William Cain

Michigan State University | MSU · Department of Counseling, Educational Psychology, and Special Education

Our guest for this article was Dr. Daniel Memmert, Professor and Executive Head of the Institute of Exercise Training and Sport Informatics at the German Sport University Cologne, Cologne (Germany). A lifelong sports player and enthusiast, Memmert’s research is at the intersection of human movement science (cognition and motor activity), sport psyc...

In this chapter, we propose that online courses or programs require what we term as a creatively focused and technology fluent mindset (a “CFTF” mindset) on the part of faculty, instructors, instructional designers and other program stakeholders. Such a mindset must be grounded in multiple things: a knowledge of the discipline and of teaching with...

This article is part of an ongoing series by the authors and the Deep Play Research Group, which focuses on the intersection of creativity and technology in education. In this article, Dr. Anthony Brandt, professor of composition and theory at Rice University shares his thoughts about the study of creativity. He uses his experiences as a musician a...

Developing learner autonomy—or the ability to take charge of one’s learning—is a crucial element of teaching and learning and of design work. In this article, we argue that developing learner autonomy in students requires instructors to adopt a two-fold approach through a mindset rooted in creativity and reflective practice. We discuss the theoreti...

This case study describes our process of modifying an augmented reality (AR) application called Spartan SR for spatial reasoning training for a different, younger user group. Originally designed for undergraduate college students, the application was modified for use by middle school students. Our modifications were designed to bridge certain gulfs...

We have argued previously for seven “tools for thinking” that underlie trans-disciplinary thinking and creativity (Mishra, Koehler & Henriksen, 2011). Inspired in part by the Root-Bernstein’s (1999) work in this area, we argue that these skills encapsulate the ways in which creative people think. These seven skills are: Perceiving, Patterning, Abst...

Spatial ability is recognized as an important predictor for student success in STEM fields. Many different strategies have been employed as means for helping students develop these skills. The usage of device-driven augmented reality may prove to be a valuable strategy. This study tested the use of augmented reality on smartphone and mobile tablet...

This case study describes how we used a mix of robots and other modes of telepresence to help remote students enrolled in an on-campus doctoral level course stay connected with both people and content during synchronous hybrid class sessions. Overall, we learned that while robotic telepresence and video telepresence each had significant merit for c...

A central thesis in this article series on creativity and 21st century education from the Deep Play Research Group, has been the role of transdisciplinary thinking. In our most recent articles we have explored creativity along multi-faceted disciplinary lines, by engaging in a series of interviews with noted creativity researchers, each with unique...

This paper introduces the efforts of Michigan State University’s Counseling, Educational Psychology, and Special Education/College of Education (CEPSE/COE) Design Studio to utilize robotic telepresence devices in synchronous hybrid learning classes for the Educational Psychology and Educational Technology (EPET ) Ph.D. program. Robotic telepresence...

This study aims to investigate how English as a Foreign Language (EFL) teachers and students in China spontaneously use apps for smartphone and tablets to support their informal language learning. It also seeks to determine EFL teachers’ perspectives on informal and formal Mobile Assisted Language Learning (MALL). A total of 240 smartphone and/or t...

This study aims to investigate how English as a Foreign Language (EFL) teachers and students in China spontaneously use apps for smartphone and tablets to support their informal language learning. It also seeks to determine EFL teachers' perspectives on informal and formal Mobile Assisted Language Learning (MALL). A total of 240 smartphone and/or t...

Este artículo describe un marco de saberes docente para la integración de la tecnología denominado “Conocimiento Tecnológico y Pedagógico del Contenido”(originalmente TPCK, conocido como TPACK, Tecnología, Pedagogía y Conocimiento del Contenido). Este marco se basa en la construcción de Lee Shulman (1986, 1987) sobre Contenidos del Conocimiento Ped...

New digital technologies, non-traditional student populations and rising economic costs are reshaping the landscape of higher education (Spector, 2001; Salmon, 2004, 2005; Andersson, Quigley, & Wilhelmsson, 2009). The benefits and constraints of both traditional face-to-face and online learning models have encouraged a number of instructors in high...

We have argued previously for seven “tools for thinking” that underlie trans-disciplinary thinking and creativity (Mishra, Koehler & Henriksen, 2011). Inspired in part by the Root-Bernstein’s (1999) work in this area, we argue that these skills encapsulate the ways in which creative people think. These seven skills are: Perceiving, Patterning, Abst...

In this article, we address the complexities of designing such learning experiences, from both a course-level and programmatic view, by focusing on two recent courses in our hybrid doctoral program in Educational Psychology & Educational Technology (EPET) at Michigan State University. These doctoral seminars included two types of students – i.e., t...

This paper introduces the efforts of the CEPSE/COE Design Studio at Michigan State University to design and implement synchromodal classes for the Educational Psychology and Educational Technology (EPET) Ph.D. program. Synchromodal classes refer to classes in which online and face-to-face students interact during shared synchronous sessions. Our ef...

Traditional learning environments typically consist of face-to-face instruction, online instruction, or a combination of both approaches. The Educational Psychology and Educational Technology Ph.D. program at a large Midwestern university; however, is now offering courses where face-to-face and online students interact synchronously with each other...

Presence is an important factor in technology-mediated experiences as it describes an individual’s sense of feeling connected with the virtual environment. This paper investigates the presence of online students in a Synchromodal Learning Environment: a learning environment where synchronous interactions between online and face-to-face students occ...

This symposium addresses issues of the kinds of technology-mediated contexts that support creativity. An additional theme is that of how the idea of failure can prompt the creative process. Presenters in this symposium will describe the theoretical, and pragmatic ways in which creativity can be supported and nurtured. A range of presenters will spe...

This best practices paper describes activities and initiatives that engage the innovation-decision process associated with a teaching and technology innovation (known as synchromodal class sessions) at the College of Education at a large Mid-western university in the United States. In particular, this paper will discuss how certain activities engag...

This paper describes a teacher knowledge framework for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman's (1986, 1987) construct of pedagogical content knowledge (PCK) to include technology knowledge....

This paper describes a teacher knowledge framework for technol- ogy integration called technological pedagogical content knowl- edge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman’s (1986, 1987) construct of pedagogical content knowl- edge (PCK) to include technology knowl...

This paper describes how differences in pedagogy and content led instructors to exercise situational creativity in designing new models of learning and instruction at the graduate level. The term synchronous hybrid learning is introduced to describe a real-time learning environment that is simultaneously face-to-face (F2F) and online. Through direc...

This best practices paper will discuss the process of refinements and adjustments made by the instructional design team during the implementation of a Synchromodal Learning Environment for multiple hybrid small group interactions and discussions. A synchromodal design is one in which face-to-face and online students meet simultaneously with instruc...

This paper introduces the new role of Technology Navigator to support instructors with the particular challenges of teaching face-to-face and online students in the same section at the same time. This role includes the technology tasks often associated with technology assistants, such as ensuring that the needed technologies are functioning for all...