2018 AECT Summer Research Symposium:
A New Focus for Learning: Educational Technology Beyond Content
The symposium begin the morning of July 16, 2018 and conclude on July 17, 2018 at the end of the day. It will be held at the Indiana University Student Memorial Union & Biddle Hotel in Bloomington, Indiana.
It is the goal of the symposium to gather together a select group of scholars to share research for real dialogue and deep discussions about content, learning objectives and educational technology. Using Art of Hosting techniques for engaged conversation, we will have very intense and deep discussions of each proposed chapter.
Social and recreation events will be developed to engage the participants more fully with the topic of design; non-electronic work periods will used to examine the field from a different view point. The work of the symposium will be published by Springer, publisher of ETR&D and TechTrends. The conference fee $150 which includes two continental breakfast, two lunches, snacks and refreshments. [The hotel room fee
is expected to be about $120 per night.]
Chapter proposals will be solicited on multiple levels including research and practice on education and learning that goes beyond content to skills, habits, and practice. This framework will shape our interactions, our discussions, and the informal context of the symposium.
Many educators think "covering the content" is the most important part of the educational process. Our research, discussions, and design efforts continue to center on information retention and retrieval. The retention of information, is a simplistic model for education and for educational technology. It is a focus on the retention of information, which often seen through the national comparisons of PISA scores or test results, and which is the lowest level of Bloom's Taxonomy (1956). It is lower level learning. In reality, content is a dead end.
Seeking more for our learners, what educational technology must do is to go beyond content and address other skills and capabilities. Informational content must not be the most important element of education. It develops the false premise that learning is complete when the information is known. The capabilities to synthesize, to solve problems, and to generate ideas are not based on specific content are examples of learning beyond content. Instructional design and educational technology must be about the skills, habits, and beliefs to be learned.
An interesting range of contributions will be accepted; presentations will provide a rich and engaging opportunity for participants. Examples and experiences from outside the traditional boundaries of instructional design and educational technology will also enrich the discussion.
Brad Hokanson, Ph.D. [email@example.com]
College of Design, University of Minnesota