ED124: Collaborative design and research on technology-integrated curriculum.

Winter 2007
Wednesdays 1:15-4:05
Wallenberg 127
Syllabus

Professor:
Shelley Goldman

Teaching Assistants:
Angela Booker
Emma Mercier

Course Site: http://bb.stanford.edu

"One of the best classes I took as an undergraduate, and certainly the best computer science course, ED124 provides the most interesting, complete and fun studio software design course I found as an undergrad. Working across disciplines, I got to experience a part of what real educational software designers do -- work with teachers, students and designers to come up with prototypes for a piece of software, work with a classroom of my peers to implement and revise the product, and then actually get to see it used in a real, live classroom. In the process, I got to learn a ton about real-life software design, work with teachers and kids on building a great product, and meet lots of cool people to bounce ideas off of and collaborate with."

Ankur Dalal Computer Science, Stanford 2004

Course Description

This course provides a studio-based, hands-on, and participatory approach to the development and research of technology tools and curriculum materials.

The course will introduce participatory design models for the development and research of educational materials through a studio-based, materials development project. The course integrates three emerging ideas into a studio experience where education students and technology students will pool their disparate, yet necessary and complementary knowledge and skill sets to work with a teacher to design, program, develop learning activities, field test and revise a curriculum sequence.

The course builds on three major ideas emerging from recent research on technology and learning. The first idea is that the use of domain-specific tools can make the difference in learning conceptual material. For example, in mathematics, tools can transform normally obscure ideas and concepts with multiple, vivid and linked representations and ways to engage in inquiry. The second idea is that even the best software is unlikely to engage learning or be used widely and/or effectively unless it is compatible with and linked to curriculum materials (such as teacher guides, student problems and activities, and assessments). The third idea emerging from recent research is that achieving an effective level of technology integration is virtually impossible without the direct involvement of developers and teachers with the design, development and research processes.

Completed projects will have the chance to be chosen as exemplars for similar courses in universities nationwide, or if they are in mathematics, for widespread publication through the Math Forum (the largest on-line community for math teachers).

The course arranges resources for the work including:

• Workshops/tutorials to help brush up on skills or use new development tools.
• Weekly drop-in sessions for groups with faculty and TA
• Access to a project coach/mentor and an education-related content area expert

• Work with a multi-skilled team including education students, computer science students or others.
• Design and develop a technology tool and accompanying curriculum activities in conjunction with a teacher who will act as a client and field test the materials
• Field test the curriculum materials under real classroom conditions, using research and field test methods and processes
• Create and prioritize a revision list and possibly implement one or two items from the list
• Read and review literature concerning theories and practices of curriculum and software design as well as technology use in mathematics and science classrooms
• Review current educational technologies and curriculum materials to delineate best features and best development processes and best teaching practices.

Bransford, J. et. al. (2000). How people learn. Washington, DC: National Academy Press. (also available at [http://www.nap.edu/html/howpeople1/]. NOTE: Don’t buy the summary book. The text we use is 374 pages)

Dewey, J. (1997 [1938]). Experience and Education. New York: Simon & Schuster.

Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Hom, J. (1998). The Usability Methods Toolbox. http://jthom.best.vwh.net/usability/