The Northwest eLearning Journal

Rage Against the Teaching Machine: A Review of Audrey Watters’ Teaching Machines: The History of Personalized Learning

Ben Whitmore, M.E.T. — Mon, 13 Nov 2023 00:00:00 -0800

In Teaching Machines: The History of Personalized Learning by Audrey Watters, the author offers a comprehensive examination of the historical context and implications of educational technology in American classrooms. Ben Whitmore's review delves into Watters' central thesis, emphasizing her cautionary message about the enduring influence of behaviorist ideas on modern education. The review highlights the persistent parallels between B.F. Skinner's teaching machines and today's learning management systems, emphasizing the need for a critical, human-centered approach to educational technology. It encapsulates Watters' call for educators, politicians, and tech leaders to resist the allure of automation and prioritize the agency of teachers and students in shaping the future of education.

Strategies for Exploring Technology as a Proctoring Solution

Tay T. McEdwards, M.S.Ed. — Mon, 13 Nov 2023 00:00:00 -0800

Until recently, when the massive shift from on-campus to remote learning occurred, there was little interest in online exam proctoring and limited technology available. Additionally, few resources were available on how to explore that technology as a potential proctoring solution. This commentary draws on the author's extensive experience in the online exam proctoring space to help the reader identify the goals of their institution and to provide a framework for analyzing technology as a potential proctoring solution. The framework provided in this article (P.A.W.S) can help readers consider how to explore technology as a proctoring solution for online exams.

Applying a UDHE Framework to an Online Learning Program

Sheryl Burgstahler, Ph.D. — Mon, 13 Nov 2023 00:00:00 -0800

Some students with disabilities cannot fully engage in digital learning opportunities because of the inaccessible design of many online courses. In this commentary on policies and administration, I describe how the Universal Design in Higher Education (UDHE) Framework can be used to guide the design of accessible and inclusive online courses and share examples of best practices in applying it. I also present potential roles key stakeholders can play in applying the UDHE Framework. Taking meaningful steps in this regard can improve online learning opportunities by making them accessible to and inclusive of more learners.