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This summer semester learners in the EIST 6120 Course have learned about

major trends in Instructional Systems Technology. These trends have made a

significant impact on the ways in which educators in a variety of settings including:

the K- 12 classroom, higher education and training and industry. The trends

mentioned in this paper are those I feel are having a significant impact on the ways

in which we educate our learners. The trends include: Flipped Classroom, Learning

Analytics, Mobile Learning, 3D Printing, and Wearable Technologies. This paper will:

explore the trend, discuss predictions for the future of the trend, thoughts on how to

stay up to date on the trend, resources for the trend, and provide applications for

the trend.

Flipped Classroom

The Flipped Classroom is a popular trend that is becoming more and more

popular within the K-12 and higher education settings. Lo and Hew (2017) utilize

Bishop and Verleger’s (2013) definition when describing a Flipped Classroom. A

Flipped classroom is, “Is a technology-supported pedagogy that consists of two

components: (1) direct computer-based individual instruction outside the

classroom through video lectures and (2) interactive group learning activities inside

the classroom.” (Bishop and Verleger, 2013 as cited in Low and Hew, 2017) From

this one can: the Flipped Classroom requires the use of technology for which

teachers develop videos for students to watch outside of the class time. In essence,

the instruction that would normally occur during a class period is assigned for

students to complete for homework. Students are then able to have discussions

about newly learned content. The learning is extended because students complete
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meaningful tasks during the class period. This might include: class discussions,

research activities, practice problems, or problem- based activities where students

must apply what they learn to the newly formed activity. Students utilize

Constructivist pedagogy as they are take existing knowledge and are creating their

own meaning from it.

I believe the Flipped Classroom strategy will continue to engage learners. On

a professional level, I have met colleagues who have used the flipped classroom in

their classrooms. This has been predominantly seen in the High School setting. My

colleagues who have used the strategy love how engaged learners are. (Lo and Hew,

2017) On a larger scale, studies confirm when learners enter a flipped classroom

students have higher gains when compared to those in a traditional setting. Lo and

Hew (2017) cite the main problem educators encounter in a Flipped Classroom is

the significant increase in time spent outside the classroom to develop videos and

also student buy-in. If educators and students are able to work past these issues,

then I believe students will become more highly engaged, effective problem solvers.

These skills are crucial as we go forward embracing the problems we face in the 21st

Century.

There are several things; I can do in order to stay current on this trend. First,

I need to stay up on the latest research and studies with regards to a Flipped

Classroom in a K-3 setting. Currently, I work in a first grade setting. I often find the

traditional Flipped Classroom might not work, as learners are not developmentally

ready to take on the demands for which a Flipped Classroom requires of the learner.
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In addition to this, I have noticed there are very limited studies on this. Low and

Hew (2017) examined hundreds of studies on Flipped Classroom in the K- 12 setting

and discovered only 2 fit were in this age range. (Low and Hew, 2017) However, I

can still take elements of the Flipped Classroom and bring it into my work place.

Through class discussions and conversations with colleagues, I might best do this by

setting up centers which allow for student exploration is one way this can be done.

One way I could do this is through developing videos on of my mini-lessons. In order

to stay up to date on this trend, I research websites to make videos for my students.

This would allow myself to create content my students could easily view. In

addition, it would allow for my learners to develop videos, which explain their own

learning.

When researching this trend, I discovered several resources, which truly

stood out to me. The first is Low and Hew (2017). When conducting my research, I

wanted to find an article on a particular case study on whether or not Flipped

Classrooms were an effective teaching approach. However, I realized my research

lens was too narrow and therefore would only give me a particular view on the

subject. This resource was a great resource as it was a survey on the existing

research on the Flipped Classroom within the K-12 setting. The findings cited the

limited research on Flipped Classroom but also highlight the benefits and challenges

from using it. This resource stands out to me for it provides an overreaching

perspective on the trend. (Low and Hew, 2017) A Web URL that I found by Brame

(2013) I believed was very helpful in my understanding on the topic. The website

provides brief information regarding pedagogy, and ways in which one can apply it
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into the existing classroom setting. Jenn William’s Ted Talk on a Flipped Classroom

really stood out to me in terms of an online video. The reason is because she is a

high school teacher who originally taught in a traditional classroom setting. She has

so much passion for teaching and wanted to make a change to per practice so her

students could see social studies come to life. (Tedx Talks, 2013) This video is an

important resource as it allows the viewer to see the Flipped Classroom come to life

from an individual who tried it. Williams speaks on the advantages and also the

problems she faced when initially starting a Flipped Classroom. She concludes the

video applauding the use of it for her students.

One example of applying a Flipped Classroom into a education setting would

be: a third grade teacher is teaching students to use the Area Model in order to solve

multiplication problems. The teacher creates a video using Camtasia and then uses

EdPuzzle to assign questions about how to apply the Area Model to solve

multiplication problems. (EdPuzzle is a website which allows teachers to embed

questions into a video. This provides the teacher with notifications on how well

students are accessing the content. Students also benefit, as they are able to track

and monitor their understanding of the concept.) After students watch the video for

the next day’s lesson, the students come to class. Upon entering the class, the

teacher begins a discussion on using the Area Model to solve multiplication. The

instructor reminds the class area is how much space there is within an enclosed

space and that learners can use the area model to find areas of squares and

rectangles. (Multiplying length times width) The teacher reveals for the day’s

project students will be given Grid Paper and a set of rules to create their own
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towns. The town must have: five homes, three schools, a grocery store, a post office,

a gas station, a library and a general store. Students are given the total area for each

required building. However, students are informed they must design the buildings

as such that the shapes of the buildings are different.

This lesson is a great activity showcasing a Flipped Classroom as it requires

the learners to take information learned from the previous nights lesson and apply

it to a meaningful context. In addition, the teacher is no longer directly teaching the

lesson, rather the students in this third grade setting and working together to find

effective ways in which to design their buildings. Furthermore, the instructor is able

to use the data the EdPuzzle video and find trends in the class and work one on one

with those needing remediation.

Learning Analytics

Learning Analytics is, “The measurement, collection, analysis and reporting

of data about learners and their contexts, for purposes of understanding and

optimizing learning and the environments in which it occurs.” (Siemens, 2011, As

cited in Scapin, 2018) One can see Learning Analytics allows individuals to gather

data about a group of learners who in an online course. Individuals are able to

gather this data through online courses. Instructors monitor student progress

toward meeting specific goals. If a student is having difficulty making meeting

expectations, through learner analytics, an instructor can provide additional

resources to help the student grow and become successful. Learning Analytics is

crucial in the Higher Education Field as computer software is able to determine

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based off current trends, not only the likelihood of whether or not a student will

pass a course, but also whether or not the individual will return to the school in the

upcoming semester. By identifying trends, an organization can make in the moment

decisions to prevent a loss of potential students and revenue. Further, the use of

Learner Analytics allows an organization to determine how money is allocated

within an organization.

Learning Analytics is a valuable trend in Instructional Systems Technology.

The trend allows for administrators in the K- 12, Higher Education and Business and

Industry settings to make informed decisions about existing trends within the

organization. It allows for individuals to act in the moment and take information and

make sound business decisions based on current trends. There are concerns that

need to be addressed in order to ensure Learning Analytics is effective in the future.

One major concern is privacy. Picciano (2014) describes the idea of individual data

is thought to be private. Learners within non- educational institutions or students in

the K-12 setting or in higher education locations must be informed about who has

the ability to access the data learners provide through taking online courses or

assessments. Picciano (2014) also mentions the lack of training provided to

individuals with regards to being able to analyze the data. Analyzing data takes a

long period of time and there are not many individuals who are properly trained in

order to do such work. (Piacciano, 2014) Organizations have to conduct cost-

benefit analysis to determine whether or not the money spend on hiring or training

personnel to analyze the data. Learning Analytics will be a vital trend in the future,
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but feel these concerns must be addressed in order for the trend to continue to be

successful.

As a teacher and future instructional designer, it is imperative I stay current

on the latest trends. Privacy is an area concern with this trend. To handle this, I will

need to stay up to date on the latest privacy standards, the instructional

technologist, and organization protected. Learning Analytics occurs in a variety of

contexts within the Instructional Design field. Using Learning Analytics is the

foundation of strong instruction. When entering an organization, I will not know:

learner backgrounds, employee culture and information regarding existing training

systems. Through using Learning Management Systems and meeting with key

stakeholders within the organization, I can more effectively interpret data gathered

from the Learning Management Systems. From collaboration and analyzing training

module work, I will be able to develop strong content that will enhance learner

outcomes and will thus bring more revenue to an organization.

There are several resources, I have found to be beneficial to learning about

this trend. Piccano’s (2014) was a beneficial resource as it allowed me to see the

advantages and disadvantages of this trend. Learning Analytics provides those

analyzing the data with several opportunities to gain insights into learners. The

system allows for analyzers to make instant decisions. Piccano (2014) mentioned

some disadvantages to this trend. The significance is he is critical of the trend even

though it is important one trend in the field. Rafael Scapin’s (2018) post was blog

post was beneficial as it shows how artificial intelligence can help the analyzer
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discover important trends existing within the class. Furthermore, the article

recommends using different Learning Management Systems such as Moodle to help

instructors identify students who may be at risk for dropping out or failing a course.

Finally, Dr. Shae Schatz’s video was beneficial as it provides a concrete example of a

program, which uses learner analytics. She provides the viewer with a lot of reasons

for why Learner Analytics matters and how organizations may capitalize through

using it. (ADL Initiative, 2018)

As an educator I am reminded of the ways in which I can use Learning

Analytics to affect my practice. While working with Charlotte- Mecklenburg Schools,

I used a program called Schoolnet. Schoolnet is a learning analytics software tool,

which allows teacher to identify where students are in relation to each other and

also how they are doing when compared to their peers throughout the school

district. As a first grade teacher, my students take a test. I will then score the test

and input their answers into the program. Because the tests have been previously

entered and questions have been aligned to standards, I am able to not only identify

which students are struggling, but I am also able to determine which standards

students are struggling with. As an educator, I am able to take this data and develop

appropriate small group instruction. Using Learning Analytics in the elementary

school setting, my students have been able to grow. I am able to see trends in my

class and am better able to meet there needs. Because of this, my students have been

able to meet grade level expectations.

Mobile Learning
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According to Pisey, Ramteke, Burghate, (2012) Mobile Learning is the

learning which can occur through the use of a hand- held mobile device. A user can

gather information through connecting a device to the Internet a user can look up

the information needed to complete a task. It is “Just in time learning.” That is a user

gets information and applies it in the moment it can be used. Mobile learning is

unique because it rejects the idea that learning must occur inside a classroom

setting. Mobile Learning often occurs in an informal setting. Individuals can learn

anywhere. Mobile learning developers provide user interfaces that fit on a small

screen and therefore allow the user to have access to new information. It allows for

learners to collaborate with each other regardless of a location. (Pisey, Ramteke,

Burghate,., 2012)

Mobile Learning has the capability to impact the way education looks in

educational and corporate sectors. In the education field, teachers can provide

students exploration activities on their mobile devices. This allows students choice

in what they want to learn about. Further, through using apps like Kahoot, teachers

can evaluate student understanding on topics. The teacher can answer questions

that he or she might not be able to readily see in the moment. Mobile Learning has

the capabilities to transform training for organizations. For example, an employee

might attend training and can use an application such as EverNote to take notes on

step-by-step guides to accomplish a task. After attending the training, the employee

goes to apply the skill in an on the job setting. The individual can use his or her

phone to access the notes take in order to apply the skill in the moment. Mobile

Learning asserts this idea in education of personalized learning. Personalized

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learning allows for a learner to get exactly the kind of differentiated instruction they

need, when they need it.

As an a teacher and future Instructional Technologist there are several things

I must do in order to stay up to date on trends in Mobile Learning. Everyday, new

applications for mobile devices are developed to help learners keep track of new

information. Each application has the potential to help learners use and apply new

learning to their lives. As a teacher, I can try out new apps and pilot them in my

classroom. The goal would be to recommend new apps to my colleagues and for

them to use in their classroom. This idea would continue on my job as an

Instructional Designer. However, as an Instructional Designer, I would need to be

mindful of the format of my training. This would help with user accessibility to the

training on a mobile device. Because the screen is smaller and there is less room for

concepts to be taught, my job would be to ensure only the necessary information is

located on the screen. Though my job would not be to know exactly how to format a

web page, having a basic knowledge of this to help the design team would be crucial

in ensuring optimum employee performance.

There were several resources I found to be helpful in researching Mobile

Learning. Akit Patel’s post on the e-Learing Industry website was particularly

helpful for several reasons. The website provides the author two methods of reading

the content. A viewer can read or listen to the content. This fits with the theme of

Mobile Learning meeting the needs of every learner. This website URL discusses the

main points of Mobile Learning in a brief, yet easy to understand way. (Patel, 2019)
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Pisely, Ramteke, Burghate (2012) article was very informative. What struck me

about this article was that it laid the foundation on for which Mobile Learning is

based off. The research gathered talked about the significant role Mobile Learning

has had in both training and education settings. It argues trainers cannot be over

reliant on mobile learning. One must not substitute using a device for training an

individual. (Pisey, Ramteke, Burghate, 2012) According to a web video presented by

Cisco (2012), Mobile Learning is being well established into schools. The video

focuses a middle school that was funded through the Cisco Company to allow all

students to bring their mobile devices to school. Teachers in the school were

required to change their teaching styles from the traditional lecture styles to one

that focused on integrating mobile devices into the curriculum. One teacher said it

changed the way students learned. Students were able to create content and were

thinking more deeply and richly about the content. (Cisco, 2012) This video shows a

direct application of Mobile Learning into a classroom setting and shows the

relevancy of this trend. This makes applying the trend more manageable.

Mobile Learning is a great way to engage learners across education settings.

A teacher could use mobile learning to differentiate math instruction. For example, a

first grade teacher might be teaching a lesson on solving addition problems with a

missing addend within twenty. The teacher might have students go into centers to

practice differentiated skills. One game the students might use is called Prodigy.

Students would either access the game via Chromebook or on a mobile device such

as an iPad. Prodigy is a game where students to collect prizes and have battles. Their

success in these games exists in their ability to solve the problems. Students are able
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to access tutorials if they are having difficulty solving the problems. Prodigy is a

great example of Mobile Learning because it instills a sense of intrinsic motivation.

Students want to master a skill in order to be successful in the game. Further, the

game differentiates activities based on student performance. While the game might

start on missing addends, the concept mentioned at the beginning of the lesson,

students might get larger numbers if they are repeatedly getting correct answers.

Students might encounter tutorials or numbers with smaller numbers if they are

having difficulty answering the questions.

Students might complete other math games such as Cool Math to review

additional math skills. After students finish the centers, the instructor wants to

assess student understanding of missing addends. She pulls up an app called Kahoot

and projects it on the board. Students take out their iPads or Chromebooks and

enter the code on the board. The teacher begins the game and asks ten questions to

the class. After answering each question, the teacher assesses student answers and

keeps track of which students got questions right and wrong. The teacher pauses

after each question and goes over why certain options are wrong. After the game is

complete, she takes the results from the game and will hold onto the data collected

and will use this information to create small groups for the following day.

Mobile Learning is seen throughout this lesson. It is seen through student

independent work and is also seen at the end of the lesson. The teacher is able to

use the information gathered to inform future instructional decisions for future

lessons and planning purposes.

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3- D Printing

According to the Business Dictionary, Three- Dimensional Printing is, “The

manufacturing of a 3- D product from a computer- driven digital model. This process

is additive, where multiple layers from CAD (computer- aided design) are laid down

one after another to create different shapes.” (3-D Printing: Business Dictionary,

2019) Three- Dimensional printing was invented by Chuck Hill and has been around

for more than thirty years. (Vasquez, 2015) Three- dimensional printing is used in a

variety of settings and contexts. For example, this kind of printer can be used in the

manufacturing industry. 3- D printers are able to use a variety of materials

including: metals, ceramics, and other sorts of substances. 3- D printing can be

utilized in the medical field including making crowns for patients. (Berman, 2012)

There are few limitations as to what can be created. There are many benefits to

having a 3-D printer. One example of this is reduced shipping costs. By having a 3- D

printer, all one has to do is make the part. This reduces the need to ship materials

far distances. (Ferguson, 2018)

I believe 3- D Printing has the ability to positively impact education. Studies

have shown that 3- D printing has increased student abilities to think more spatially.

Students are required to think about the products they are creating and their

applications. Further, once educators become more properly trained, I believe that

students will be able to apply Constructivist Theory and will be able to actively

apply their new found knowledge of skills learned in the classroom setting to real

world situations by creating new products.

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I believe as a teacher and future Instructional Designer there are several

things I can do to stay up to date with this trend. Based off class discussions, there

have been concerns about whether or not 3- D printing will remain an active trend.

This is because when a 3- D Printer is used, sometimes it is left in a box or in a

Makerspace completely unused. This is often due to a lack of training. If employees

are not actively trained to use it, then there is little reason to have the product in the

first place. (Vasquez, 2018) To ensure proper use, I would first train myself in how

to properly use a 3- D printer should the company I work for have one. After, my job

would be to train on-site personnel on how to properly use it. Next, I would seek out

additional professional development opportunities in order to ensure I am

knowledgeable about the latest research and trends with 3- D printing. This might

look like watching videos on 3- D printing or reading peer- reviewed articles on how

other organizations have used the printers and share out findings with stakeholders.

The article shared by Berman (2012) is a great resource for individuals who

want to become familiar with the 3- D printing. The article informs the reader how

the 3- D printing developed. The article showcases the variety of ways in which 3- D

printing can be used. The article is unbiased in that it discusses advantages but also

disadvantages to using it. Topics in the article include: uses, mass customization and

impacts 3- D printing is having on society today. (Berman, 2012) The Web URL, was

an article written by Laura Furguson. In her Web URL she cites how 3- D printing is

fundamentally changing the way in which develop materials and the impact it is

having in a variety of contexts which is not limited to: the industrial and medical

fields. She highlights consumers can find 3- D printed objects in nearly every area of
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our society and the impact that can have on our society. (Furguson, 2018) Dr. Tim

Minshall’s Ted Talk provides the viewer with an exciting look at 3- D printing as a

process. His video focuses on the engineering aspects of 3- D printing. He does this

by introducing the viewers to common terms used in the field and explains 3- D

printing is conducted by using an “additive” process. For which the machine will

repeatedly add more and more material over specific positions on a stage and

eventually you have the creation of your 3- D printed product. (Tedx Talks, 2016)

His video ends by calling for educators to use 3- D printers in education to inspire a

generation of engineers. What was most interesting was his final point is as a society

we need to see what the impacts of 3- D printing will be. He cites that because it is

still a new product, we have yet to see the full impacts it can have for future

generations. (Tedx Talks, 2016) The significance of this video, is while he

acknowledges this trend has long existed, does not fully know its impact on society.

An activity I might have my students complete would be through posing a

problem with regards pollution of local area rivers and waterways. I would show

students videos of where the problem exists and the impact pollution is having on

the environment. The video might feature impacts on: animals, plants and overall

human health. Next, I would divide students into teams. Students would work

together to draw out a model to a potential solution. Students would take their

drawing and the instructor would provide initial feedback on their model. Next, the

students would use a 3- D Printing program to begin planning out a prototype and

how it might look in the real world. Students would then print out their device and

would analyze and reflect on whether or not additions needed to be made to it. Once
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students made necessary revisions, groups would present their ideas to the whole

class and would receive feedback. The 3- D printer is used as a tool to enhance

student learning. It is not used to substitute student learning as this project takes

students through the engineering process.

Wearable Technologies

Wearable Technologies is an exciting trend in the Instructional Design Field.

According to Borthwick, Anderson, Finsness, Foulger (2015), wearable technologies

are devices worn by a user and gather data. The user can analyze the data and can

make decisions from it. Wearable Technologies can be a variety of devices. This

includes items such as: cell phones, Fit Bits, electronic headbands, shirts, or

augmented reality devices like: Google Glass. Wearable Technologies are useful

tools, which help users make informed decisions about their day-to-day life.

Wearable technologies provide a variety of useful features to people regardless of

the industry they work in. For example, medical professionals can use wearable

technologies in order to track a patient’s health. The physician may want to monitor

a patient’s heart- rate over an extended period of time. By providing the patient a

device, the physician can track the patient’s heart and make medical decisions based

off the data. Educators can use wearable devices to provide learners immediate

feedback to their students. (Borthwick et al., 2015) Educators can use wearable

devices to immerse their learners in visual and auditory rich environments allowing

for learners to fully experience content in a realistic way.

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While there are many benefits to using Wearable Technologies, there are

some concerns with regards to it. For example, security is a major concern. Similar

to using Learner Analytics, there is a question with regards to who or what entities

have access to the dat. (Borthwick et al., 2015) Other concerns include whether or

not the instructor is able to control his or her class. This is due to students not

remaining focused on the activity at hand. (Borthwick et al., 2015) Further, the

concern with regards to the education gap is frequently brought up with regards to

this topic. Borthwick et al. (2015) mentions because wearable technology pieces are

typically expensive, those who come from lower socio- economic background would

likely have limited access to these pieces of technology.

Wearable technology is a trend I predict will have a significant impact on the

ways in which students learn both in the K- 12 setting and also in the corporate

setting. This is most seen through the use of Augmented Reality Devices. It will have

effects both in traditional education settings and also in corporate training

environments. According to (Clark, Crandall, Shabatura, 2018) food service workers

were better able to replicate a task when the augmented reality device showed a

skill being learned through a first person point of view. This compared to a third

person point of view. This is because when a learner is able to see a task completed

from a first person point of view one is more likely to remember the steps. (Clark,

Crandall, Shabatura, 2018) As Wearable Technologies become more cost effective, I

believe classrooms will have devices such as Google Cardboard, which will allow

learners to have more immersive experiences within their learning. This causes

increased retention of learned skills.

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As a teacher and future instructional designer, I believe it will be necessary

for me to continue researching Augmented Reality devices and other wearable

technology devices. This will be important especially when developing training

sessions for clients in the corporate setting. As an Instructional Designer, I will need

to know what a client’s learning targets are for the trainees. Based off this, I will

need to determine whether or not Augmented Reality will benefit the learners. By

reading the latest literature and research, I will be able to make those decisions.

This research will help me understand the nuances of the trend if Augmented

Reality is needed; it is implemented in the most efficient way possible.

There are several resources I found which helped me understand and

explore the content regarding Wearable Technologies. The article written by

Borthwick et. al., (2015) was an important article. This is because the article

highlights the benefits of using wearable technology. It showcases how these

devices many people. This article showcases not only the use of wearable

technology in the training or education setting but also how it is used in the health

care industry. The article cites, helping individuals walk. It also cites how wearable

technologies can track a person’s health in more significant ways. This includes,

monitoring a person’s heart rate over a period of time. The article also highlights

some concerns regarding personal security. The article calls for education

institutions to increase and make more visible their privacy policies so the

consumer is informed before working or being a student at the organization.

(Borthwick et. al., 2015) A helpful video resource was Lauren Constantini’s Ted Talk

(2014) highlights the types of data that can be gathered from using wearable
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technologies. From the video one sees the users can more easily understand data

gathered from technology. Constantini argues the ability for everyone to understand

the data gathered by these devices is a new trend and should be something every

person has the opportunity to have. (Tedx Talk, 2014) Finally, Richard Chang’s

website highlights the future of wearable technologies. Often one might wonder

whether existing trends will stick around or will they go away. In Chang’s article, he

discusses how based off how much money is being spent in the wearable technology

industry, it is likely one that will stay for a long time. (Chang, 2017)

A learning experience that applies wearable technology would be having

students in a high school class go on a virtual field trip to Gettysburg, Pennsylvania.

Prior to having the experience, students would learn about the American Civil War.

Students would learn about the North and the South and causes for states seceding

from the Union. Students would also learn about the crucial battle this was for the

North. Furthermore, students would learn about the major generals who fought on

the North and the South. After achieving this background knowledge, students

would take a virtual field trip to Gettysburg, Pennsylvania. Students would be able

to visit the small town near where the battle occurred. Students would see Little

Round Top and Devil’s Den. This experience would be a great educational

opportunity, as it would provide students an understanding of the difficult

conditions troops on both sides endured during the battle. The difficult terrain that

troops had to navigate would strike students. The goal for students would be to fully

appreciate where the battle occurred and allow for learners to be fully immersed

within this experience.

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Conclusion

There were five significant trends covered in this course. The trends were:

Flipped Classroom, Learning Analytics, Mobile Learning, 3- D Printing and Wearable

Technologies. Each of these trends has a significant impact on how teachers,

instructional technologists and instructional designers develop content for their

learners. It is imperative educators stay up to date on the latest research. It will help

ensure learners are getting the best, research based instruction. This will therefore

enhance learner outcomes and help the organization meet their goals.

References:

3D Printing. BusinessDictionary.com Retrieved June 14, 2019, from

BusinessDictionary.com website:
http://www.businessdictionary.com/definition3d-printing.html

ADL Initiative (2018, April 5). Demystifying xAPI and Learning Analytics. [Video
File] https://www.youtube.com/watch?v=S9aPMy08U1I

Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: a survey of the
research. In 120th ASEE National Conference and Exposition, Atlanta,
GA (Paper ID 6219). Washington, DC: American Society for
Engineering Education.

Berman, B. (2012). 3-D printing: The new industrial revolution. Business

Horizons, 55(2), 155–162.
https://doi.org/10.1016/j.bushor.2011.11.003

Brame, C., (2013). Flipping the Classroom. Vanderbilt University for Teaching.
Retrived [2019, June 16] from https://cft.vanderbilt.edu/guides-sub-
pages/flipping-the-classroom/

Borthwick, A., Anderson, C., Finsness, E., & Foulger, T. (2015). Special Article
Personal Wearable Technologies in Education: Value or
Villain? Journal of Digital Learning in Teacher Education, 31(3), 85–92.
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Chang, R. (2017, January 6) Report: Wearable Devices Expected to Become

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