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L>V %DUCATIONAL TECHNOLOGY IS SELDOM USED


TOFACILITATEMOREACTIVESTUDENTLEARNINGINTHECLASS
ROOM )NSTRUCTORS WHO HAVE MASTERED 0OWER0OINT
HOWEVER COULD JUST AS EASILY LEARN TO CREATE SIMPLE
PIECES OF INTERACTIVE MULTIMEDIA THAT ENCOURAGE STU
DENTPARTICIPATIONINLEARNINGTASKSANDTHATAPPEALTO
MULTIPLE INTELLIGENCES AND LEARNING STYLES -ACROME
DIA &LASH ANIMATION PROJECTS CAN BE USED TO INCREASE
STUDENTENGAGEMENTANDTOACTIVATEPEERLEARNING.EW
MULTIMEDIA AUTHORING SOFTWARE CAN CREATE OPPORTUNI
TIES FOR EFFECTIVE STUDENT CENTERED LEARNING THAT WERE
NOTPREVIOUSLYPOSSIBLE
i`\ACTIVELEARNING EDUCATIONALTECHNOLOGY LEARNINGSTYLES
MULTIMEDIA MULTIPLEINTELLIGENCES

INCE THE BEGINNING OF THE DIGI


TAL AGE THE EVANGELISTS OF EDU
CATIONAL TECHNOLOGY MYSELF INCLUDED
HAVE EXPECTEDCOMPUTERS TO REVOLUTION
IZETEACHINGANDLEARNING#OMMONPRE
DICTIONSFORTHEFUTUREHAVEINCLUDEDTHE
BELIEFTHATDISTANCELEARNINGWILLINCREAS
INGLY REPLACE FACE TO FACE INSTRUCTION
4OM 3CHRAND IS THE ASSOCIATE DEAN FOR THE 3CHOOL
OF ,IBERAL !RTS AT 0HILADELPHIA 5NIVERSITY AND AN
ASSOCIATEPROFESSOROFHISTORY
#OPYRIGHT(ELDREF0UBLICATIONS
n

-}n

THAT DIGITAL TECHNOLOGY WILL ALLOW EDU


CATION TO BE INCREASINGLY CUSTOMIZED TO
THE NEEDS OF THE LEARNER AND THATLEARN
ING WILL BECOME INCREASINGLY EFFICIENT
AND ACCESSIBLE 4AYLOR AND 3CHMIDTLEIN
  !  REPORT BY #OOPERS AND
,YBRAND SUGGESTED THAT THE ADVENT OF
DISTANCELEARNINGANDOTHERDIGITALINNO
VATIONS MIGHT BE PUSHING THE EDUCA
TION FIELD TO hTHE VERGE OF A TRANSFOR
MATION SIMILAR TO WHAT HAS OCCURRED IN
THE HEALTH CARE INDUSTRY OVER THE PAST
DECADEv$IEDRICH 

$ESPITE THESE DRAMATIC PREDICTIONS


our psych class
HOWEVER OURUNIVERSITIESSTILLRETAINTHEIR
FAMILIAR APPEARANCES AND THE DYNAMICS tries to push
OF STUDENT LEARNING IN THE TYPICAL UNI the
VERSITY CLASSROOM REMAIN LARGELY PRE boundaries..
REVOLUTIONARYSTUDENTSDOORDONOTDO
THEASSIGNEDREADINGS THEINSTRUCTORLEC
TURES OR LEADS DISCUSSIONS AND STUDENTS
TAKE TESTS OR SUBMIT PAPERS /UR CLASS
ROOMS NOW OFTEN HAVE ,#$ PROJECTORS
WITH COMPUTERS ATTACHED BUT THESE TOOLS
ARE USUALLY AT THE SERVICE OF THE INSTRUC
TORS WHO USE THEM PRIMARILY TO OUTLINE
AND ILLUSTRATE THEIR LECTURES )N TERMS OF
APPLYING NEW TECHNOLOGIES IN THE CLASS
ROOM ENVIRONMENT WE INSTRUCTORS ARE
STILL LARGELY IN THE hSHOVELWAREv MODE
INWHICHWEUSENEWDIGITALFORMATSLIKE
PRESENTATION SOFTWARE AND COURSE MAN
AGEMENT SYSTEMS PRIMARILY TO REPACKAGE shovelware
OUR PREDIGITAL COURSE MATERIALS AND OUR approach is
TRADITIONAL PEDAGOGIES OF PASSIVE STU much like a
DENT LEARNING &RASER   7ITH A FEW banking
EXCEPTIONS DIMMING THE LIGHTS FOR OUR education-NEXT0OWER0OINTPRESENTATIONALSOMEANS
students are
TURNING OUR BACKS ON ACTIVE OR STUDENT
empty vessels,
CENTEREDLEARNING
4HANKS TO THE SCHOLARSHIP OF TEACHING in need of
AND LEARNING HOWEVER WE ARE INCREAS being filled
INGLYAWAREOFTHEGAPTHATSEPARATESTHE with
hSHOVELWAREv APPROACH FROM MODES OF knowledge,
LEARNINGTHATHAVEBEENPROVENTOBEMORE not engaged as
EFFECTIVE 0RINCE   4HIS RESEARCH active
ENCOURAGES US TO AVOID USING NEW TECH participants.
NOLOGIES AS SHOVELS AND INSTEAD TO USE
THEMTOBUILDSTRUCTURESFORACTIVEFORMS Also,in regards
OFSTUDENTLEARNINGTHATWERENOTPOSSIBLE to learning

styles--need
digital technology can contribute to students' learning styles because it compliments

"  / 
  emphasis on
and directly relates to the ways people think and feel as they solve problems, create
PROCESS..
products and interact. For example, video games, social networking sites and search
engines such as Google,Yahoo and Wikipedia, academic sites (MyCourses) provide all
the resources children need to learn..equip them...

collaborate=
interpersonal
learning

OR PRACTICAL WITH OUR PREVIOUS TECHNOLO


GIES4HISARTICLEWILLEXAMINETWOIN CLASS
APPLICATIONS OF INSTRUCTIONAL TECHNOLOGY
THAT ALTHOUGH MORE PRIMITIVE THAN REVO
LUTIONARY SUGGESTTHATMULTIMEDIAANIMA
TIONSOFTWARECANHELPUSREPLACEhSHOVEL
WAREvWITHCOMPUTER BASEDACTIVITIESTHAT
ALLOW STUDENTS TO OWN THEIR LEARNING AND
TO COLLABORATE IN AUTHENTIC AND PRODUC
TIVE WAYS IN THE CLASSROOM )N FACT THE
RUDIMENTARYNATUREOFTHESETWOEXAMPLES
MAYBETHEIRMOSTPROMISINGCHARACTERIS
TICMULTIMEDIAEXERCISESBASEDONSOUND
PRINCIPLES OF ACTIVE STUDENT LEARNING CAN
BE CREATED WITH APPROXIMATELY THE SAME
LEVELOFTECHNICALEXPERTISETHATITTAKESTO
MASTER0OWER0OINTOR"LACKBOARD

>L>`>

!S MULTIMEDIA PROGRAMMING SOFTWARE


BECAME MORE ACCESSIBLE AND MULTIFUNC
TIONALINTHELATES )BEGANTOWONDER
WHETHER INTERACTIVE ANIMATIONS COULD BE
USED TO PROMOTE ACTIVE LEARNING AND TO
ACCOMMODATE MORE VISUAL AND EXPERIEN
requires
TIAL STYLES OF LEARNING !FTER COMPLETING
teacher
SEVERAL SUMMER COURSES IN 7EB DESIGN
development
AND MULTIMEDIA PROGRAMMING AT MY UNI
programs
VERSITY ) DID NOT BECOME A PROFESSIONAL
INSTRUCTIONALTECHNOLOGIST BUT)DIDEXPAND
THEKITOFDIGITALTOOLSTHAT)COULDBRINGTO
THE COURSES ) TEACH )NITIALLY ) FOUND THE
MULTIMEDIA COURSES SOMEWHAT DISCOURAG
ING AS)REALIZEDTHATTHETYPESOFELABORATE
INSTRUCTIONAL PROGRAMS THAT ) HAD ENVI
SIONED WOULD REQUIRE MUCH MORE TIME
AND CODING EXPERTISE THAN ) COULD EVER
HOPE TO MUSTER AS A FULL TIME PROFESSOR
!S)RETURNEDTOTHEDAY TO DAYCHALLENGES
OF THE CLASSROOM HOWEVER ) SOMETIMES
WANTED TO DEVELOP ACTIVE LEARNING EXER
this shows
CISESWITHSOMEKINDOFVISUAL INTERACTIVE
that we still
DIMENSION4HESEWERENOTINTENDEDTOBE
rely primarily FULL BLOWN LEARNING MODULES BUT RATHER
on rote
SIMPLEIN CLASSGROUPEXERCISESCENTEREDON
memorization:THECLASSMATERIALFORTHATDAY/NAFEWOF
present
THESEOCCASIONS )REALIZEDTHATANANIMA
material in
TIONPROGRAMLIKE-ACROMEDIA&LASHCOULD
DO WHAT ) HAD IN MIND BUT IT WOULD BE
structured
SUCHASIMPLEAPPLICATIONOFTHESOFTWARES
manner,
POWERFUL CAPABILITIES THAT ) WAS ALMOST
lecture,
RELUCTANT TO USE IT )N BOTH OF THE CASES
students
DISCUSSED IN THIS ARTICLE THE MULTIMEDIA
receive info.
ANIMATION WAS LIMITED TO CREATING SIMPLE
GRAPHIC ELEMENTS SUCH AS LABELED BOXES
BLOCKARROWS OREVENPLAINTYPEDPHRASES
THAT COULD BE CLICKED ON WITH A MOUSE
6x

THENDRAGGEDANDDROPPEDSOMEWHEREELSE ALL TWENTY SIX PHRASES BY HAND AND THEN


maximize
ON THE SCREEN 4HIS KIND OF INTERACTIVITY ERASEANDREWRITETHEMASTHECLASSDISCUS
IS ONE OF THE SIMPLEST FUNCTIONS POSSIBLE SION CONTINUED $ISPLAYING THE VALUES ONefficiency and
SOMETHINGTHATYOUWOULDLEARNINTHEFIRST ASCREENHADTHEADDEDBENEFITOFMAKINGproductivity and
WEEK OF A MULTIMEDIA CLASS OR THAT YOU ALLTWENTY SIXVALUESVISIBLEANDAVAILABLEkeep students
COULDTEACHYOURSELFINSEVERALHOURSWITH AT ONCE RATHER THAN ADDING THEM TO THEengaged and
ASOFTWAREMANUAL%VENATTHISBASICLEVEL CHALKBOARD ONE AT A TIME AND HAVING TOfocused: less
HOWEVER )WASABLETOCREATESOMETHINGFOR RELYONTHESLIPSOFPAPERONTHESTUDENTStedious
MY STUDENTS THAT MORE FAMILIAR SOFTWARE DESKS AS A REFERENCE FIGURE   4HE NEW
LIKE 0OWER0OINT OR "LACKBOARD COULD NOT ANIMATED EXERCISE STARTED WITH ALL OF THE
HAVEPROVIDEDACOMMUNALWORKSPACE A VALUES DISPLAYED IN ONE MIDDLE COLUMN
LEARNINGFIELDTHATCOULDBEPROJECTEDONTO WITH EMPTY COLUMNS ON EITHER SIDE FOR
ASCREENINTHECLASSROOMINREALTIMEFOR 53VALUESANDNON 53VALUES
EVERYONETOSEEAND JUSTASIMPORTANT FOR
7HENTHECOMPUTERCURSORMOVEDOVER
EVERYONETOUSE
promotes inclusive learningAPHRASE THECURSORARROWTURNEDINTOTHE
)N THE FIRST INSTANCE ) WAS TEACHING A POINTING HAND ICON THAT INDICATES SOME
SENIOR CAPSTONE COURSE ON GLOBAL ISSUES THING ON WHICH YOU CAN CLICK 7HEN A
WHICH INCLUDED A UNIT ON INTERCULTURAL PHRASEHADBEENCLICKEDON ITCOULDTHEN
UNDERSTANDING&ORSEVERALSEMESTERS )HAD BE DRAGGED TO ANOTHER PART OF THE SCREEN
BEENUSINGANIN CLASSEXERCISETHATREQUIRED ANDDROPPEDBYRELEASINGTHEMOUSEBUT
SMALL GROUPS OF STUDENTS TO SORT THROUGH TON 4HE RESULT WAS AN INTERACTIVE SCREEN
SLIPS OF PAPER THAT HAD SHORT PHRASES ON WITH TWENTY SIX ELEMENTS THAT COULD BE
THEM EACHREPRESENTINGADIFFERENTCULTURAL MOVED AROUND FLUIDLY AND REARRANGED AT
VALUE +OHLS AND +NIGHT   4HE GOAL WILLFIGURE 
OF THE EXERCISE WAS TO DIVIDE THESE VAL
/NCE ) HAD CREATED THIS MULTIMEDIA
UESINTOTWOCATEGORIESTHOSETHATSEEMED PIECE )REALIZEDTHATITWASNOWSOEASYTO
CHARACTERISTIC OF 53 SOCIETY AND THOSE MANIPULATETHEITEMSTHAT)DIDNOTHAVETO
THATDIDNOT7ITHINTHESMALLGROUPS THIS DOITMYSELF)DECIDEDTHATWHENTHESMALL
TASKUSUALLYGENERATEDLIVELYDISCUSSIONSAS GROUPS HAD FINISHED THEIR WORK THE SLIPS
THESTUDENTSEXAMINED53CULTURALVALUES OF PAPER WOULD STILL BE NECESSARY FOR THE
ANDREFLECTEDONWHICHONESSEEMEDTOBE FIRST PART SINCE STUDENTS DID NOT USUALLY
EXCLUDED FROM 53 SOCIETY EACH VALUE HAVE COMPUTERS AT THEIR DESKS ) COULD
HAD A CONTRASTING ALTERNATIVE SO CHOOSING TURNTHECOMPUTERPODIUMOVERTOTHEM4O
ONEFORTHE5NITED3TATESNORMALLYREQUIRED SPREADOUTTHEWORK )ASKEDEACHGROUPTO
REJECTINGTHEOPPOSINGVALUE )HADALWAYS PUTFIVEORSIXVALUESINTHECOLUMNSTHAT
APPRECIATED THIS EXERCISE AS A MEANS OF THEYTHOUGHTWERECORRECT ANDTHEGROUPS
HELPINGSTUDENTSSEETHAT53SOCIETYWAS TOOKTURNSUNTILALLOFTHEVALUESHADBEEN
SHAPED BY A VERY SPECIFIC CONSTELLATION OF MOVEDINTOACOLUMN4HEN TOEMPHASIZE
VALUES AND THAT EMBRACING THIS PARTICULAR THEIRPARTICIPATIONINPEERLEARNING )GAVE
SETOFVALUESREQUIREDDISCOUNTINGALTERNA THE GROUPS A SECOND ROUND OF TURNS AND
TIVEVALUESTHATMIGHTBECONSIDEREDJUSTAS ASKED THEM TO CORRECT WHAT THEY SAW AS
DESIRABLE4HESMALLGROUPSALWAYSWORKED THE MISTAKES OF THE FIRST ROUND 4HIS STEP
WELLONTHISTASK BUTWHENTHETIMECAME GENERATEDASENSEOFGOOD NATUREDCOMPE
FORTHEGROUPSTOSHARETHEIRCONCLUSIONS IT TITION THAT ALMOST ALWAYS TRIGGERED VIGOR
WASDIFFICULTTODISPLAYORREPORTEVERYTHING OUSSTUDENTDISCUSSIONSABOUTTHECULTURAL
THEY HAD DECIDED THE EXERCISE INVOLVED TOPICSWEWEREEXAMINING
TWENTY SIX DIFFERENT VALUES  .ORMALLY )
-Y SECOND EXAMPLE COMES FROM AN
WOULD USE THE CHALKBOARD AND WE WOULD INTRODUCTORY WORLD HISTORY CLASS IN A
TRYTOREACHSOMEKINDOFGROUPCONSENSUS UNIT ON THE INDUSTRIAL REVOLUTION /NE OF
ABOUT WHICH VALUES BELONGED WHERE BUT THE OBJECTIVES OF THIS FIRST YEAR COURSE IS
THISINVOLVEDALOTOFSCRIBBLINGANDERASING TO HELP STUDENTS DEVELOP THEIR CRITICAL
ASTHEGROUPSTRIEDTOCONVINCEEACHOTHER THINKING SKILLS AND FOR THIS PARTICULAR
OFTHECORRECTNESSOFTHEIRCONCLUSIONS
TOPIC WE WERE WORKING ON CAUSE AND
3O MY DECISION TO DIGITIZE AND ANI EFFECTRELATIONSHIPS4HEBEGINNINGSOFTHE
MATE THIS EXERCISE WAS INITIALLY INTENDED INDUSTRIALREVOLUTIONIN%UROPEOFFERARICH
TO STREAMLINE IT ) WANTED TO DISPLAY THE OPPORTUNITYTOPRACTICETHISTYPEOFANALY
GROUPSDECISIONSWITHOUTHAVINGTOWRITE SISNOTONLYISITNECESSARYTOUNDERSTAND

&)'52%4HEBEGINNINGOFCULTURALVALUESEXERCISE

&)'52%3AMPLECOMPLETIONOFCULTURALVALUESEXERCISE

HOW TECHNOLOGICAL BREAKTHROUGHS IN ONE


AREA OF PRODUCTION LED TO BOTTLENECKS
POSITIVE FEEDBACK LOOPS AND ADDITIONAL
INNOVATIONSINOTHERAREAS BUTITCANALSO
BE APPLIED TO THE SCHOLARLY CONTROVER
SIES ABOUT WHETHER THE REVOLUTION WAS
TRIGGERED BY TECHNOLOGICAL ADVANCES OR
n

-}n

WHETHERBROADERSOCIAL POLITICAL ANDECO


NOMICCHANGESCREATEDCONDITIONSCONDU
CIVETOTHEAPPLICATIONOFNEWOREXISTING
TECHNOLOGIES/NESTRATEGY)HAVEUSEDTO
HELPCLARIFYTHESECOMPLEXCHAINSOFCAUSE
AND EFFECT IS TO DEVELOP FLOWCHARTS THAT
ILLUSTRATETHERELATIONSHIPSBETWEENDIFFER

ENTTRENDS EVENTS ANDINNOVATIONSINTHE


INDUSTRIALREVOLUTION)NITIALLY)DEVELOPED
THESE FOR MYSELF TO USE IN LECTURES BUT
EVENTUALLY ) BEGAN REQUIRING STUDENTS TO
DEVELOPTHEIROWNFLOWCHARTS4OMAKETHIS
ANACTIVELEARNINGCOLLABORATIVEEXERCISE )
EVEN CREATED IN CLASS GROUP ASSIGNMENTS

"  / 
 

WHERE STUDENTS WERE GIVEN CONSTRUCTION


PAPERARROWS TRANSPARENTTAPE ANDPIECES
OF PAPER WITH RELEVANT INDUSTRIAL REVOLU
TION TOPICS PRINTED ON THEM 4HE GROUPS
WERE THEN ASKED TO ASSEMBLE FLOWCHARTS
ON THE CLASSROOM WALLS WHICH WE WERE
ABLETOINSPECTANDCRITIQUE
(ERE TOO THE HEADACHES OF WORKING
WITH SCRAPS OF PAPER AND THE DIFFICULTIES
OF DISPLAYING A CLASS CONSENSUS REDUCED
THEPEDAGOGICALEFFECTIVENESSOFTHEEXER
CISE /NCE AGAIN ) TURNED TO INTERACTIVE
MULTIMEDIA TO DEVELOP A MORE STREAM

/NCETHE GROUPS HAD ALL TAKEN THEIR


TURNS THEYWEREOFFEREDASECONDCHANCE
TOALTERELEMENTSOFTHECHARTTHATTHEYDID
NOTFINDCONVINCING!SWITHTHECULTURAL
VALUESCHART THISACTIVITYPRODUCEDALIVE
LYGROUPDISCUSSIONANDALLOWEDSTUDENTS
TO CHALLENGE EACH OTHERS EXPLANATIONS
AS THEY WORKED TOGETHER TO COMPLETE AN
ANALYTICALTASK
ii`>>` i
*Lii
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)NBOTHOFTHESECASES THEUSEOFSIMPLE

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3)45!4)/. "544(%6)35!,$)30,!9/&%!#('2/5037/2+/.4(%
02/*%#4/23#2%%.02/6/+%$)--%$)!4%%6!,5!4)/.!.$2%30/.3%
&2/-#,!33-!4%3 &/,,/7%$"9$)3#533)/./&#/.4%34%$0/).43

hands-on, experiential learning approach:

LINED APPROACH 5SING THE ANIMATION


SOFTWARE ) CREATED AN EXERCISE IN WHICH
ALL OF THE MOVING PARTS WERE DIGITAL AND
PROGRAMMED TO BE DRAGGED AND DROPPED
ON THE COMPUTER SCREEN )N THIS CASE
) SIMPLY DESIGNED TEXT BOXES FOR ABOUT
TWENTY DIFFERENT TRENDS INVENTIONS AND
CONSEQUENCES ALL TAKEN FROM OUR TEXT
BOOKSEXPLANATIONOFTHEINDUSTRIALREVO
LUTION AND DISPLAYED IN A RANDOM ORDER
4HEN)ADDEDANAMPLESUPPLYOFARROWS
WHICHCOULDBEMOVEDAROUNDANDPLACED
TO INDICATE CAUSE AND EFFECT CONNECTIONS
FIGURE 
!SAHOMEWORKASSIGNMENTBEFORETHE
IN CLASSEXERCISE )GAVESTUDENTSALISTOF
THEDIFFERENTITEMSANDASKEDTHEMTODRAW
THEIROWNFLOWCHARTS7HENTHEYCAMETO
CLASS ) ORGANIZED THEM INTO GROUPS HAD
THEM SHARE THEIR FLOWCHARTS WITH THEIR
GROUPMATES ANDTHENASKEDONEGROUPAT
ATIMETOCOMETOTHECOMPUTERTOBEGIN
ORGANIZING THE ITEMS AND ARROWS INTO A
PATTERNTHATREFLECTEDTHEIRUNDERSTANDING
OF THE CAUSAL RELATIONSHIPS IN THE INDUS
TRIALREVOLUTIONFIGURE %ACHGROUPGOT
A TURN TO CONTRIBUTE TO THE ARRANGEMENT
WHILE THE OTHERS WATCHED THE PROCESS ON
THEPROJECTORSCREEN
6x

INTERACTIVEMULTIMEDIACREATEDACLASSROOM
DYNAMICTHAT)HADRARELYEXPERIENCEDAND
THATMIGHTNOTHAVEBEENPOSSIBLEWITHOUT
THE DIGITAL DIMENSION 3TUDENTS NOT ONLY
SHOWEDAHIGHLEVELOFENGAGEMENTINTHE
ACTIVITIES BUTTHEYALSOCOMMUNICATEDAND
SHARED KNOWLEDGE IN A MORE SPONTANE
OUS AND AUTHENTIC WAY THAN THEY HAD IN
ANYOTHERKINDOFACTIVE LEARNINGEXERCISE
.OTICING THIS UNUSUAL LEVEL OF STUDENT
STUDENT INTERACTION ) REALIZED THAT THESE
MULTIMEDIAPIECESCREATEDASETOFCONDI
TIONS THAT ARE NOT OFTEN AVAILABLE IN THE
CLASSROOM STUDENTS HAD BEEN GIVEN AN
OBJECTTOBEMANIPULATED ATASKTOBECOM
PLETED ANDAPUBLICVISUALSPACEINWHICH
THEYCOULDTRACKEACHOTHERSWORKASTHEY
COLLABORATED QUESTIONED AND EXPLAINED
THEIR CONCLUSIONS /NCE ) CREATED AND
PRESENTED THESE PIECES ) COULD FOCUS MY
TEACHINGEFFORTSONOBSERVINGANDPERHAPS
MODERATING THE STUDENT STUDENT INTERAC
TIONANDONDEBRIEFINGTHECLASSATTHEEND
OFTHEEXERCISE!TTHEENDOFTHEEXERCISES
THE FINAL STUDENT PRODUCT WAS CLEARLY DIS
PLAYED ON THE PROJECTOR SCREEN AND WITH
ASIMPLESCREENCAPTURE )COULDCOPYTHE
RESULTS AND DISTRIBUTE THEM BY E MAIL OR
POSTTHEMONTHECLASS7EBSITE

"ECAUSE THE STUDENT RESPONSE TO THESE


PIECES DIFFERED FROM ANY PREVIOUS EXPE
RIENCE ) HADEITHER WITH ACTIVE LEARN
ING EXERCISESOR WITH THE IN CLASS USE
OF COMPUTER TECHNOLOGY ) BECAME CURI
OUS ABOUT WHAT EXACTLY WAS HAPPENING
PEDAGOGICALLYDURINGTHESEACTIVITIESAND
WHAT BROADER LESSONS THEY MIGHT HAVE
FOR STUDENT LEARNING 7HAT MADE THESE
COMPUTER BASEDEXERCISESMOREENGAGING
AND PRODUCTIVE OF STUDENT STUDENT INTER
ACTION THAN OTHER ACTIVE LEARNING ACTIVI
TIES -OST OF THE SCHOLARSHIP EXAMINING
THE INTERSECTION OF ACTIVE LEARNING AND
EDUCATIONALTECHNOLOGYISFOCUSEDONFOR
MAL ASSIGNMENTS COMPLETED OUTSIDE OF
THE CLASSROOM!BRAMI  "ASS AND
2OSENZWEIG  3ABRI AND "ALDWIN
  $UE TO THE SCARCITY OF RESEARCH
REGARDING IN CLASS ACTIVE LEARNING EXER
CISES BASED ON DIGITAL MEDIA ) BEGAN
MY ANALYSIS BY REFERRING TO THE SEVEN
BROAD PEDAGOGICALPRINCIPLES OUTLINEDBY
#HICKERING AND 'AMSON   4HEIR
RECOMMENDATIONS FOR GOOD PRACTICE IN
UNDERGRADUATE EDUCATION INCLUDE AT LEAST
FIVEPRINCIPLESTHATAPPEARRELEVANTTOTHIS
CASERECIPROCITYANDCOOPERATIONAMONG
STUDENTS RESPECT FOR DIVERSE TALENTS AND
WAYSOFLEARNING ACTIVELEARNING PROMPT
FEEDBACK AND TIME ON TASK #HICKERING
AND'AMSON 
4HEPRODUCTIVITYANDAUTHENTICITYOFTHE
STUDENT STUDENTINTERACTIONSAREWHATFIRST
STRUCK ME ABOUT THESE IN CLASS EXERCISES
WHICH LED ME TO #HICKERING AND 'AM
SONS PRINCIPLE OF RECIPROCITY AND
COOPERATION AMONG STUDENTS 4HE LEARN
INGDYNAMICIDENTIFIEDWITHTHISPRINCIPLE
CORRESPONDSTOWHATMULTIPLEINTELLIGENCE
-) THEORY CALLS hINTERPERSONAL INTELLI
GENCE v A FACILITY FOR LEARNINGvTHROUGH
SHARING COMPARINGANDRELATINGWITHOTH
ERS INTERVIEWING ANDCOOPERATINGv$ENIG
 4HESEEXERCISESHADSOCIALDIMEN
SIONS WITH TWO DIFFERENT SCOPES SMALL
GROUPCOLLABORATIVEWORKANDWHOLE CLASS
DISCUSSIONS IN WHICH THE GROUPS SHARED
COMPARED AND DEBATED THEIR RESULTS4HE
USE OF INTERACTIVE MULTIMEDIA AND COM
PUTER PROJECTORS GREATLY FACILITATED THE
SHARING ELEMENT PROVIDINGA PLATFORM
ON WHICH STUDENTS COULD VISUALLY DISPLAY
THEIR RESULTS AND ORGANIZE THE PROCESS OF
DISCUSSION AND NEGOTIATION TOWARD CON
SENSUS4HESOCIALNATUREOFTHEEXERCISES
WOULDALSOENGAGEWHAT-)THEORYREFERS
n

&)'52%4HEBEGINNINGOF)NDUSTRIAL2EVOLUTIONFLOWCHARTEXERCISE

&)'52%3AMPLECOMPLETIONOF)NDUSTRIAL2EVOLUTIONFLOWCHARTEXERCISE

TO AS LINGUISTIC INTELLIGENCE AS STUDENTS


APPLIEDTHEIRORALCOMMUNICATIONSKILLSTO
OFFERANDDEBATEDIFFERENTEXPLANATIONSOF
THECOURSEMATERIAL
"Y PROVIDING STUDENTS WITH A CLEARLY
DEFINED TASK THESE EXERCISES SEEMED TO
GIVETHEIRINTERACTIONSALEVELOFENGAGE
MENTANDMOTIVATIONTHATISOFTENLACKING
DURING IN CLASS GROUP WORK "ECAUSE OF
n

-}n

THEIRVISUALANDTECHNOLOGICALNATURE THE
TASKSASSIGNEDTOTHESTUDENTSHADCHARAC
TERISTICSTHATWOULDCORRESPONDTOSEVERAL
OF THE OTHER CAPABILITIES IDENTIFIED IN -)
THEORY WHICHBRINGSUSTOANOTHER#HICKER
INGAND'AMSON PRINCIPLERESPECT
FOR DIVERSE TALENTS AND WAYS OF LEARNING
&OREXAMPLE THETASKOFBRINGINGORDERTO
THEDISORDEREDTERMSANDCONCEPTSMIGHT

APPEALTOSTUDENTSORIENTEDTOWARDTHE-)
CATEGORY KNOWN AS LOGICAL MATHEMATICAL
INTELLIGENCE3PATIALLYINTELLIGENTSTUDENTS
OUR UNIVERSITY OFFERS A LARGE NUMBER OF
MAJORS IN VARIOUS DESIGN AND ARCHITEC
TUREFIELDS WOULDBEDRAWNTOTHEVISUAL
ASPECTS OF THE ACTIVITIES WHICH REQUIRED
MANIPULATING THE ANIMATION OBJECTS IN
A TWO DIMENSIONAL SPACE TO PRODUCE A

"  / 
 

COHERENTVISUALREPRESENTATIONOFTHESTU
DENTSUNDERSTANDINGOFTHETOPICS4HOSE
ORIENTEDTOWARDBODILYKINESTHETICINTELLI
GENCECOULDBENEFITFROMTHEOPPORTUNITY
TOMOVEOBJECTSINAVIRTUALSPACE USING
THIS PHYSICAL ACTIVITY TO FULFILL THE ACTIVE
LEARNING ASSIGNMENT THEY ALSO HAVE THE
OPPORTUNITYTOMOVEABOUTTHECLASSROOM
AS THEY SWITCH BETWEEN THE ROLES OF PER
FORMERANDCRITICCOMMENTATOR %VENTHE
NAMESOFTHEMAINANIMATIONCOMMANDS
USED IN THESE PIECES hDRAGv AND hDROP v
INDICATEPHYSICALACTIONS)NTHECOURSEOF
THESEACTIVITIES SOMESTUDENTSSHOWEDAN
IMPULSE TO ORGANIZE THE SCREEN ALIGNING
AND ADJUSTING THE VARIOUS ICONS TO MAKE
THEM MORE ORDERLY AFTER OTHER STUDENTS
HAD MOVED THEM AROUND AND DROPPED
THEMINAMORECASUALMANNER4HISURGE
TOWARD ORDER AND ALIGNMENT MAY HAVE
* appeals to
BEENTHERESULTOFASTRONGSENSEOFVISUAL
intra-personal
COMPOSITIONSPATIALINTELLIGENCE ORSIM
intelligence
PLY A RESPONSE TO THE EASE AND FLUIDITY
WITH WHICH THE ANIMATED &LASH OBJECTS
RESPOND WHEN THEY ARE SELECTED ON THE
SCREEN BODILY KINESTHETIC INTELLIGENCE 
)N ANY CASE THE ABILITY TO INTERACT EAS
ILY AND INTUITIVELY WITH THESE LEARNING
OBJECTSSEEMSTOAPPEALTOAWIDEVARIETY
OFLEARNERS
4HENEXTRELEVANTPRINCIPLE ACTIVELEARN
ING WASMYORIGINALIMPETUSFORDESIGN
ING THESE MULTIMEDIA PIECES "ECAUSE
OF MANY PROVEN ADVANTAGES OF ACTIVE
STUDENT CENTERED LEARNING STRATEGIES )
INTENDEDTHESEEXERCISESTOGIVESTUDENTS
THELEADINGROLEINMAKINGMEANINGFROM
THE COURSE MATERIALS AND INTENTIONALLY
DESIGNEDMYSELFOUTOFTHEvSAGEONTHE
STAGEv ROLE 0RINCE  4HE LITERATURE
ONACTIVELEARNINGDESCRIBESITASHAVING
THE FOLLOWING CHARACTERISTICS EMPHASIZ
ING SKILL DEVELOPMENT OVER INFORMATION
TRANSMISSION INVOLVINGTHEUSEOFHIGHER
ORDER THINKING HAVING STUDENTS ENGAGE
IN ACTIVITIES AND ENCOURAGING STUDENT
EXPLORATION "ONNELL AND %ISON  
)N THIS CASE STUDENTS WERE ASSIGNED
CLEAR ANALYTICAL TASKS TO COMPLETE AND
WEREPROVIDEDWITHAPUBLICDIGITALSTAGE
ON WHICH TO DISPLAY THE RESULTS OF THEIR
WORK 4HE EXERCISE INVITED THEM NOT
ONLYTOEXPLORECLASSTOPICSANDTOCREATE
MEANING FOR THEMSELVES IN A LOW STAKES
SETTING BUT ALSO TO DISPLAY AND EXPLAIN
THEIRCONCLUSIONS TOREVIEWTHETHINKING
OF THEIR CLASSMATES IN OTHER GROUPS AND
6x

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