Associate Of Applied Science Degree Requirements In Computer Aided Design (Cad: Fill & Download for Free

This question can be interpreted in at least two different ways. For example, these are two ways to paraphrase the initial question:1. How is educational technology currently being used in the teaching/learning process?2. How does educational technology become integrated into into the teaching/learning process?-----------------------------------------------How is educational technology currently being used in the teaching/learning process?One way to analyze the field of Educational Technology is to consider these three main uses: instrumental, informational, and instructional.- Instrumental uses of technology: This category would cover “instrumental” software applications that are used both within the context of some educational context and outside of that context. They are instrumental in that they are used to visualize and transform data. For example, when one takes an accounting course it may be that the students will use a spread sheet application such as Excel. Likewise, mechanical engineering students may use a CAD package. These software applications are used “in education,” but they are also used in other contexts.- Informational uses of technology: This category would cover “informational” software applications that are used both within the context of some educational context and outside of that context. Email would be a straight forward example. Here, information in the form of email messages is being exchanged between people playing various different roles. In the context of education, you have someone playing the role of “teacher” exchanging email with one or more people playing the role of “students.” Of course, email is also used outside of the context of education where you have people playing different roles (e.g. “manager” and “worker”).- Instructional uses of technology: This category would cover “instructional” software applications that are primarily used in the context of training or education. An online testing system would be a good example of software in this category. Likewise, Computer Aided Instruction would be another example. Here a student is presented with information and then asked one or more questions to see if they understand the information that has been provided. If they do, then the CAI system moves on to the next lesson. If not, then remedial information is provided. Another example would be software and data related to learning analytics. Here, student data is collected across many lessons (and perhaps many courses) and stored in a database of learner information profiles. These learner information profiles can then be used to fashion learning experiences (aka lesson plans) and instructional content that would be appropriate for individual students or, perhaps, groups of students.----------------------------------------------------------------How does educational technology become integrated into into the teaching/learning process?In this case, we are not asking about different types of educational technology (and different uses of educational technology) at a given point in time. Instead, we are asking about the co-evolution of educational technology and the teaching/learning process over time.Many today tend to associate educational technology with remote learning (aka distance education). But, many today also often associate it with online learning in general, where the teachers and students can either be interacting with one another remotely or in one or more face-to-face settings such as a teacher-led classroom or a student-led study group.Further, the term co-evolution (or just evolution) often applies to cases where change is taking place very slowly and very incrementally. This is generally true when we are talking about slowly reforming an existing institution (or a group of similar institutions). Sometimes, however, reform happens very quickly. When it happens to an existing institution, this kind of change is sometimes called disruptive innovation.However, this kind of rapid change can happen and has happened when reformers decide to start from scratch. Instead of trying to reform existing institutions, reformers sometimes decide to start from scratch. Why? Because existing institutions tend to have very well established traditions, business models, and professional who play roles they want to defend. When reformers are in a position to start a new institution from scratch, they can more easily change the size of the institution, its business model, and the roles of employees and professionals (e.g. faculty subject matter experts) in the organization.------------------------------------------------------------One example of evolutionary change: the development of writing and printing.During the pandemic, more students, parents, and teachers are learning about the pros & cons of remote learning. Some can’t wait to get back to business-as-usual, but others see it as a learning opportunity.As for me, I think of the development of distance education and online learning as being analogous to the development of writing and the subsequent invention of the printing press.The very slow development of writing started around 3,200 BCE, but it took a very long time to spread. Socrates, for example, one of the best known philosophers in the western world, who was born in 470 BCE, was mostly illiterate. We know about him through Plato, his graduate student. Socrates did not know how to read or write, but his graduate student did.In any case, the ability to read and write is much more prevalent now, but it hasn’t completely eliminated the tradition of story telling. On the other hand, we do not rely on story tellers to help us pass down the knowledge stock from one generation to another.So, today some ask if online education will ever replace the classroom or the human teacher. The answer may well be “no” but it may ultimately change education in very dramatic ways.The printing press is another example of a form of educational technology that dramatically changed the world. In the west, before Gutenberg invented the printing press in 1440 AD, society relied on scribes to make handwritten copies of important books, especially the Bible. After the invention of the printing press, the practice of making hand written copies of the Bible faded away rather quickly. Today, there are very few professional scribes, but there may still be a few. But, in many ways the printing press did displace the scribes.Also note that both the story tellers and the scribes were probably not too happy to learn that their role might be diminished by the spread of new technology. And, they probably did what they could to slow the technological progress that threatened their job security.As Upton Sinclair once observed: “It is difficult to get a man to understand something when his salary depends upon his not understanding it.”Today, almost all educators see the value of writing and the printing press. They would view any suggestion that society would be better off without these two technologies as being absurd.On the other hand, there are many educators who are not at all optimistic about the future of distance education and online learning. As Upton Sinclair might predict, they find it hard to understand the idea that these developments might be a good thing.------------------------------------------------------------One example of revolutionary change: the development of the British Open UniversityBack in 1969, a Labor government in Britain created the British Open University – a mega-university with an enrollment large enough (250,000 students) to create its own textbooks and online courses. It had an economy of scale in the development and maintenance of online content.The US federal government could create a US Open University that could be the one public university that the federal government makes “tuition free.” Like the British Open University, it would have the economy of scale to create its own textbooks and online courses. Unlike the British OU, the US Open University would be tuition free and it could put its content and software in the public domain (or release it under an appropriate creative commons license).Note, however, that a US Open University could put other schools out of business. Non-profit colleges and universities in the US are used to competing with public colleges and universities that do charge some tuition. However, these private sector colleges and universities may not be able to compete with an entity that does not charge any tuition. So, they might go belly up.Since the British Open University does have physical teaching centers (around 300 of them scattered around Britain), a US Open University may also need to have similar physical facilities. So, if schools do go belly up, the US Open University may be able to acquire their campus facilities (building, dorms, libraries, etc.) for less than it would take to build said facilities from scratch. So, there’s a silver lining if schools do go belly up.Finally, a US Open University may want to borrow the governance structure of the British Open University that makes it possible to develop and maintain online textbooks and courses. Traditional colleges and universities do not have a governance structure that is well suited for this task. That is one reason why the British developed their OU from scratch. They did not try to reform existing schools in Britain that had a governance structure that was really designed for face-to-face instruction, not for developing and maintaining online content.Here are two ways the governance structure of a mega-university (i.e. one that was big enough to develop its own content) would be different from a traditional college or university in the US:1. Different employment contracts for faculty who develop contentIn the UKOU senior faculty have been specifically hired to develop and maintain content. Content development and maintenance would specifically be within the “course and scope of their employment contract.” (A USOU would want to do the same.)In the US, on the other hand, faculty at almost all colleges and universities think of content development and maintenance as being “outside the course and scope” of their employment contract with their school. If they develop a textbook, they generally cut a deal with a publisher, but the school is not a part of that deal.2. Different employment contracts for faculty who select content for the courses they teachFurthermore, teaching faculty at the UKOU (i.e. the ones who work out of the learning centers) have an obligation to use the content and lesson plans developed by the senior faculty who generally work at UKOU headquarters in Milton Keynes England.However, UKOU senior faculty don’t just “throw the content over the wall” to the teaching faculty. The latter do get to participate in content/lesson-plan development (refinement) teams. So, they do have input. Nevertheless, the senior faculty do head up the development team efforts.In the US, on the other hand, faculty at almost all colleges and universities think of textbook selection and lesson plan development as being under their jurisdiction.Notice that this creates a big risk in the US for those who want to spend a lot of money on the development of high quality content: If you spend a lot of money to develop it, they may not come.But big distance education mega-universities such as the UKOU have a governance structure designed to avoid this risk.How do they do that, you ask: Their teaching faculty are obliged to use the content developed by their senior faculty.Notice that the governance structure of the UKOU puts the senior faculty in a much better position to look for ways to reduce the cost of education through the use of technology. Furthermore, they should be more willing to do so because their own jobs are not being put at risk.--------------------------------------------------------------The Professional Development Team Approach to Content DevelopmentQuotes from Berkeley Professor David L. Kirp on the Open University UKFrom: Shakespeare, Einstein, and the Bottom Line: the Marketing of Higher Education (2003)Chapter 10. The British Are Coming – and Going: Open University“… the [British] Open University … has set the international gold standard in distance learning.” (p. 185)“But Open University is … an institution with intelligently conceived and well-packaged multimedia courses – nearly 200 year-long undergraduate courses ranging from biology to business, and almost as many graduate courses.” (p. 186)“Dropouts are the biggest problem at OU, as in distance education generally. Learning at a remove requires self-discipline, since without the stimulation of the classroom, it’s all too easy to lose interest, and for part-time students, the demands of quotidian life make studying a challenge.” (p. 189)“The Open University is most famous for the quality of its courses, and rightly so. Although there have been many imitators, no other place is so rigorous in the design of its courses, so attentive to the complementary and clashing possibilities of different media, so willing to submit draft curricula to outside critique, or so concerned about the usefulness as well as the jazziness of its teaching materials. What’s more, no other place spends so much, which is why its course readers are the most thumbed-through material in many universities’ libraries and its course materials are regularly pirated for use by faculty elsewhere.”(p. 190)“When a new course is to be designed, a battalion of experts gathers at Milton Keynes; during the next year and a half, this group turns out draft syllabi, visions, revisions, evaluations, paper topics, and examinations. OU’s professors take the lead: the nine hundred faculty members, many of them recruited from similar posts at other British universities, are expected to be pedagogues as well as scholars. The team also includes senior tutors, who supervise instruction when the course is in the field; text editors, who sharpen the prose of books specially written for the course; TV producers; software designers; test and measurement specialists; library consultants; outside assessors, who critique what’s being prepared – as many as forty people working together on a single project. A “caretaker course team” does periodic updates, and after eight years the course is entirely rebuilt.” (p. 190)“The cost of producing a single course is comparable to the price tag for a low-budget Hollywood movie. The Pacific Studies course, which includes four books and five half-hour TV shows (scenes were shot on three continents), sot $2.5 million, and other courses have cost as much as a million dollars more.” (p. 190-191)“Course preparation is OU’s biggest expense, accounting for about 40 percent of the university’s budget. But the mega-enrollments, which enable the university to publish its own books as well as manufacture its own cassettes and science lab kits, make this approach financially feasible. In 2000, the year it was first taught, a course called “Understanding Social Change” drew nearly 13,000 students.” (p. 191)“Group tutorials in the foundation courses, where dropouts are most likely, as well as individual tutorials for the advanced courses, are conducted weekly, at thirteen regional offices and 300 study centers scattered across the country, which also serve as recruiting stations.” (p. 193)--------------------------------------------------------Replacing the Big Lecture Classroom with Small Study GroupsWhen we transition from traditional forms of instruction (e.g. the face-to-face lecture hall) to online education, this doesn't necessarily mean that the students will be interacting with one another remotely. A very well established form of "distance education" involves small study groups of students who can either meet remotely or face-to-face.Historically, the approach to distance education has been called Tutored Video Instruction. It was developed at Stanford back in the early 1970s. In the Stanford case, the students met face-to-face in study groups, but the lectures were recorded. Today this approach is sometimes called Team Learning, and it can be seen as a variant on the idea of the Flipped Classroom.Here is how John Seely Brown describes Tutored Video Instruction.From The Social Life of Information (2000)by John Seely Brown and Paul Duguid(p. 221 – 223)PEER SUPPORT“””One of the most intriguing social aspects of learning is that, despite the metaphor of apprenticeship, the relationships involved in enculturation are not simply ones of novice and expert. Putting learners in contact with “the best in the field” has definite value. Peers turn out to be, however, an equally important resource.An early attempt at distance teaching by video revealed this quite unexpectedly. Jim Gibbons, former dean of engineering at Stanford, taught an engineering class to Stanford students and engineers from Hewlett-Packard. When it became impractical for the engineers to attend, Gibbons started recording the class and sending the video to the engineers. The engineers would watch these tapes as a group. At regular intervals they would stop the tape and discuss what Gibbons and the class were talking about, coming to some sort of collective understanding before going on. [24]To Gibbons’s surprise, the engineers, though they had lower academic credentials coming into the course, consistently outperformed the classroom students when tested on course material. This finding has proved remarkably robust, and other courses using the “TVI” method have had similar comparative success.Gibbons has been careful to note, however, that the success did not simply result from passing videos to learners. The name TVI stands for tutored video instruction, and the method requires viewers to work as a group and one person from that group to act as tutor, helping the group to help itself. This approach shows, then, that productive learning may indeed rely heavily on face-to-face learning, but the faces involved are not just those of master and apprentice. They include fellow apprentices.The ability of a group to construct their education collectively like this recalls the way in which groups form and develop around documents, as we noted in chapter 7. Together, members construct and negotiate a shared meaning, bringing the group along collectively rather than individually. In the process, they become what the literary critic Stanley Fish calls a “community of interpretation” working toward a shared understanding of the matter under discussion. [25]TVI i not an easy answer. As Gibbons and his colleagues argue in one discussion, “The logistics of creating videos, organizing training for small groups, finding and training tutors, etc. can be daunting.” [26] For many individual learners, of course, the logistics of finding a group – which in Gibbons’s approach precedes finding a tutor because the tutor comes from the group – can also be daunting. So colleges and universities play a critical role in providing this sort of access.Gibbons’s results provide positive evidence for the importance of a cohort for learning. There is interesting negative evidence, too. Studies have shown that people doing course work in isolation, though they may do as well on the tests, find the credentials they receive are less valuable than those of their peers who worked in conventional classroom groups. Employers, the research of Stephen Cameron and James Heckman reveals, discriminate between the two. Those who possess all the information of their peers but lack the social experience of school are not valued as highly. This discrimination has led to what Cameron and Heckman call the “nonequivalence of equivalence diplomas.” [27] It will be important to see on which side of the equivalence divide the degrees of providers who allow students to take their degrees wholly on-line will fall. [28]In making these distinctions, employers would seem implicitly to distinguish degrees according to the type of access they reflect, access not only to practices and practitioners, but also to peer communities. Stanley Fish once called an essay about communities of interpretation “Is There a Text in this Class?” With distance education, where texts are shipped to individuals, it will become increasingly important to ask, “Is there a class (or community) with this text?” [29][26] Gibbons, Pannoni, and Orlin, 1996.[27] Cameron and Heckman, 1993.[28] Cammeron and Heckman, 1993; Duke and Marriott, 1973. Much of the difference here can be traced to the socialization that colleges provide. See also Peter Cappelli, 1995[29] Fish, 1980.Cameron, Stephen, and James Heckman. 1993. “The Nonequivalence of High School Equivalents.” Journal of Labor Economics II (I): 1-47.Cappelli, Peter. 1995. “Is the Skills Gap Really about Attitudes?” California Management Review 37 (4): 108-24.Fish, Stanley. 1980. Is There a Text in This Class? The Authority of Interpretive Communities. Cambridge: Harvard University Press.Gibbons, Jim, Rob Pannoni, and Joy Orlin. 1996. “Tutored Video Instruction: A Distance Education Methodology that Improves Training Results.” Paper presented at the American Society of Traning and Development International Conference and Exposition, Orlando, FL, June 3, 1996.Other References Not Included in Social Life of InformationGibbons, J.F., Kincheloe, W.R., and Down, K.S. Tutored videotape instruction: A new use of electronics media in education. Science 195, 3 (1977), 1139-1146.----------------------------------------------------------A Tuition-Free US Open UniversityIn my opinion, the US should create a US Open University. We should borrow the Professional Development Team approach to content development that has been used by the British OU since 1969. Further, the US could take up a version of the tuition-free higher education ideas put forward by Bernie Sanders and Elizabeth Warren. But, making all institutions of public higher education tuition-free is rather expensive. It would be much less expensive to just make the US Open University tuition-free.Further, we could bring down the cost of textbooks by having the US Open University put its content in the public domain. These online courses include the content one would find in an online textbook and more. So, by putting the US Open University courses in the public domain, other schools could use this content as a substitute for commercial textbooks. Further, the content produced by professional development teams at US Open University headquarters would be used. Teaching faculty working out of USOU teaching centers would be obliged to use the content developed by the professional development teams.Finally, the US Open University should emphasize Team Learning (aka Tutored Video Instruction). Ideally, students should meet face-to-face in small study groups. But this will require physical study group rooms. One way to create these facilities is to build teaching centers that US Open University can use. (The British Open University has around 300 teaching centers scattered around Great Britain.) Of course, if the US Open University is tuition-free, while many other schools still have to charge tuition, some of these schools (many perhaps) may go belly up. They are used to competing with public schools that charge tuition, but they may not be able to compete with "tuition-free." In any case, when/if schools go belly up, the US Open University may be in a position to buy their campus for less than it would cost to build a new campus.