OF INSTRUCTIONAL TECHNOLOGY

INTERNATIONAL JOURNAL

OF

INSTRUCTIONAL TECHNOLOGY

AND

DISTANCE LEARNING

January 2015

Volume 12 Number 1

Editorial Board Donald G. Perrin Ph.D.

Executive Editor Elizabeth Perrin Ph.D.

Editor-in-Chief Brent Muirhead Ph.D.

Senior Editor Muhammad Betz, Ph.D.

Editor

ISSN 1550-6908

International Journal of Instructional Technology and Distance Learning

PUBLISHER'S DECLARATION

Research and innovation in teaching and learning are prime topics for the Journal of Instructional Technology and Distance Learning (ISSN 1550-6908). The Journal was initiated in January 2004 to facilitate communication and collaboration among researchers, innovators, practitioners, and administrators of education and training involving innovative technologies and/or distance learning. The Journal is monthly, refereed, and global. Intellectual property rights are retained by the author(s) and a Creative Commons Copyright permits replication of articles and eBooks for education related purposes. Publication is managed by DonEl Learning Inc. supported by a host of volunteer editors, referees and production staff that cross national boundaries. IJITDL is committed to publish significant writings of high academic stature for worldwide distribution to stakeholders in distance learning and technology. In its first decade, the Journal published more than 600 articles; 7,500 pages of research and theory by over 1,000 authors. It logged over ten million page views and more than a million downloads of Acrobat files of monthly journals and eBooks. Many authors benefited from refereed publication for retention, promotion, tenure, and advancement in their profession

Donald G. Perrin, Executive Editor Elizabeth Perrin, Editor in Chief Brent Muirhead, Senior Editor Muhammad Betz, Editor

January 2015

ii

Vol. 12. No.1.

International Journal of Instructional Technology and Distance Learning

Vol. 12. No. 1.

ISSN 1550-6908

Table of Contents ? January 2015

Editorial: Artificial Intelligence

Donald G. Perrin

Page

1

The pedagogical functions of arts and cultural-heritage education

3

with ICTs in museums ? a case study of FINNA and Google Art

Project

Pei Zhao, Sara Sintonen, Heikki Kyn?slahti

Augmented reality

17

Katrina L. Currie and J. Courduff

The role of e-learning, advantages and disadvantages of its adoption 29 in higher education

Valentina Arkorful and Nelly Abaidoo

Enriching professional practice with digital technologies: faculty

43

performance indicators and training needs in Saudi higher education

Abdulrahman M Al-Zahrani

Branding in education

57

William Callister, Katherine Blevins, Ryan Kier and Isaac Pettway

Student engagement, e-connectivity, and creating relationships in the 65 online classroom: emerging themes

Andree Swanson, Bill Davis, Omar Parks, Stan Atkinson, Brenda Forde and Kunsoo Choi

Kindles in the classroom: a survey of teachers and their perceptions 73 of a mandated high school kindle initiative

Erin Margarella and Matthew Ulyesses Blankenship

January 2015

iii

Vol. 12. No.1.

International Journal of Instructional Technology and Distance Learning

Return to Table of Contents

January 2015

iv

Vol. 12. No.1.

International Journal of Instructional Technology and Distance Learning

Editorial

Artificial Intelligence

Donald G. Perrin

Dr. Herbert A. Simon and Allen Newell of Carnegie Mellon University gained renown in the mid-1950s when they created the first "thinking machine" and launched the field of artificial intelligence. Both were central figures during the cognitive revolution in psychology in the 1960s as scientists began to use computer models to study human thought processes.

In 1962, as a research assistant to Dr. James D. Finn on the Technological Development Project of the National Education Association, I was sent to the California Technical Institute to hear and see Professor Simon demonstrate artificial intelligence using the computer. The crowded lecture room tingled with excitement. Dr. Simon explained Turing's test to determine whether the computer response could be differentiated from a response by a human being. He showed how the computer was able to make decisions and solve problems such as the following:

Three missionaries and three cannibals must cross a river using a boat that can carry at most two people. For both banks, if there are missionaries present on the bank, they cannot be outnumbered by cannibals (if they were, the cannibals would eat the missionaries). The boat cannot cross the river with no people on board.

Dr. Simon also demonstrated intelligent robotics to detect and pick up an egg, and chess games where different computer algorithms were compared.

If the egg was detected and quickly removed, the machine went berserk in an un-programmed search for the egg. An electric shock restored the original program (was this analogous to shock treatment for a mental patient?).

The algorithms for chess compared a set of simple rules vs. alternative strategies for all of the possible next three moves. Simple rules worked better than analysis of millions of potential options.

The audience was intensely interested and excited by these demonstrations. At question time I asked how long it took to write the program for the missionaries and cannibals. The answer was "about six weeks, and two weeks to debug the program". It was not my intent to deflate an enthusiastic audience. It took some time to appreciate the tremendous step forward these experiments represented in development of artificial intelligence.

Fifty years later we find artificial intelligence, robotics, and automation augmenting productivity at home, at work, and in personal and business communications. Siri listens and provides answers faster than you can google them on a keyboard. And in 2012, IBM's Deep Blue won the chess championship from Garry Kasparov.

There are serious questions about what skillsets schools should teach in the future when ubiquitous mobile devices complement human intelligence and deliver customized training. Are we approaching a paradigm shift where "thinking machines" will play a dominant role in our daily lives and make irreversible change in the way we live? _________________________

Herbert A. Simon Obituary: Allen Newell and Herbert A Simon. Computer simulation of human thinking.

Return to Table of Contents

January 2015

1

Vol. 12. No.1.

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download