EAD 860
The Concept of the Learning Society
Fall 2013  August 29, 2013 – December 6, 2013
Course-Instructor: Dr. Riyad A. Shahjahan, Ph.D. Office: 428 Erickson Hall
Phone: 517-355-45399 Email: shahja95@msu.edu
http://michiganstate.academia.edu/RiyadShahjahan
Course Technical Assistant: Dave Nguyen Email: davenguyen191@gmail.com
COURSE INTRODUCTION AND OBJECTIVES
The “Learning Society” is a popular but problematic phrase meant to describe recent developments in
education across the life span and to guide institutions and individuals worldwide in their educational
goals, programs and activities, and plans for the future. By now, as it is used by many authors and leaders
(in education and other domains), the learning society refers to a complex global configuration of
opportunities, practices, and possibilities.
While EAD 860 at the outset is attentive to global change, in later sections it focuses more on "scenes of
learning" and the experiences of individual learners than is generally the case in accounts of the learning
society. We will aim to think concretely and critically about the learning society by using a four-pronged
approach that involves the development of a deeper understanding of:
1. What is meant by the learning society as the phrase is used, or how the phrase has come to mean
several things in its brief history (or, the “genealogy” of the learning society);
2. The primary domains and activities of the learning society in their historical, social, economic, and
cultural contexts;
3. The experiences and views of individuals living and working in the learning society;
4. What the learning society can mean in the social transformations associated with new information
and communications technologies.
Beyond gaining the conceptual understandings described above, students should also achieve the
following learning outcomes by the end of the course:
1. Demonstrate skills as an analytical reader and conceptual writer concerning the learning society
2. Demonstrate the application of the concepts of learning society to real world scenarios
3. Write about the learning society in a scholarly manner (i.e. make an argument using relevant
evidence).
4. Demonstrate group working skills in the online setting to discuss, critically analyze, and
synthesize information from course resources and elsewhere
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This course is organized around four modules. In Module 1, we will explore the different ideas underlying
the term "learning society" and what it entails. The goal of this unit is to provide a foundation of
conceptual and theoretical resources for studying the learning society. It is an orientation to the ideas
behind it. In exploring the learning society we must, of course, pay attention to society as a whole as our
unit of analysis. From Module 2 onwards, however, we take a different approach to locations of the
learning society, or where, in bumper sticker prose, "Learning Happens." Thus, the metaphor of "scene" is
our course's way of naming primary locations of educational activity in the learning society. A scene is a
place where some action takes place. But it can also refer to a sphere of activity (as in the "political
scene") and to an incident or situation in life. And a scene can be understood as an episode or situation in
a narrative. The scenes of the learning society you will find in this and subsequent Modules are these:
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at work, or what happens as we prepare for it and seek to get better at what we do to gain a
livelihood (Module 2).
at home and/or life journeys, in activities that can be profoundly educational if outside the
motives and routines of school and work (Module 3).
online, to recognize the rapid transformation of learning via the new information and
communications technologies (Module 4).
Because our agenda is ambitious, we also need to acknowledge that this is an educational process for
ourselves that will not be accomplished within the time limitations of a semester-long course. Indeed,
learning all we need to know about the Learning Society goes far beyond a course and transforms into a
lifelong learning goal.
STRUCTURE OF THE COURSE
The on-line course experience will take advantage of the unique benefits of this learning environment.
Texts and course material have been selected to give us access to the many resources on the internet that
help to more fully grasp issues around the learning society. The course is organized around 4 modules
with assignments for each.
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The majority of the course is based on individual work; however there is one group-based
assignment in the course and some group discussions.
Last date to add courses: 8:00 pm EST, Wednesday 9/4
Last date to drop a course with refund: 8:00 pm EST, Monday 9/23
Last date to drop a course with no grade reported: 8:00 pm EST, Wednesday 10/16
All course work must be completed by December 6, 2013.
REQUIRED BOOKS and FILMS
Required Books are listed below in the order in which they appear in the course. All are available from
bookstores or online merchants like Amazon and Barnes and Noble.
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Noah Adams, Piano Lessons: Music, Love, and True Adventures (Delta)
William Powers, Hamlet’s Blackberry: A Practical Philosophy for Building a Good Life in the
Digital Age (Harper)
Choose only one of the following to read and use for Module 2 assignment:
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Atul Gawande, Better: A Surgeon’s Notes on Performance (Picador)
Ofri, D. What Doctors Feel: How Emotions Affect the Practice of Medicine (Beacon
Press)
Schultz, B. Spectacular Things Happen Along the Way: Lessons from an Urban Classroom
(Teachers College Press)
Samuelsson, M. Yes, chef: A memoir (Random House)
Highly Recommended Books. Also available from online booksellers.
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Joseph M. Williams, Style: The Basics of Clarity and Grace (Fourth Edition; Pearson
Longman)
 Graff, G. & Birkenstein, C. (2010). They say I say: The moves that matter in academic
writing (2nd ed.). New York: Norton.
Required Films. Available from video rental and sales outlets, and streaming services.
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Erin Brockovich (Directed by Steven Soderbergh)
The Philosopher Kings (Directed by Patrick Shen)
Most module readings not in the required texts will be accessible on line through our EAD 860 D2L site
(http://d2l.msu.edu)
COURSE REQUIREMENTS AND GRADING
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Assignments (for descriptions, details, and schedule, please refer to Module descriptions
on pp. 7-14 and assignment schedule on p. 15)
Teams and Group Work
You will be assigned to a team at the beginning of the semester. We will utilize these teams to accomplish
some class assignments. You are encouraged to engage your collaborative group members throughout the
semester about any issues related to the course. The group process is an important part of the learning in
this course and the process is as significant as the outcome. Therefore, you need to find the best way to
utilize your group members’ expertise to enhance your learning. Most educational setting are
multidisciplinary, thus the ability to work with others, negotiate, and collaborate toward a unified goal is
desired. Group assignments are aimed at helping you a) clarify your thoughts and strengthen your
answers/arguments through discussions with your peers, and b) take advantage of your peers' strengths
while they take advantage of yours. There is only one official group assignment, 1) the multi-media essay,
but students will be expected to develop responses as a group to others postings in some of the discussion
boards. The guidelines for these assignments are indicated below and more tips and resources on group
work are available on the course’s D2L site in the “assignment resources page”.
Participation
There are numerous opportunities for interaction with your collaborative members and with the entire
class. There is a definite expectation that you will participate actively in these activities. You will be
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expected to post your thoughts and responses to one of the reading questions posted by the instructor
and/or posts by your peers for each Module. The goal is to approximate seminar-like discussions in the
virtual world by using posts to help clarify one’s thinking, gain new insights, and foster critical thinking.
The dates by which these responses should be posted is outlined in the each Module page of this syllabus
(please see pp. 7-14).
A post entails reviewing the discussion questions developed for each section and providing 50-100 word
response to the post utilizing the literature as support for your assertions. When posting to the discussion
board, anecdotal life evidence is relevant and should be shared with colleagues, but it is important to
bolster one’s statement with evidence from course readings or other studies conducted. Another form of
posting is in the form of a question to a colleague’s. In viewing the articles, books and films, you may
develop questions; question the structure of the argument; or disagree with the results, these are important
discussion opportunities because it allows for thoughtful reflection and to further the process of lifelong
learning. Specifically… remember that, unless stated otherwise, participating in each discussion forums is
worth 2-3 points and involve at least 2 separate postings. Credit is awarded as follows:
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1-2 pts for one original response to one of the listed questions (i.e., your initial posting)
1 pt for responding to at least one classmate’s answer
More details about posting in the discussion forum will be provided.
GRADING AND POINTS DISTRIBUTION
Erin Bockovich analysis (Individual)
20
Learning at work paper (Individual)
20
Self-directed learning analysis paper (Individual)
20
Multimedia essay (Group)
30
Participation (Individual)
10
Total
100
• The grading scale at MSU is 2.0, 2.5, 3.0, 3.5, and 4.0. For the purposes of assigning a final grade, the
following table applies:
4.0= 94-100 points
3.5= 88-93.99
3.0= 80-87.99
2.5= 75-79.99
2.0= 70-74.99
Below 70 points = 0.0
Grading policies
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I will attempt to post grades within two weeks of a written assignment’s due date.
I will not grade papers that do not have a name on it
I will deduct 1 point for every 24 delay for work that is submitted late.
Assignments cannot be “redone” in order to obtain a better grade.
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I will not grade your assignments based on effort, but the final product that you submit.
I do not round up points for a grade (e.g. 92.5 will not be rounded to a 93)
Grading Criteria
(4.0) This paper/presentation could serve as an exemplar for the course. The writer/s demonstrates the
following in the paper/presentation:
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Has an organizing focus or theme around which the assignment is crafted.
Meets all the requirements of the assignment. Incorporates key themes and concepts from the
course to support positions and assertions stated in organizing focus. Use of many details and
examples to support writing.
Demonstrates exceptional clarity and logic in the organization of the paper/presentation.
Writing reflects original thinking and innovativeness, a unified voice, and an excellent analysis
and synthesis of required readings and online resources (where appropriate) using clear and
concise language combined with attention to detail.
Strong presence of personal voice and creativity (evidence of usage of multi-media)
Is on time and free of typos, grammatical and spelling errors.
(3.5) This is a very good paper/presentation. High quality work.
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Has an organizing focus or theme around which the paper is crafted.
Meets all the requirements of the assignment. Incorporates key themes and concepts from the
course to support positions and assertions stated in organizing focus.
Very good attention to detail and clear language.
Writing reflects a solid analysis and synthesis of course material but lacks some conciseness and
consistency in flow of thoughts and ideas.
Some presence of personal voice and creativity
Is on time but evidences some typos or grammatical and/or spelling errors.
(3.0) This paper/presentation represents competent, solid work. Assignment is at expected level.
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Paper has an organizing focus or theme around which it is crafted, but thoughts and ideas are not
concise throughout.
Paper lacks detailed analysis to demonstrate full understanding of course concepts and key
themes.
Paper lacks full incorporation of readings and/or videos to support positions and assertions.
(Below 3) Writing has significant problems. Paper lacks a clear focus around a major concept or theme
from the course.
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Fails to meet all the requirements of the assignment
Writing is unclear and choppy.
Paper/presentation does not evidence incorporation of key themes and concepts from the course.
Paper/presentation lacks analysis of questions posed for the assignment.
Paper/presentation lacks clear connections to readings and/or videos to inform writing.
Paper/presentation shows weakness in several areas mentioned in “A”
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GUIDELINES FOR ALL WRITTEN WORK
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All written work must be typed, single-spaced, Times New Roman 12-point font with 1"margins
on all sides, and should be page numbered.
All written work should always fall within the word count listed in the syllabus. The word count
should be inserted in parenthesis (e.g. [#]) right after the conclusion section of your paper.
All citations and reference lists should conform to the style manual of the American
Psychological Association (6th edition). If you are not familiar with this format I recommend that
you purchase the Publication Manual of the American Psychological Association.
Work will be graded on content, grammar, spelling, organization of content, and format.
Always cite your sources. Failure to cite your sources properly will result in deduction of points
and/ or failure of the assignment.
No title page. Name, Course Number, and Date of assignment should be on left top corner of 1st
page. For group assignments, you need to identify the group members by name. Do not simply
put the group number or email.
Please submit your individual assignments as Word documents with the following identifier “Last
Name, Module number.docx” (.e.g. Shahjahan, Module 3)
CONTACTING INSTRUCTOR
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I generally check email once a day; you may expect a response to your course-related correspondence
within 48 hours. While this is an on-line and available all the time, I am available online Monday
through Friday to address course related matters. I will get back to you on a working week day if I
receive emails during weekends, or breaks (e.g. Thanksgiving). In other words if you email me on
Thursday at 10 a.m., I will typically respond to you by Monday at 10 a.m. It is highly unusual for
me to respond to emails over the weekends and holidays. If you do not receive an answer after
48 hrs has passed, please send a follow-up email, in case your first email did not reach its
destination.
Any correspondence for this course will take place via MSU email accounts, not through other
internet/work emails. You can also use the D2L site to email me.
Any general questions regarding the logistics around assignments or readings should be posted in the
Class discussion forum, so that I can post a response which everyone can view.
Note: This syllabus is subject to change based on the needs of the class.
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Course Schedule
Assignments:
• Participate in Introduction Forum which is comprised of four parts:
a) Introduce yourself in terms of a symbolic figure (hero, cartoon figure, comic character, or natural
object) you always wanted to ideally embody and why;
b) The cultural identities (e.g. in terms of race, gender, class, citizenship, language, religion, sexuality,
ability, etc.) and professional affiliations (e.g. teacher, administrator, etc.) you self-identify with;”
c) Your geographic location (i.e. city, state, and /or country) and time zone
d) “I am in this class to learn…”
Please post your responses by Friday, August 30 2013 11:59 p.m. EST
Module 1
Conceptualizing Learning Society
August 29—September 23, 2013
Module 1 Readings / Assignments
REQUIRED READINGS
Mark Smith 'Learning theory'
Conlan, J., Grabowski, S., & Smith, K.. (2003). http://projects.coe.uga.edu/epltt/
Mark Smith, The Theory and Rhetoric of the Learning Society
Colin Griffin and Bob Brownhill, The Learning Society
Spring, J. (2008), The Cyberschoolbus and Sesame Street Meet the Global Knowledge Economy
Rizvi and Lingard, Education Policy and the Allocation of Values
David Brooks, The Organization Kid
Janice Malcolm, Phil Hokinson, and Helen Colley, The Interrelationships Between Informal and Formal
Learning
Matthew Crawford, The Case for Working with Your Hands
Daniel Pink, School's Out
Anya Kamenetz, Adapt or Decline
Tom Friedman, The Right Stuff
Nicholas Carr, Is Google Making Us Stupid?
REQUIRED VIEWING ASSIGNMENT
Erin Brockovich (Directed by Steven Soderbergh).
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Recommended READINGS
Hendrik van der Zee, The Learning Society
Kellogg Commission on the Future of State and Land Grant Universities, Returning to Our Roots (see
Chapter 4 on "The Learning Society")
Peter Drucker, The Age of Social Transformation
Todd Oppenheimer, The Computer Delusion
Kevin Kelly, We Are the Web.
Andrew Keen, Web 2.0: The Second Generation of the Internet has Arrived; It's Worse than You Think
Henry Jenkins, Confronting the Challenges of Participatory Culture: Media Education for the 21st
Century
New Media Consortium, 2011 Horizon Report.
Winnie Hu, Seeing No Progress, Some Schools Drop Laptops
Recommended VIEWINGS
Cisco video, The Learning Society
Manuel Castells, Video Interview on the "Network Society"
Yochai Benkler, Open Source Economics
Recommended RECORDINGS
Wikinomics: How Mass Collaboration Changes Everything
Module 1Assignments
--Erin Brockovich analysis (20 points)
A parable is a short story illustrating a moral lesson. Brockovich's journey can be seen as a parable of the
learning society in its attention to how an unusual individual makes her way in a familiar professional
setting and in the context of a compelling example of corporate misbehavior. Erin Brockovich herself,
with the situation she faces, can be said to represent key themes in the learning society. Perhaps she may
even be said to have some of the "right stuff." Consider Erin Brockovich's intelligence, motivation, habits
of learning, and more. And others in the film, like her benevolent neighbor George, or the lawyers she
encounters, also contribute to what the film suggests about work, learning, and the learning society.
In this individual assignment, you will write an argument-driven essay of approximately 1250 words
(max.) on how Erin Brockovich represents themes of the learning society as they are represented in
Module 1. A theme is a recurring idea that cuts across at least 2 readings. The purpose of this assignment
is for you to demonstrate your comprehension of the concept of learning society by analytically reading,
synthesizing course content, and applying course content to a real world scenario. In this assignment you
will demonstrate your scholarly writing skills (make an argument using relevant evidence and references).
Your paper should take a position and present an argument about the Erin Brockovich example in relation
to the themes of Module 1.
Because there are a variety of issues that could potentially be incorporated into your paper, make sure the
focus of your paper (i.e. two or three themes) and argument of your paper is clearly articulated in the
introduction of your paper. In reviewing this assignment, I will be particularly attentive to THEMATIC
INTEGRATION. That is, analysis papers that rely on only one resource and fail to demonstrate an
integrated discussion that draws from a variety of resources (at least five) in Module 1 will not be
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evaluated favorably. Your paper should consist of an introduction, body of paper (i.e. two or three
themes), and conclusion summarizing your argument and providing implications of your analysis.
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This is an individual project
The 1250 word limit on the assignment does not include the references page. Please note that the
instructor will no read assignment words beyond the 1250 word limit.
Please make sure your paper meets all the writing guidelines stated in p. 6 of the course syllabus,
or points will be deducted.
This assignment is due not later than 11:59 pm EST on September 23, 2013.
Reading posts (2.5 points)
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Please post your initial reactions to one of the reading questions in the Module 1 readings discussion
forum by 11:59 p.m. EST, September, 9, 2013
Please post your 2nd set of responses to colleague’s posts by 11:59 p.m. EST, September 16, 2013.
**All Assignments for Module 1 must be completed and submitted by September 23, 2013.
Module 2
Learning at Work
September 24—October 21, 2013
Module 2 Readings / Assignments
REQUIRED READINGS
Choose one of the following books to read as a case study of learning at work (you need to let the
instructor know your book choice byfilling an online survey, no later than September 9, 2013, 11:59
p.m. EST):
a)
b)
c)
d)
Atul Gawande, Better: A Surgeon’s Notes on Performance (Picador)
Ofri, D. What Doctors Feel: How Emotions Affect the Practice of Medicine (Beacon Press)
Schultz, B. Spectacular Things Happen Along the Way: Lessons from an Urban Classroom
(Teachers College Press)
Samuelsson, M. Yes, chef: A Memoir (Random House)
REQUIRED ARTICLES
James Harter, Taking Feedback to the Bottom Line
Patricia Bryans and Richard Smith, Beyond Training: Reconceptualizing Learning at Work
Smith, M. K. (2001). 'The learning organization', the encyclopedia of informal
education,http://www.infed.org/biblio/learning-organization.htm.
John Raelin, A model of work-based learning
Alex Williams, The Falling Down Professions
Recommended RECORDINGS
RichardSennett, http://www.bbc.co.uk/radio4/factual/thinkingallowed/thinkingallowed_20060118.shtml
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Interview with Atul Gawande
"New Emphasis on Doctor-Patient Relations: Medical Schools Focus on Teaching Better Bedside
Manners " (National Public Radio)
"Stories in Medicine: Doctors in Training Record a Different Type of Patient History" (National Public
Radio)
Recommended VIEWINGS
Project Citizen-A Student's View from the Inside Out,
Atul Gawande: How do we heal medicine?
Module 2 Assignments
Learning at Work Paper (20 points)
In this individual assignment, you will identify TWO or THREE concepts associated with learning at
work (derived from the required article readings) and discuss how the author of your chosen book
illustrates each of these concepts. A concept is a theory or idea that helps to make sense of a social
phenomenon such as learning at work. The purpose of this assignment is for you to demonstrate your
comprehension of the concepts of learning at work by applying course concepts to a real world scenario
(e.g. in the hospital, school, or the professional kitchen). In this assignment you will demonstrate your
scholarly writing skills (make an argument using relevant evidence and references). Your paper should
take a position and present an argument about your book in relation to the concepts addressed in Module
2.
Because there are a variety of concepts that could potentially be incorporated into your paper, make sure
the focus of your essay is clearly articulated in the introduction of your paper. Provide concrete examples
from the book to support your assertions. This paper should be 1250 words long; please note that the
word limit does not include references page. Your paper should consist of an introduction, body of paper
(i.e. two or three themes), and conclusion summarizing your argument and providing implications of your
analysis.
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This is an individual project
The 1250 word limit on the assignment does not include the references page. Please note that the
instructor will not read assignment words beyond the 1250 word limit.
Please make sure your paper meets all the writing guidelines stated in p. 6 of the course syllabus,
or points will be deducted.
This assignment is due not later than 11:59 pm EST on October 21, 2013.
Reading posts (3 points)
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Please post your initial reactions to the reading questions and/or colleagues’ posts in your
small group discussion forum by 11:59 p.m. EST, October 7, 2013.
Please post a summary of your group discussion to the Module 2 discussion forum by 11:59
p.m. EST, October 14, 2013.
**All Assignments for Module 2 must be completed and submitted by October 21, 2013.
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Module 3
Learning at Home
October 22—November 11, 2013
Module 3 Readings / Assignments
REQUIRED READINGS
Noah Adams, Piano Lessons: Music, Love, and True Adventures.
Mark Smith, Participation in Learning Projects and Programs
Jessica Hoffman, Thinking Class, Classing Thought
Stephen Brookfield, Self-Directed Learning
Richard Boyatzis, Self-Directed Learning
Ralph Brockett and Roger Hiemstra, A Conceptual Framework for Understanding Self-Direction in
Learning
REQUIRED VIEWING
Philosopher Kings (Directed by Patrick Shen)
Recommended READINGS
Melanie Rehak, Music of My Heart: Learning to Play the Piano as an Adult
Ralph Waldo Emerson, Self-Reliance
Katie Hafner, Scales and Sonatinas in Vermont
Bruce Headlam, Applied Neuroscience, the Six-String Method
Gary Marcus, Tuning Up
Recommended VIEWINGS
Do-It-Yourself: Home Improvement in 20th Century America.
Philosopher Kings website
Recommended RECORDINGS
Robert Schumann's "Scenes from Childhood," including "Dreaming" or "Traumerai."
Online Social Networks No Longer Just for Teens
Recommended LISTENING AND VIEWING
Jennifer Lin: Magical Improv from 14-Year Old Pianist
Music Provides Window into Brain Function
Module 3 Assignments
Self-directed learning analysis paper (20 points)
The purpose of this assignment is to critically think about “self-directed” learning in relation to real lifecase studies. This assignment is intended for you to demonstrate your comprehension of self-directed
learning by critically assessing these concepts in the context of real world scenarios (e.g. learning to play
the piano, or the lives of custodial workers working in higher education). In this assignment you will
demonstrate your scholarly writing skills (make an argument using relevant evidence and references).
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Write a 1000-1250 word essay that answers one of the following questions:
a) Which two or three ideas associated with "self-directed learning" best explain Noah Adams'
efforts with music and/or some of the custodial workers' experiences/aspirations and why?
b) Which two or three ideas associated with "self-directed learning" do not effectively explain Noah
Adams' efforts with music and/or some of the custodial workers' experiences/aspirations and
why?
c) Given the Philosopher's King video and Noah Adam's experiences--what are some missing ideas
about learning that you would suggest we have not covered so far in Modules 1 and 2?
Your paper should explicitly state the question being answered (not included in the word count) at the top
of the paper. You should present an argument in relation to one's answer to the question in your
introduction. Provide concrete examples from the readings, book, and/or video to support your discussion.
This paper should be 1000-1250 words long; please note that the word limit does not include references
page. Your paper should consist of an introduction, a body of the paper (i.e. two or three themes), and a
conclusion summarizing your argument and providing implications of your analysis.
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This is an individual project
The 1000-1250 word limit on the assignment does not include the references page. Please note
that the instructor will no read assignment pages beyond the 1250 word limit.
Please make sure your paper meets all the writing guidelines stated in p. 6 of the course syllabus,
or points will be deducted.
This assignment is due no later than 11:59 pm EST on November 11, 2013.
Reading posts (2.5 points)
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Please post your initial reactions to the reading questions and/or colleagues’ posts in your small group
discussion forum by 11:59 p.m. EST, November 1, 2013.
Please post a summary of your group discussion to the Module 3 discussion forum by 11:59 p.m.
EST, November 8, 2013.
** All Assignments for Module 3 must be completed and submitted by November 11, 2013.
Module 4
Learning and Technology
November 12—December 6, 2013
Module 4 Readings / Assignments
REQUIRED READINGS
Williams Powers,. Hamlet's Blackberry: A Practical Philosophy for Building a Good Life in the Digital
Age.
William Doyle, "Online Education: The Revolution that Wasn't." Change (May/June).
Gene Maeroff, Chapter One from A Classroom of One: How Online Learning is Changing Our Schools
and Colleges. New York: Palgrave Macmillan.
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Stanley Katz, "In Information Technology, Don't Mistake a Tool for the Goal" Chronicle of Higher
Education, June 15.
Mary Burgan, "Distance Makes the Heart Grow Colder."
Carrie Windham, "Father Google and Mother IM: Confessions of a Net Gen Learner."
Thomas Toch, "In an Era of Online Learning, Schools Still Matter."
Matt Richtel, Growing up digital, wired for distraction
Sherry Turkle. (2012). The Flight From Conversation.
John Daniel, Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility.
REQUIRED VIEWING ASSIGNMENTS
Wikipedia history and use
REQUIRED LISTENING ASSIGNMENT
"Online Courses Catch On in U.S. Colleges." A two-part report from National Public Radio (November
29, 2007; 13 Minutes)
Recommended READINGS
Christina Wood. (2005). "Highschool.com: The Virtual Classroom Redefines Education." Edutopia
Robert Zemsky and William Massy, "Thwarted Innovation: What Happened to e-Learning and Why"
Edward Ayers and Charles M. Grisham, "Why IT Has Not Paid Off as We Had Hoped (Yet)"
Kevin Carey, "College for $99 a Month."
Mark Prensky. (2001). "Digital Natives, Digital Immigrants."
James Duderstadt. (1999/2000). "New Roles for the 21st Century University" Issues in Science and
Technology, 16(2): 37-44.
John Merrow. (2005). "The Undergraduate Experience: Survival of the Fittest." New York Times, April
24.
John Seely Brown. (2000). "Growing Up Digital: How the Web Changes Work, Education, and The
Ways People Learn" Change, March/April: 11-20.
Sherry Turkle. (2007). "Can You Hear Me Now?" Forbes (May 7).
Module 4 Assignment
Technology Multimedia Essay (30)
The purpose of this assignment is to develop online group working skills, while synthesizing course
content, and to use various forms of technology/multimedia creatively to communicate your ideas. This
assignment involves group work as there are numerous tasks involved to produce a quality multi-media
essay that is beyond the scope of an individual student. This group assignment is intended to nurture
creativity, analytic and problem solving, collaborative learning, negotiation, and viewing issues from
different perspectives. Your initial group’s contract is due by 11:59 p.m. EST October 22, 2013 in
your small group discussion forum, and final/revised group contracts are due by November 1, 11:59
p.m. EST (if I suggest any revisions).
Hamlet's Blackberry offers a way to reflect on the place of technology in learning and our experience
more broadly. In this assignment, collaboratively develop a multi-media essay that responds to the
following three questions:
1) Which of Powers' "strategies" does your group believe to be the most and least desirable as
resources for the learning society and why?;
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2) Which of Powers' "strategies" does your group believe to be the most and least feasible or
attainable as resources for the learning society and why;
3) Power mentions the loss of "depth" in the digital age. Based on the resources in this module, does
online education add or decrease depth in learning, or does both?
You may use a variety of media sources such as Google docs, video, blogs, websites and present ideas of
your essay creatively. Your essay should include a combination of text, images, and videos. The word
count of text should be no more than 1500 words. There should be a reference page/section that cites your
sources, including images, videos, etc. The outcome of your work should be a multi-media essay that is
thought provoking and educational for a general public audience. Effective and creative presentation of
your responses, and the effective use of Module 4 resources in your presentation will receive a favorable
grade. Your multi-media essay should consist of an introduction, a body (responses to the three questions),
and conclusion summarizing your argument and providing implications of your analysis.
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This is a group project
The 1500 word limit on the assignment does not include the references list. Please note that the
instructor will not read beyond the 1500 word limit.
This assignment is due no later than 11:59 pm EST on December 3, 2013 and should be
posted in the Module 4 discussion forum.
Multi-media essay reaction posts (2 points)

Please post your individual reactions to other team’ multimedia essays (e.g. 2 or 3) in the Module 4
discussion forum by 11:59 p.m. EST, December 6, 2013.
**All Assignments for Module 4 must be completed and submitted by December 6, 2013.
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EAD 860 – Concept of the Learning Society
Assignment Schedule
Module
Assignment
Initial Introduction
Due Date
By August 30 2013 11:59 p.m. EST
Introductions
Module One
Learning at Home
(August 30 – September 23)
Module Two
Learning at Work
(September 24 – October 22)
Book Selection
By September 9, 11:59 p.m. EST, 2013
1st Reading Post
By September 9, 11:59 p.m. EST, 2013
2nd Reading Post
Erin Brockovich Analysis
By September 16, 11:59 p.m. EST, 2013
By September 23 11:59 p.m. EST
1st Reading Post
By October 7, 11:59 p.m. EST, 2013.
2nd Reading Post (Group)
Initial Group Contract for Module 4
By October 14, 11:59 p.m. EST, 2013.
By October 22 11:59 p.m. EST
Learning at Work Paper
Module Three
Learning at Home / Learning
from Life
(October 23 – November 11)
Module 4
Learning and Technology
(November 12 – December 6)
Final Group Contract for Module 4
1st Reading Post
2nd Reading Post (Group)
Self-directed Learning Analysis
Technology Multimedia Essay
Response to other group’s
multimedia essays
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By October 22 11:59 p.m. EST
By November 1, 11:59 p.m. EST, 2013.
By November 1, 11:59 p.m. EST, 2013.
By November 8, 11:59 p.m. EST, 2013.
By November 11, 11:59 p.m. EST
By December 3, 11:59 p.m. EST
By December 6, 11:59 p.m. EST, 2013.