- Robot Assisted Language Learning(RALL), in the form of kid-friendly interactive robots already being used to teach English to some young children in South Korea. (South Korea is also the world leader in robot docents for museums.)
|Robot teachers in Korea|
- Massive Open Online Courses (MOOCs), which nearly everyone these days is describing as a disruptive force in higher ed. (Including the team here at CFM, in our new TrendsWatch 2013 report, which looks at MOOCs through a museum lens.)
- Minecraft, a web-based “sandbox” game that students and teachers are using to create simulated worlds that model the laws of physics, chemistry and environmental science; the game can even be used to recreate historic sites. (The American Museum of Natural History has also used Minecraft to help high school-age visitors explore the science and politics of food.)
- Computerized Adaptive Testing, touted as the latest replacement for old-fashioned multiple-choice tests, a way to relieve teachers from the burden of correcting bubble sheets or even student essays, and a tool for self-paced instruction. (OK, I’m not sure what the right museum analogy is for this one — any suggestions, readers?
- Stealth Assessments, i.e., formative assessments embedded in games, with no pressure on the players/students. At the public forum, Valerie Shute, an education professor at Florida State, described an experiment that used an off-the-shelf video game (Elder Scrolls IV: Oblivion) to track problem-solving skills that are part of the formal curriculum. (How teachers will usethe assessment information for student evaluation is an open question, and not every lesson can be turned into a computer game.)
- Why are (nearly) all the examples of education technology success stories drawn from STEM subjects? Where are the examples of education technology that improves historical understanding and sharpens moral reasoning? And how would you assess that kind of learning?
- How do these innovations from formal education settings apply to informal learning? And does interactive technology make formal learning more “informal” (even museum-like).
Go to the videotape and watch the answers from the panel at the forum — but don’t get your hopes up. Can we provide better answers?