change in relation to
technology
Critique and Assess the impact of technology on higher
education
Design and Construct a learning portfolio with digital
components
Master normative debates: make cogent arguments, identify
logical fallacies, support arguments with evidence
Tentative Schedule
Part I: History and Future of Technology and Teaching in the
Classroom
Week 1: Teachers and Machines: The Classroom Use of Technology
Since 1920.
Week 2: Rethinking Education in the Age of Technology; The Digital
Revolution and School in America.
Week 3: Epistemology and Theories of Learning Read Distributed
Learning, Chapter 1: Information, knowledge, and learning: some
issues facing epistemology and education in a digital age
Week 4: How We Learn.
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Week 5: Building a Better Teacher: How Teaching Works.

Part II: Research, Technology, and Learning
Week 6 Documenting (l. docer): to teach or to show. Paper Knowledge.
Week 7: Fitzpatrick, Kathleen. Planned Obsolescence.
Week 8: The Anarchist in the Library: How the Clash Between Freedom
and Control Is Hacking the Real World and Crashing the System.

Student Debate 1: Folsom, Ed. Database as Genre: The Epic

Transformation of Archives. PMLA 122: 5.10 (2007): 1571-79
and Freedman, Jonathan et al. Responses to Ed Folsoms
Database as Genre: The Epic Tranformation of Archives
PMLA 122: 5.10 (2007): 1580-1612.
Part III: Social Media in Education
Week 9: Social Media: Usage and Impact. Part II: Social Media and
Education (pp. 57-125)
Week 10: Social Media: Pedagogy and Practice. Part I: Pedagogy (pp. 190)
Week 11: Student Debate 2: Spreadability vs. Stickiness. Spreadable
Media vs. Make It Stick.
Part IV: Wrap-Up
Weeks 12-13: Presentations
Week 14: Assessments. Exit Portfolios and one-on-one meetings.
Requirements
Participation: This is not a lecture-based course. Students are expected
to complete the readings and contribute thoughtful and supported
comments during every class discussion. Each class will consist of partlecture, part-collaborative activity, part-individual demonstration,
digital lab, or fieldwork preparation. While portable devices are
permitted, students are strongly discouraged from using these devices
during the class; extensive notes and lecture capture will be provided
so that use of these devices is unnecessary. Students will also
participate in two class debates using principles of good debate
including critical analysis, synthesis, rhetorical skill and ability to
identify logical fallacies and cogent arguments.
Written Assignments: Students will complete informal, weekly writeups of 50-100 words (or less; illustrations encouraged) that must
include a question inspired by the weekly theme and reading; these
write-ups are due at the start of each class period and will be

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submitted on a notecard (10%). Students will write one theoretical or

critical analysis paper (approximately 1750-2500 words) based on one
of the three themes this term (history, research, social media); the
paper project will be developed over several weeks as a project to
include a prospectus, annotated bibliography, outline, draft, peer
review, and final revision.
Presentation: Students will work in groups of 2-4 people to develop a
20-minute multimedia, interactive presentation on one of the concepts
covered this term.
Digital Portfolio: In addition to the multimedia presentation materials
and digitized written portfolio, students will complete two small scale
digital projects to be selected by the professor based on trending
interactive pedagogy and available campus resources (i.e., data
visualization, maps, timelines, blogs, simulations, etc).
Assessment: Students will complete an in-class final assessment that
may include recall and recognition components (multiple choice,
matching, short answer) and require students to reflect on a short
passage prepared in advance of the exam.
Grade Distribution
Participation and In-Class Debates 10%
Written Assignments 25%
Presentation 15%
Digital Portfolio 40%
Assessments (Final Exam) 10%
Required Texts
Brown, Peter. Make It Stick: The Science of Successful Learning.
Cambridge: Harvard University Press, 2014.
Carey, Benedict. How We Learn: The Surprising Truth About When,
Where, and Why It Happens. New York: Random House, 2014.
Collins, Allan and Richard Halverson. Rethinking Education in the Age
of Technology; The Digital Revolution and School in America. New
York: Teachers College Press, 2009.
Cuban, Larry. Teachers and Machines: The Classroom use of
Technology Since 1920. New York: Teachers College Press, 1986.
Fitzpatrick, Kathleen. Planned Obsolescence: Publishing, Technology
and the Future of the Academy. New York: NYU Press, 2011.
Gitelman, Lisa. Paper Knowledge: Toward a Media History of
Documents. Durham: Duke University Press Books, 2014.

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Green, Elizabeth. Building a Better Teacher: How Teaching Works. New

York: W.W. Norton and Company, 2014.
Jenkins, Henry et al. Spreadable Media: Creatiing Value and Meaning in
a Networked Culture. New York: NYU Press, 2013.
Jonassen, David and Susan Land, eds. Theoretical Foundations of
Learning Environments. 2nd Edition. New York: Routledge, 2012.
Knight, Simon and Karen Littleton. Epistemology, Assessment,
Pedagogy: Where Learning Meets Analytics in the Middle Space.
Journal of Learning Analytics 1.2 (2014): 23-47.
Langmia, Kehbuma et al. Social Media: Pedagogy and Practice.
Lanham: University Press of America, 2013.
Lea, Mary and Kathy Nicoll, eds. Distributed Learning: Social and
Cultural Approaches to Practice. New York: Routledge, 2001.
Noor Al-Deen, Hans S. Social Media: Usage and Impact. Lanham:
Lexington Books, 2012.
Vaidhynathan, Siva. The Anarchist in the Library: How the Clash
Between Freedom and Control Is Hacking the World and Crashing
the System. New York: Basic Books, 2005.

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