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Educational Communications and Technology:
Issues and Innovations
Kay A. Persichitte
Atwi Suparman
Michael Spector Editors
Educational
Technology to
Improve Quality
and Access on a
Global Scale
Papers from the Educational Technology
World Conference (ETWC 2016)
Educational Communications and Technology:
Issues and Innovations
Series editors
Michael Spector
M.J. Bishop
Dirk Ifenthaler
More information about this series at http://www.springer.com/series/11824

Kay A. Persichitte • Atwi Suparman
Michael Spector
Editors
Educational Technology
to Improve Quality and
Access on a Global Scale
Papers from the Educational Technology
World Conference (ETWC 2016)
Editors
Kay A. Persichitte Atwi Suparman
University of Wyoming The Indonesian Professional Association
Laramie, WY, USA for Educational Technology
Jakarta, Indonesia
Michael Spector
Department of Learning Technologies
University of North Texas
Denton, TX, USA
Educational Communications and Technology: Issues and Innovations

ISBN 978-3-319-66226-8 ISBN 978-3-319-66227-5 (eBook)
https://doi.org/10.1007/978-3-319-66227-5
Library of Congress Control Number: 2017958029
© Association for Educational Communications and Technology (AECT) 2018

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the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,
broadcasting, reproduction on microfilms or in any other physical way, and transmission or information
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Preface
From July 31 through August 3, 2016, scholars and students from the field of
Educational Technology around the globe gathered in Sanur, Bali, Indonesia, for the
inaugural Educational Technology World Conference (ETWC). Participants from
over 19 countries were honored with presentations by important government educa-
tion officials and research scholars. The conference was co-hosted by many
Indonesian universities (please see Acknowledgments) and by the Association for
Educational Communications and Technology (AECT). As the presiding President
of AECT at that time, I was honored to participate in the conference program that
was filled with examples of using different technologies to enhance our teaching
and to extend the reach of our teaching to learners who do not have physical access
to schools and universities. Scholars and practitioners from around the world shared
their research and work emphasizing the importance of effectively using and man-
aging technologies to benefit the learner! Participants also shared challenges of their
work which reminded us that regardless of our home country or region, we have
much in common!
This volume represents the peer-reviewed manuscripts submitted after presenta-
tion sessions at 2016 ETWC. The first section contains the papers prepared by four
keynote speakers/scholars. In the second section, the 20 authors offer manuscripts
describing widely varied topic areas and approaches to their research which are
representative of the scope of the conference.
At this conference, we began new collaborations, made new friends, and learned
from each other. All conference participants and attendees were welcomed warmly
and I will never forget the experience. I close this preface with the words I used to
close the conference… Negara Indonesia indah sekali (Indonesia is a beautiful
country) and terima kasih (thank you)!
Laramie, WY, USA Kay A. Persichitte
v
Acknowledgments
First, I wish to acknowledge the host and co-host institutions for the 2016 ETWC:
Universitas Nigeri Jakarta, Universitas Terbuka, Universitas Undiksha, Universitas
Pendidikan Ganesha, Universitas Mahendradatta, and Ristekdikti Kopertis 8.
I wish to acknowledge these special people who contributed significantly to the
planning of the 2016 ETWC:
• Pak Atwi Suparman, Chair of the 2016 ETWC Organizing Committee
• Pak Djaali, Chair of the 2016 ETWC Steering Committee, Rector, Universitas
Negeri Jakarta
• Ibu Tian Belawati, Rector, Universitas Terbuka
• Pak Jampel, Rector, Universitas Undiksha
• Pak Putri Anggraeni, Rector, Universitas Mahendradatta
• Pak Nyoman Jampel, Rector, Universitas Pendidikan Ganesha
• Pak Astawa, Coordinator, Ristekdikti Kopertis Wilayah 8
These reviewers of the manuscripts for this volume also deserve our thanks: Dr.
Dennis Beck, Dr. Doris Bolliger, Dr. Tonia Dousay, Dr. Robert Doyle, Dr. Michael
Grant, Dr. Dirk Ifenthaler, Dr. Florence Martin, Dr. Megan Murtaugh, Dr. Craig
Shepherd, Dr. J. Michael Spector, Dr. Jill Stefaniak, and a special thanks for her
extensive editorial review support to Dr. J. Ana Donaldson.
I also want to recognize the Chairman of our AECT affiliate, the Indonesian
Professional Association of Educational Technology (IPTPI), Professor Wibawa,
for the continued support and expansion of our field that this professional organiza-
tion contributes.
Lastly, my acknowledgements would not be complete without a special “Thank
You” to His Excellency, the Governor of Bali, for his graciousness and generosity
in hosting us at his home for a fabulous cultural dinner and gala during the confer-
ence. This was an amazing experience and a wonderful evening with a powerful
leader of the Bali people.
vii
Contents
1 Instructional Design for Training Programs �� 1

2 Learning 3.0: Rhizomatic Implications for Blended Learning�� 9
Johannes C. Cronje
3 Technology, Society, and the Future�� 21
Stephen W. Harmon
4 Smart Learning Environments: Potential and Pitfalls �� 33
J. Michael Spector
5 Designing for Creativity in Interdisciplinary Learning
Experiences�� 43
Tonia A. Dousay
6 The Importance of a Satisfaction Analysis in a Face-to-Face
Tutorial: A Case Study at Universitas Terbuka�� 57
Adhi Susilo and Deddy A. Suhardi
7 Developing Online Course Material on Information
Literacy: A Design-Based Research Approach�� 71
Riche Cynthia Johan
8 Effects of Role-Play for Problem-Solving Skills and Engagement
in Online Forums �� 91
Jackie Hee Young Kim
9 Predicting Student’s Re-enrollment in an Open and Distance
Learning Environment�� 111
Sugilar
10 Problem-Solving Strategies Among Science Teachers
in the State of Selangor, Malaysia�� 123
Dorothy Dewitt, Norlidah Alias, Shalini Palraj, and Saedah Siraj
ix
x Contents
11 Exploration of Students’ Online Discussion Engagement

in Statistics Collaborative Learning�� 143
Yi-Chun Hong and Ming-Hung Kao
12 The Effect of Listening to Radio News in Developing Students’
Listening Comprehension Skills �� 157
Lies Budyana, Ismet Basuki, Luthfiyah Nurlaela,
Maya Ariesta Umboh, and Kusuma Nagari
13 Instructional Design for the Computer Network Subject:
A Balinese Culture-Based Learning Using Subak�� 165
Ketut Agustini and Gede Indrawan
14 A Scientific Approach for the Accelerated Preparation
of Indonesian Senior High School Students: Development
of Economics Tools and Teaching Materials�� 175
Siti Nurjanah
15 Improvement of Distance Learning Experiences
and Materials Through Formative Evaluation�� 187
Ratna Marta Dhewi and Rini Dwiyani Hadiwidjaja
16 Developing a Project-Based Early Childhood Assessment
Textbook�� 205
Desak Putu Parmiti
17 Discrepancy of Difficulty Level Based On Item Analysis
and Test Developers’ Judgment: Department of Biology
at Universitas Terbuka, Indonesia�� 215
Diki Diki and Eko Yuliastuti
18 Role of the University Lecturer in an Online Learning
Environment: An Analysis of Moodle Features Utilized
in a Blended Learning Strategy�� 227
Rijanto Purbojo
19 The Effect of the Mathematical GASING Method
and Spatial Intelligence on Science Achievement�� 245
Sapiudin Fiun
20 Analysis of Collaborative Learning in Filmed Role Play
on Social Media: A Case of Hospitality Students�� 257
Gemala Garibaldi
21 Use of the Concept Mapping Strategy to Improve
Academic Writing�� 273
Benny Agus Pribadi
Contents xi
22 Challenges and Solutions of Web-based Learning

on Mobile Devices�� 287
Tepati Hak Kewajiban, Mustaji, and Bachtiar S. Bachri
23 Integrating the Values of Local Wisdom into the Learning Model:
Building Positive Student Character�� 297
Ni Nyoman Parwati, I Made Tegeh, and I Made Mariawan
24 The Influence of Competence and Self-Confidence
on Elementary School Teacher Performance�� 309
Mohamad Syarif Sumantri and Prayuningtyas Angger Wardhani
Author Index�� 321
Subject Index�� 331

About the Editors
Kay A. Persichitte is a Professor of Learning, Design, and Technology at the

University of Wyoming (USA) and President of the Association for Educational
Communications and Technology (AECT) during the 2016 ETWC. She holds a
Ph.D. in Educational Technology, an M.Ed. in Curriculum and Instruction, and a
B.A. in Mathematics and Secondary Education. Her career spans 19 years teaching
high school mathematics and 24 years as faculty member and administrator in
higher education.
J. Michael Spector is Professor and Former Chair of Learning Technologies at the

University of North Texas. He was previously Professor of Educational Psychology
and Instructional Technology at the University of Georgia. Prior to that, he was
Associate Director of the Learning Systems Institute and Professor of Instructional
Systems at Florida State University. He served as Chair of Instructional Design,
Development and Evaluation at Syracuse University and was Director of the
Educational Information Science and Technology Research Program at the
University of Bergen. He earned a Ph.D. in Philosophy from the University of Texas
at Austin. His research focuses on intelligent support for instructional design,
assessing learning in complex domains, and technology integration in education.
Dr. Spector served on the International Board of Standards for Training, Performance
and Instruction (ibstpi) as Executive Vice President; he is a Past President of the
Association for Educational and Communications Technology as well as a Past
Chair of the Technology, Instruction, Cognition and Learning Special Interest
Group of AERA; he is also an active member of AERA’s Instructional Technology
and Learning and Technology SIGs. He is editor of Educational Technology
Research and Development and serves on numerous other editorial boards. He
edited the third and fourth editions of the Handbook of Research on Educational
Communications and Technology, as well as the Encyclopedia of Educational
Technology, and has more than 150 publications to his credit.
xiii
Chapter 1
Instructional Design for Training Programs
Abstract This paper examined the need for instructional design as the fundamental
paradigm for training programs. The situation is that there has been a substantial
increase in the number of training programs throughout the world. The contention
here is that the increase in the number of training programs has created a need for
designs that systematically generate effective instruction that is student centered.
The premise is that instructional design is a complex process that requires more than
writing objectives, publishing training manuals, and placing lesson plans online.
Instructional design is an applied product development process, which exists to
respond to needs that are identified in spaces dedicated to intentional learning.
Further, a high-quality training program is achieved through the application of the
several core principles of instructional design, such as being student centered,
responsive, generative, complex, collaborative, and practical. Each of the core
principles of instructional design will be presented in this session.
1 Introduction
This paper expresses the need for instructional design as a fundamental paradigm
for developing training programs. There has been a substantial increase in the num-
ber of training programs throughout the world, and this same increase in the number
of training programs has created a need for designs that systematically generate
effective instruction that is student centered. The concept of instruction promoted in
this paper moves away from designs that encumber didactic, limiting, passive, sin-
gular modes of teaching, and instead, move toward designs that facilitate active,
multi-functional, inspirational, situated approaches to intentional learning. The pre-
sumption is that intentional learning involves multiple, concurrent interactions
among people, places, and things, situated within a context, during a period of time
(Fig. 1.1), and thus, complex. This course is about a systematic approach to
R.M. Branch (*)

Learning, Design, and Technology, University of Georgia,
129 River’s Crossing, 850 College Station Road, Athens, GA 30602, USA
e-mail: rbranch@uga.edu
© Association for Educational Communications and Technology (AECT) 2018 1

K.A. Persichitte et al. (eds.), Educational Technology to Improve Quality
and Access on a Global Scale, Educational Communications and Technology:
Issues and Innovations, https://doi.org/10.1007/978-3-319-66227-5_1
2 R.M. Branch
Fig. 1.1 Components of intentional learning
designing, developing, and evaluating instruction as one way to facilitate the com-
plexity of intentional learning.
Learning space means a place where there is a mutually agreed upon set of
expectations for the student and the teacher. Such a place can be complex because
each of the entities as depicted in Fig. 1.1 are within themselves complex, and
become active parts of every lesson, module, and unit of instruction. The complex-
ity of each entity can be observed by the typical questions that need to be answered
regarding each entity. The answers to the following questions are essential regard-
ing the student:
1. What knowledge and skills does the student bring to the learning space?
2. What does the student already know about the content?
3. What does the student expect to accomplish upon completion of the lesson or
unit?
The answers to the following questions are essential regarding the content:
4. What is the type of content to be learned?
5. What is the type of skill or knowledge to be constructed?
6. Is there a pedagogy commonly associated with the content knowledge?
The answers to the following questions are essential regarding the peers:
7. How many students compose a particular community of learners?
8. What are the knowledge assets available within a community of learners?
9. What are the skill assets available within a community of learners?
The answers to the following questions are essential regarding the media:
10. What tools are needed to teach the content?
1 Instructional Design for Training Programs 3
11. What tools are needed to learn the content?

12. What tools are needed to apply the new skills and knowledge?
The answers to the following questions are essential regarding the teacher:
13. What is the role of the teacher?
14. What expertise, knowledge, and skills are possessed by the teacher?
15. When will the teacher also need to be a learner?
The answers to the following questions are essential regarding the goals:
16. What are the expectations of the student after he or she leaves the learning
space?
17. What needs to be observed within learning spaces?
18. What is the correlation between the goals within the learning space and the
goals within the performance space?
The answers to the following questions are essential regarding the time:
19. What is the effect of timing on the implementation of the learning being
designed?
20. How much time should be permitted for synchronous learning events?
21. How much time should be permitted for asynchronous learning events?
The answers to the following questions are essential regarding the context:
22. What administrative resources are required to support the learning space being
designed?
23. What physical infrastructure is required to support a particular learning space?
24. How long is the design expected to remain relevant?
The premise is that instructional design is a complex process that requires more
than writing objectives, publishing training manuals, and placing lesson plans
online. Instructional design is an applied product development process, which exists
to respond to needs that are identified in spaces dedicated to intentional learning.
Further, a high-quality training program is achieved through the application of the
several core principles of instructional design, such as being student centered,
responsive, generative, complex, collaborative, and practical. An example of a
visual representation of an instructional design process is presented in Fig. 1.2.
Each of the core principles of instructional design are presented below.
2 Principles of Instructional Design
The claim here is that instructional design is student centered, responsive, genera-
tive, complex, a collaborative process, a high-fidelity process, and practical.
Instructional design is student centered because student performance is the focal
point of all training activities. While teaching contributes to student performance,
4 R.M. Branch
Summative
Acceptable Evaluation
No Yes Plan
Pilot Test
Media
Instructional
Strategies
Situational
Content Analysis
Assessment
Instructional
Objectives
Context Goals
Learner Analysis
PerformanceAssessment Formative Evaluation
Fig. 1.2 Visual representation of an instructional design process
students are expected to actively participate in determining the placement of their

own efforts. Instructional design is responsive through the use of goals. Goals are
central to the instructional design process, and should reflect the expectations of the
primary stakeholders, in this case, the student, the teacher, and the client (who may
represent a variety of constituents). Instructional design is generative. Generative,
within the purview of instructional design, means the focus is on students perform-
ing authentic tasks, learning cases will likely represent complicated situations, and
the learning tasks evolve around genuine and authentic problems. Certainly, good
instructional design avoids tasks that are trivial, contrived, and overly simplified.
Instructional design is complex. Therefore, assessment tools associated with instruc-
tional design should be reliable and valid. Instructional design is a high-fidelity
process. There should be a high congruence between training environment and the
workplace. Instructional design is a collaborative process. A partnering relationship
is often required due to the size, scope, and technology needed to complete effective
training programs, which commonly leads to a need for diverse and specialized
knowledge and skills. Instructional deign is practical. Professional instructional
designers are most effective when they employ appropriate process models, project
management strategies, and common sense.
Instructional design for training programs is based on a fundamental assumption
that the purpose of training is to move a trainee from being dependent on the instruc-
tor to becoming independent of the instructor (Fig. 1.3). Such independence-
building is predicated on training programs that effectively implement action
learning strategies. Action learning is an instructional strategy used in training and
education settings as a way to increase the congruence between the activities that
occur in the classroom with the expectations outside the classroom at the work-
place. The problem is that training programs are often de-contextualized and
Fig. 1.3 Becoming teacher independent
Action Learning
Active Avoid passive Promote mentally and physically

Strategies techniques stimulating activities
Promote activities that require

communication between
Interactive Avoid individualism 1. Student and Content
Strategies
2. Peers
3. Students and Media
Avoid activities that are Promote activities that

Situated
1. Unreal 1. Simulate reality
Strategies
2. Unlikely 2. Stimulate metacognition
Promote tasks that

Authentic Avoid low fidelity tasks 1. Result in genuine artifacts
Strategies 2. Are immediately usable
3.Resemble reality
Avoid un-related tasks Promote tasks that provide

Cased-
opportunities for students to
based
Strategies 1. Sample
2. Practice
3. Act
Fig. 1.4 Action learning strategies
incongruent with workplace realities, whereas action learning strategies are active,
interactive, situated, authentic, and case-based (Fig. 1.4). Thus, action learning is a
successful approach to training effectiveness, and action learning is a successful
approach to learning effectiveness.
Finally, I recommend that a conceptual framework guides your training develop-
ment process. The conceptual framework posited in this paper which is appropriate
for instructional design is a hierarchy of consciousness (Fig. 1.5). The point being
6 R.M. Branch
Construct Definition Attributes
Model Doing. 1. Scalable.

2. Varies the levels of generality.
An explicit representation
of a reality. 3. Manifests a set of propositions.
4. Prescribes relationships.
5. The greater the fidelity between application and
supporting theory, the higher the relative level of
generality.
Paradigm Describing . 1. Basis or referent for action.

A conceptual pattern or 2. Illustrates fundamental interrelationships.
example that verbally or 3. Allows for variation in the way reality is modeled.
visually describes 4. Facilitates replication of a fundamental concept.
recurring features of a
reality.
Theory Interpreting . 1. Ability to generate hypotheses; and make predictions.

A way to interpret a set of 2. Based on empirical evidence or opinion, thought,
organized principles. observation, and supposition.
Concept Scheming . 1. Provides conceptual explanations formed by philosophical

arguments.
A phenomenon that is
conceived in the mind, such 2. Covert, idiosyncratic and socially constructed.
as a thought, notion and 3. Explains observable phenomena.
idea.
1. Uses precise terminology, analytical statements and

Philosophy Rationalizing .
narrative to illustrate conditions of an argument.
Arguments posited in the 2. Characterized as
search for truth through a. Ethical: System of values governing conduct and
logical reasoning within expressions of moral approval.
an individual [or b. Epistemological : System of belief and its relationship
community] rationalize. to the study of knowledge, and its extent.
c. Metaphysical : System of relating to a reality beyond
information that is perceptible to the senses.
Phenomenology Knowing . 1. Based on human perceptions about the universe.

Study of the development 2. Expressed as units of life experiences.
of human conscience, 3. Motivation for human action.
and self-awareness. 4. Based on perceived or perceivable events.
Fig. 1.5 Hierarchy of consciousness
made here is that it is important for professional instructional designers who develop
training programs dedicated to improving human performance have answers to
these questions:
1. What experiences influenced your perspectives?
2. What is your prevailing educational philosophy?
3. How do you conceive design?
4. Do you have a favorite learning theory [theories]?
5. What paradigm describes your reality?
6. Do you have a default instructional design model?
3 Summary and Recommendations
The premise expressed in this paper was the notion of instructional design as the
fundamental paradigm for developing effective training programs. Further, a good
training program requires more than writing objectives, publishing manuals, and
placing lesson plans online. The contention here was that the increase in the number
of training programs worldwide has created a need for designs that systematically
generate effective instruction (both teaching and learning) that is student centered.
Instructional design was described as an applied product development process,
which exists to respond to needs that are identified in spaces dedicated to intentional
learning. Further, a high-quality training program is achieved through the applica-
tion of the several core principles of instructional design, such as being student
centered, responsive, generative, complex, collaborative, and practical. Thus,
instructional design for training programs should:
1. Generate designs that account for the complexity associated with intentional
learning spaces.
2. Implement action learning strategies as an authentic case-based approach to
training.
3. Focus on performances that move the student to becoming teacher independent.
Robert Maribe (Rob) Branch is a Professor of Learning, Design, and Technology at the
University of Georgia, and the Head of the Department of Career and Information Studies. Rob
earned a Bachelor of Science degree from Elizabeth City State University in North Carolina and a
Master of Arts degree from Ball State University in Muncie, Indiana. Rob taught secondary school
in Botswana as a Peace Corps Volunteer and later joined the University of Botswana as a Lecturer
in the Technology Education Department. Rob completed his Doctor of Education (EdD) degree
from Virginia Tech in 1989. Dr. Branch joined the faculty at Syracuse University where he taught
graduate courses in educational technology, served as a co-Director of ERIC, and conducted
research in instructional design. Dr. Branch worked as Fulbright Lecturer/Researcher at the
University of KwaZulu-Natal in South Africa, where he co-founded the Master’s degree in
Educational Technology. Dr. Branch is co-editor of the Educational Media and Technology
Yearbook and co-author of the book Survey of Instructional Design Models. He also authored the
book Instructional Design: The ADDIE Approach. Dr. Branch’s published research focuses on
diagramming complex conceptual relationships. He is a Past President of the Association for
Educational Communications and Technology.
Chapter 2
Learning 3.0: Rhizomatic Implications
for Blended Learning
Johannes C. Cronje
Abstract In a Web 3.0 environment everybody is a producer of knowledge. This

means that our learners are automatically also producers of knowledge. In the age
of smart devices many of the skills we have been expecting learners to know, have
become automated or obsolete. Google Translate means that it is no longer neces-
sary to learn a foreign language before you travel. Google maps means you no lon-
ger need to read an atlas. So, as our devices are becoming smarter, we need to
re-define what it means to learn. This paper will consider the use of Rhizome Theory
to explore the multiple faces of learning in the twenty-first century, and propose an
integrated framework for designing rhizomatic learning experiences.
1 Introduction
In a world where Google knows what you are asking even before you have finished
typing the question becomes, “What is left to learn?”
This paper contains my reflections after a presentation on the topic at a plenary
session of the Educational Technology World Conference, Bali from 31 July to 3
August, 2016. The presentation took the form of an interactive Bring Your Own
Device (BYOD) activity and thus there was no written text. Now, 6 months later, I
am sitting in Pretoria, South Africa reflecting on the thinking that led up to that
conference and on how my thinking has been shaped since. I do many similar pre-
sentations and thus there may be significant overlaps with other of my work. I there-
fore request the reader to see this as a bricolage assembled from previous work,
rather than as an original piece.
J.C. Cronje (*)

Cape Peninsula University of Technology, Dean’s Office, 80 Roeland Street,
Cape Town 8001, South Africa
e-mail: johannes.cronje@gmail.com; https://sites.google.com/site/johannescronje/
© Association for Educational Communications and Technology (AECT) 2018 9

K.A. Persichitte et al. (eds.), Educational Technology to Improve Quality
and Access on a Global Scale, Educational Communications and Technology:
Issues and Innovations, https://doi.org/10.1007/978-3-319-66227-5_2
10 J.C. Cronje
There are many definitions of learning, (Malamed, 2016) but a rough synthesis
of them all could be: Learning is being able to do something afterwards that you
could not do before. The main problem with this definition is that, thanks to
technology, there are numerous things we are now able to do, which we were not
able to do before—such as navigate through traffic taking the optimal route in real
time by using GPS, or recognize a piece of music never heard before using Shazam,
or tell the distance to the flag on a golf course by pointing a cell phone at it. Even
converting from one currency to another, taking into account the rate of exchange at
any given date, can be done from an internet-enabled cell phone without any calcu-
lations. With every new app downloaded to a smartphone a learner can do some-
thing new, without having engaged in any mental effort. So from “what is left to
learn?” we move to “what should we teach?”
In response to this question Tony Wagner, as early as 2008, made a proposal to
help learners achieve seven “survival skills”, viz. Critical Thinking and Problem
Solving, Collaboration and Leadership, Agility and Adaptability, Initiative and
Entrepreneurialism, Effective Oral and Written Communication, Accessing and
Analyzing Information, and Curiosity and Imagination (Wagner, 2008). For Wagner
then it is not the person with the best technology. It is the person with the best tech-
nology who knows how (and when) to use it that is most likely to be able to do all
these things. Dave Cormier and Bonnie Stewart move closer when they argue that
we live in a rhizomatic age (D. Cormier & Stewart, 2010).
In this paper, I argue that rhizomatic learning is not so much a matter of learners
having to adjust to a hyper connected world, but rather it is that the locus of learn-
ing has shifted from the learner to the rhizome. Before the ubiquity of the Internet
the knowledge bottleneck was at the duplicating room. Learners could only be
expected to learn as much as teachers could duplicate. Now the bottleneck sits
between the ears of the learners. Learners can only learn as much as they can take
in. However, in the connected rhizomatic world, the whole system is learning and
thus what we have to do is connect and ride along. There needs to be a shift in
emphasis from evaluating the learner’s load of knowledge, skills and attitudes to
evaluating the learner’s connection to the system in which they survive using
Wagner’s skills.
Learning in the twenty-first century has also been called Learning 3.0 hinting at
learning in a Web 3.0 environment (Rubens, Kaplan, & Okamoto, 2014). In a Web
1.0 environment information is presented by the provider to the user on a static web
page. Web 2.0 is the social web where users provide information and interact with
information of other users through social media such as blogs, and social sites such
as LinkedIn, Facebook, and Twitter. Web 3.0 brings the inclusion of the device and
the system as partners in the production of information. When a Web 3.0 user uses an
Internet-enabled device to search information on Google for instance, then the user’s
current and previous behaviour, as well as the location of the device, is factored into
the search and in that way the user, the device and Google have obtained more infor-
mation. Thus, the more users use their devices, the more Google learns about them,
and the more able they become to do things that they were not able to do before.
2 Learning 3.0: Rhizomatic Implications for Blended Learning 11
2 Rhizome Theory
Rhizome theory (Deleuze & Guattari, 1987) argues that knowledge is better repre-
sented by a web structure than by a tree structure. Where most of our information
comes from the World Wide Web a web makes a strong metaphor for knowledge
and learning. A tree structure implies a hierarchy with something at the top and
some root structure the rhizome implies a non-hierarchical, flat structure that favours
organic growth above one of causality and chronology. In fact, the rhizome becomes
the curriculum (D. Cormier, 2011). The link between Learning 3.0 and the rhizome
is clear. There are no hierarchies. The learner, the system and the device are equal
partners. The movement is multi-directional and occurs at the time of need, rather
than at a time specified by a curriculum.
2.1 Rhizomatic Implications for Learning 3.0
Six principles govern the rhizome: Connection, heterogeneity, multiplicity, asigni-

fying rupture, cartography and decalcomania (Deleuze & Guattari, 1987). It stands
to reason that the survival skills of twenty-first century learners need to be measured
against the extent to which they accommodate, or even exploit the rhizome.
2.1.1 Connection
Connection implies that “… any point of a rhizome can be connected to any other,
and must be” (Deleuze & Guattari, 1987, p. 7). For Twenty-first Century learning
this means that learners, teachers, information and technological devices are all
connected. Moreover, there are no discrete knowledge areas. All knowledge is con-
nected to all other knowledge. The principle of connection resonates with the edu-
cational theory of connectivism, which argues that:
• Learning and knowledge rests in diversity of opinions.
• Learning is a process of connecting specialized nodes or information sources.
• Learning may reside in non-human appliances.
• Capacity to know more is more critical than what is currently known
• Nurturing and maintaining connections is needed to facilitate continual learning.
• Ability to see connections between fields, ideas, and concepts is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learn-
ing activities.
• Decision-making itself is a learning process. Choosing what to learn and the
meaning of incoming information is seen through the lens of a shifting reality.
While there is a right answer now, it may be wrong tomorrow due to alterations
in the information climate affecting the decision (Siemens, 2005).
12 J.C. Cronje
In a world where people’s attention is constantly distracted by the multiple stim-

uli that confront them we need to teach them how to cope with the multi-sensory
connected world.
2.1.2 Heterogeneity
Where the industrial age brought with it the idea of batch processing and a desire for
homogeneity, the information age has given us the ability to deal with diversity. This
section will consider diversity in demographics, interest and learner characteristics.
The Organisation for Economic Co-operation and Development (OECD) shows a
major shift in student demographics since 1995. Student numbers in OECD countries
have grown from 39% to 60%. The average age of students varies from lower than 19
(Belgium, Japan and Indonesia) years, to over 25 (Iceland, New Zealand and
Sweden). There is a strong growth in women entering higher education and generally
the percentage of students who study outside their own countries has doubled to 4%.
Social sciences, Business and Law are the most popular fields and Science Technology
Engineering and Mathematics are the least popular fields (OECD, 2013).
In recent years, much research has been done on learner characteristics, such as
learning style (Kolb & Kolb, 2013), cognitive style (Kozhevnikov, Evans, & Kosslyn,
2014), multiple intelligences (Gardner, 2011), emotional intelligence (Goleman,
Boyatzis, & McKee, 2013) learning preferences (Fleming, 1995; Vark Learn Limited,
2015) and brain profile (Herrmann, 1995). Nevertheless, there seems to be very little
evidence supporting the hypothesis that matching a learner’s style will lead to
improved performance (Klein, 2003; Pashler, McDaniel, Rohrer, & Bjork, 2008).
Very recently, it was shown that individual differences do not lead to differences in
decision making (Galotti, Tandler, & Wiener, 2014). Nevertheless although accom-
modating individual differences may not significantly improve results, it may well
add to learners’ enjoyment or motivation to learn and in that way lead to attitudinal,
rather than scholastic improvement (Dunn & Dunn, 1993; Schick, 1979).
Heterogeneity in education has a number of advantages. It gives access to more
students, teaches tolerance and respect for the ‘other’, encourages cooperation and
mutual help, allows for the development of richer personal resources and challenges
teacher development (Class & Class, n.d.). It has been found that dealing with het-
erogeneous groups by ability grouping has a significant effect when high achievers
are grouped together and given enriched learning, but no improvement has been
shown for low-achieving groups (Good, 1997; Kulik & Kulik, 1982). Another way
of dealing with such diversity has been to adjust for individual needs, which seems
impractical. A solution lies in creating a context in which a class is seen as a group
of individuals who make their own meaning (Millrood, 2002). Such a context is
created by keeping students motivated through variation and interest, reaching indi-
viduals by collaboration, individualisation and personalisation, and providing for
different levels by open-ended assignments and providing a variety of compulsory
and optional work (Class & Class, n.d.).
The implications for teaching and learning for heterogeneity, is a move towards
teaching for diversity. One needs to ask questions such as:
• Is the material adequate for the age of the learner?
• Has the instructional design accounted for language barriers?
• Have learners been asked to add personal value to the content based on their
particular style or preference?
• Has the learning event encouraged learners to value the significance of the ‘other’?
• Is collaboration encouraged?
2.1.3 Multiplicity
In terms of Rhizome theory multiplicity holds that the multiple is the unit (Deleuze
& Guattari, 1987). In other words, everything has a multiple. Bergson (2001) identi-
fies two types of multiplicity: continuous and discrete multiplicities. Table 2.1
shows a comparison between the two types.
The types of multiplicity can be identified across various multiples. This paper
will consider three multiples: Multiple lives, multiple devices and multiple truths.
In a world of ubiquitous connectedness and with the flat, rather than hierarchical
structure of the rhizome the number of roles played by teachers and learners have
both increased and blurred. Teachers have become learners—learning not only
about the subject, but also about the learners. Galloway and Lesaux (2014) identify
five roles of a twenty-first century teacher: Leader, teacher, diagnostician, colleague
and change agent. It is therefore necessary to recognise the tensions that arise as
teachers re-adjust to their changed position (Taylor, Klein, & Abrams, 2014).
Learners, on the other hand, have as much access to Internet-based information as
the teachers have, and thus have become teachers or themselves, their peers and
their teachers. As their portfolios become digital rather than paper-based, so they
become focused more on an online portfolio as an identity, rather than an archive; at
the same time they become more future-focused, recognising the value of the port-
folio as a way of getting a job (Bennett, Rowley, & Dunbar-Hall, 2014).
Table 2.1 Continuous and discrete multiplicities (Adapted from Bergson)

Continuous multiplicities Discrete multiplicities
Differences in kind Differences in degree
Divides only by changing in kind Divides without changing in kind
Non-numerical—qualitative Numerical—quantitative
Virtual differences Actual differences
Continuous Discontinuous
Succession Simultaneity
Fusion Juxtaposition
Duration Space
14 J.C. Cronje
Multiplicity in devices is both continuous and discrete. There are numerous

devices that can perform the same functions, and one device can perform numerous
functions. Thus, for instance one can use a smartphone, a tablet, an e-reader, a com-
puter or a printer to read a document. Then again one can use a smartphone to make
and receive voice calls, read emails, send text messages, communicate on social net-
works, perform calculations, listen to voice and music and watch videos. The diver-
gence and simultaneous convergence of technology has enabled the multiple to be the
one, and the one to be the multiple. Multiplicity brings with it complication as well
as simplicity. Life is simplified since at any given time one can perform any given
function with whatever device is handy. Life is complicated since one has to navigate
the complexity of various devices and platforms with which a task can be done.
The rhizomatic nature of knowledge has meant that there are numerous ways to
arrive at information. Nevertheless there are also multiple truths, and it is may be
difficult to distinguish between options. On the other hand, two different truths may
hold for the same situation under different circumstances, as is shown by the two
explanations of the shape of the Fish River in Namibia in Fig. 2.1.
The mythological explanation for the shape of the river is placed first—that it
was shaped by a snake trying to escape from San hunters. The scientific explanation,
that it flows on a low-gradient plane without direction is second. Although this is a
humorous dichotomy, there are some that are more serious—particularly those that
are subject to scientific debate while having life-changing implications for the rest
of us: Is the Banting diet good or bad? Is there a relationship between high-
cholesterol foods and heart disease?
The implication of multiplicity is that the teacher needs to understand that there
are many interpretations to learning materials, and many applications of what is to
be learnt. The purpose of facilitating learning is to address as many as possible of
the multiple identities of the learner. What should be addressed is the learner’s abil-
ity to manipulate various devices across various platforms to reach specific objec-
tives or achieve particular outcomes. The learner should be taught to balance
Fig. 2.1 Why does the Fish River loop like a snake?
efficiency and effectiveness by selecting the optimal too for a given task. Moreover,
the learner should be taught to cope with the information overload which results
from the redundancy inherent in multiplicity.
The learner should be taught to distinguish the truth in a given context, and the
teacher needs to realize that the result of an assessment of such learning is but one
truth out of many others that exist simultaneously.
2.1.4 Asignifying Rupture
Whenever a piece of the rhizome breaks off it begins to grow afresh. Every piece of
knowledge has the potential of growing into a new set of insights. The principle of
transfer is not new in education, but in a rhizomatic environment it is central. “The
transfer of learning is universally accepted as the ultimate aim of teaching”
(McKeough, Lupart, & Marini, 2013, p. vii). Transfer, however, is always difficult to
measure (S. Cormier & Hagman, 2014). Aspects to consider in the discussion of
transfer include the direction and the extent of transfer, as well as the nature of trans-
fer, be it motor, cognitive or metacognitive (S. Cormier & Hagman, 2014). Gagné
(1985) distinguishes between vertical transfer, where the subsequent skill depends
directly on the acquired one, and lateral transfer, when the learner realises that a skill
acquired in one field, can be used in another—such as fractions in a classroom trans-
lating to dividing slices of pie. Motor transfer relates to physical skills—whether
weight lifting might lead to increased performance on the sports field, while cogni-
tive transfer relates to knowledge and metacognitive transfer concerns attitudes.
The main problem in teaching for transfer is that the skills being taught may need
to be developed outside of the environment in which they will be used. It is not pos-
sible to measure transfer in the classroom—it needs to be assessed in the workplace.
Here is where portfolios, peer tutoring and workplace learning become important.
2.1.5 Cartography
The concept of cartography holds that the rhizome represents a map rather than a
tracing. This means that each learner has an individual map and that one learner can-
not trace another’s map. Recently, the mapping of understanding as a form of learn-
ing has become very popular. It makes sense to use a map that shows connections
when one deals with a connected environment. Davies (2011) distinguishes between
mind maps, concept maps and argument maps, pointing out that each type may have
a different application. Nevertheless for the sake of this paper the concept of getting
a learner to draw a map linking various pieces of information is good enough.
Learners should be encouraged to generate their own maps, rather than simply to
trace those that the teacher had drawn. Traditionally, a teacher would set learners a
task of taking a piece of material and converting it into a map. Invariably such a map
ends up with having the headings and sub-headings of the chapter as branching
structures. The result is then a tree of knowledge, rather than a web of knowledge.
16 J.C. Cronje
Instead, learners should be encouraged to have three foci in the map. They put them-
selves in the middle, the learning material to one side and the environment, both
physical and intellectual on the other side. The map then shows the relationship
between the learner, the material being learnt, other connected material and the
environment in which the learner is. In this way no two maps can be the same, since
no two learners are the same.
2.1.6 Decalcomania
Decalcomania refers to the production of endless series of repeating patterns that

are usually fractal by nature. All learning, grammar, history, poetry, mathematics
involves recognising the underlying patterns and how they repeat themselves, as
well as the exceptions.
Learners need to be taught how to recognise patterns—and also distinguish between
similar and dissimilar patterns. They also need to understand how those patterns
develop over time, and what governs their formation. The patterns that learners need
to recognise are not just subject-related. There are the cultural patterns in the commu-
nity, and the patterns of behaviour expected from them in their place of learning. A
good example of such pattern recognition beyond the textbook would be the school
pupil who starts of looking exactly the same as all the others, but soon realises what it
takes to become a part of the leadership group in the school. When that learner moves
to another school or moves up to university it does not take long before he or she again
fits into the leader group. It is a matter of recognising the pattern and emulating it.
3 Conclusion
Designing rhizomatic learning may be possible along a matrix where the principles
of the rhizome are plotted against the desired outcomes and the resultant cells get
populated with a substantiation of the learner’s performance in a particular field. In
this way the design is not hierarchical, but rather a flat plane describing the points
where the best connections for a particular learner occur.
In this way Tony Wagner’s (2008, 2012) survival skills could form the outcomes
for which a rhizomatic learning event is designed. Table 2.2 shows how such a
matrix could be assembled. Say, for instance, an instructor designs an assignment.
The instructor can then consider the extent to which the principles of the rhizome
can be matched with the survival skills. In the hypothetical situation contained in
Table 2.2 the designer may have found that the principle heterogeneity should con-
tribute to critical thinking and problem solving, since the learner will have to take a
variety of different perspectives into account. The principle of connection will be
useful in developing leadership, since the learner will have to deal with a group of
associates in doing the assignment. The principle of multiplicity means that the
learner has to be agile and adaptive. Since the learner has to produce an individual
2
Table 2.2 Proposed assessment matrix

Connection Multiplicity Heterogeneity Asignifying rupture Cartography Decalcomania
1. Critical Thinking and Problem Solving x x
2. Collaboration and Leadership x x
3. Agility and Adaptability x
4. Initiative and Entrepreneurialism x
5. Effective Oral and Written Communication x x
6. Accessing and Analyzing Information x x x
7. Curiosity and Imagination x x x
Learning 3.0: Rhizomatic Implications for Blended Learning
17
18 J.C. Cronje
assignment that was unlike any other, the work is a map, and not a tracing—follow-
ing the principle of cartography. The learner has to develop patterns of communica-
tion and write the assignment according to a specific format. The endless
transformation of assignments into the same format relates to the principle of decal-
comania. Asignifying rupture means that the information has to be accessed and
analysed for its usefulness and transfer, as does obtaining the information through
curiosity and imagination.
The table could be refined ever further if each cell were to be filled in with a nar-
rative explaining how those aims will be achieved. Moreover, those cells where
there are no overlaps could contain narrative explaining why such overlaps do not
occur. Finally, of course, the various intersections could be linked up, and in that
way could produce an actual rhizomatic sketch of the learning event.
4 Recommendations
The integrative matrix suggested in this paper is but one possible application of
Rhizome theory to the design of learning in a Web 3.0 environment. Of course, it
could well be possible to put any other set of outcomes on the vertical axis and
determine the extent to which they have to be realized rhizomatically. Furthermore,
the patterns that form when multiple learners work together and form their own
maps could lead to even more complex descriptions. Traditional design is mainly
nomothetic. The design first concentrates on the whole population, and then aims to
plot the individual learner somewhere inside the bell curve during the assessment.
Such an assessment, however, does very little in explaining the extent to which an
individual learner has been able to cope with a particular context—and tells us noth-
ing about how a learner’s performance might change if the context changes. In
essence what this article calls for is an ideographic design that accommodates of the
rhizomatic nature of learners’ personal learning situations, rather than a nomothetic
rating of their performance in a standardized test. In this way then the design will
shift from the accumulation of the learner’s knowledge, to the connection of the
various knowledges in the system.
Acknowledgements If you wish to acknowledge persons who contributed or sponsoring agen-

cies, do so here in this optional section.
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Johannes C. Cronjé is the Dean of Informatics and Design at the Cape Peninsula University of
Technology. He was born in Davenport Iowa in 1959 when his parents were there doing more than
just studying. At the age of 8 months he persuaded his parents to return to South Africa where he
attended a die Laerskool Anton van Wouw and then Pretoria Boys High School where he matricu-
lated in 1976.Following this he enrolled at the University of Pretoria where he obtained the BA
majoring in Afrikaans, English, and Anthropology, the BA honours as well as a Teachers’ diploma
before reporting for military service at the Infantry School, Oudtshoorn. During his second year of
national service he completed an MA in Afrikaans literature while serving on the Angolan border.
He then taught English and Afrikaans at Pretoria Boys High until 1986 when he was appointed a
lecturer in Language Communication at Technikon Pretoria.He obtained a Doctorate in Afrikaans
Literature in 1990 and then a Masters Degree in Computer-Assisted Education from the University
of Pretoria. From 1994 to 2007 he was a professor of computers in education with the University
of Pretoria. He has also been a visiting professor at Sudan University of Science and Technology,
Addis Ababa University, Ethiopia; the University of Joensuu, Finland, and the University of
Bergen, Norway, The Katholieke Universiteit of Leuven, Belgium, The University of Namibia and
the University of the Free State, South Africa. He has supervised or co-supervised 72 Masters and
55 Doctoral students and published more than 42 research papers. His hobbies include public
speaking, road running, and dabbling in social media. He is married to Franci and they have three
children, two dogs, and two cats.
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Title: Second census
Author: John Victor Peterson
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*** START OF THE PROJECT GUTENBERG EBOOK SECOND

CENSUS ***
Second Census
By JOHN VICTOR PETERSON
Illustrated by SCHOENHERR
Quintuplets alone would be bad enough, without

a census taker who could count them in advance!
[Transcriber's Note: This etext was produced from

Infinity October 1957.
Extensive research did not uncover any evidence that
the U.S. copyright on this publication was renewed.]
In addition to being a genius in applied atomics, Maitland Browne's a
speedster, a practical joker, and a spare-time dabbler in electronics.
As far as speed's concerned, I had a very special reason for wanting
to get home early tonight, and swift straight flight would have been
perfectly okay with me. The trouble was that Browne decided that this
was his night to work on Fitzgerald.
Browne lifted the three passenger jetcopter—his contribution to our
commuterpool—from the flight stage at Brookhaven National
Laboratories in a strictly prosaic manner. Then the flight-fiend in him
came out with a vengeance. Suddenly and simultaneously he set the
turbo-jets to full thrust and dived to treetop level; then he started
hedgehopping toward Long Island Sound. His heavy dark features
were sardonic in the rear-view mirror; his narrowed, speculative eyes
flicked to it intermittently to scan Ed Fitzgerald beside me.
Browne's action didn't surprise, startle, or even frighten me at first. I'd
seen the mildly irritated look in his eyes when Fitzgerald had come
meandering up—late as usual!—to the ship back on the stage. I had
rather expected some startling development; provoking Ed Fitzgerald
to a measurable nervous reaction was one of Browne's burning
ambitions. I also had a certain positive hunch that Fitzgerald's
tardiness was deliberate.
In any event my mind was ninety per cent elsewhere. Tessie—my
wife—had visifoned me from Doc Gardiner's office in New Canaan
just before I'd left my office at the Labs and had told me with high
elation that we were destined to become the proud parents of
quintuplets! I was, therefore, now going back bewilderedly over our
respective family trees, seeking a precedent in the genes.
I was shocked out of my genealogical pursuits when Browne
skimmed between the tall stereo towers near Middle Island. I
prayerfully looked at Fitzgerald for assistance in persuading Browne
to cease and desist, but Fitzgerald was staring as imperturbably as
ever at Browne's broad back, a faintly derisive smile on his face.
I should have expected that. Even a major cataclysm couldn't budge
Fitzgerald. I've seen him damp an atomic pile only milliseconds from
critical mass without batting an eye before, during or after.
I tried to console myself. But while I knew Browne's reaction time was
uncommonly fast and his years of 'copter flight singularly accident-
free, I still could not relax. Not tonight, with the knowledge that I was
a prospective father of not just the first but the first five. I wanted to
get home to Tessie in a hurry, certainly, but I wanted to get there all in
one proud piece.
Browne went from bad to worse and began kissing the 'copter's belly
on the waves in Long Island Sound. The skipping stone effect was
demoralizing. Then, trying to top that, he hedgehopped so low on the
mainland that the jets blew the last stubbornly clinging leaves from
every oak tree we near-missed crossing Connecticut to our
destination on the Massachusetts border.
Fitzgerald was the only one who talked on the way. Browne was too
intent on his alleged driving. I was, frankly, too scared for intelligible
conversation. It wasn't until later, in fact, that I realized that Ed
Fitzgerald's monologue had clearly solved a problem we were having
on adjusting the new cosmotron at the Labs.
"We made good time tonight," Browne said, finally easing up as we
neared home.
Fitzgerald grinned.
I found my voice after a moment and said, "It's a good thing radar
doesn't pick up objects that low or C.A.A. would be breathing down
your fat neck! As it is, I think the cops at Litchfield have probably 'cast
a summons to your p. o. tray by now. That was the mayor's 'copter
you almost clipped."
Browne shrugged as if he'd worry about it—maybe!—if it happened.
He's top physicist at the Labs. In addition to his abilities, that means
he has connections.
We dropped imperturbable Fitzgerald on his roofstage at the lower
end of Nutmeg Street; then Browne dropped a relieved me two blocks
up and proceeded the five blocks to his enormous solar house at the
hill's summit.
I energized the passenger shaft, buttoned it to optimum descent and
dropped to first. There was a note from Tessie saying she'd gone
shopping with Fitzgerald's wife, Miriam. So I'd start celebrating alone!
I punched the servomech for Scotch-on-the-rocks. As I sat sipping it I
kept thinking about Maitland Browne. It wasn't just the recollection of
the ride from Brookhaven. It was also the Scotch. Association.
I thought back to the night Tessie and I had gone up to Browne's to
spend the evening, and Browne invited me to sit in a new plush chair.
I sat all right, but promptly found that I was completely unable to rise
despite the fact that I was in full possession of my faculties. He'd then
taken our respective wives for a midnight 'copter ride, leaving me to
escape the chair's invisible embrace if I could. I couldn't.
Luckily he'd forgotten that his liquor cabinet was within arm's reach of
the chair; I'd made devastating inroads on a pinch bottle by the time
they'd returned. He switched off his psionic machine but fast then,
and didn't ever try to trap me in it again!
The visifone buzzed and I leaped to it, thinking of Tessie out shopping
in her delicate condition—
I felt momentary relief, then startlement.
It was Fitzgerald—Fitzgerald with fair features flushed, Fitzgerald the
imperturbable one stammering with excitement!
"Now, wait a second!" I said in amazement. "Calm down, for Heaven's
sake! What's this about a census?"
"Well, are they taking one now?"
"By 'they' I presume you mean the Bureau of the Census of the U. S.
Department of Commerce," I said, trying to slow him down, while
wondering what in the name of a reversed cyclotron could have jarred
him so.
He spluttered. "Who else? Well, are they?"
"Not to my knowledge. They took it only last year. Won't do it again
until 1970. Why?"
"As I was trying to tell you, a fellow who said he was a census taker
was just here and damn it, Jim, he wanted to know my considered
ideas of natural resources, birth control, immigration, racial
discrimination, UFO's and half a dozen other things. He threw the
questions at me so fast I became thoroughly confused. What with me
still thinking about the cosmotron, wondering if Brownie will stop
riding me before I do break down, and wondering where Miriam is, I
just had to slow him down so that I could piece together the answers.
"Just about then he staggered as if a fifth of hundred-proof bourbon
had caught up with him and reeled out without a fare-thee-well. I
didn't see which way he went because Jim Moran—he's the new
fellow in the house just down the hill—Jim called to see if the fellow
had been here yet and what I thought of him. If he hit Jim's before
me, that means he should be getting to you within the next half-hour
or so."
My front door chimed.
"Sorry, Fitz," I said. "This must be Tessie. She was coming home on
the surface bus. Miriam's with her, so that's one worry off your mind.
Take it easy. I'll call you back."
But it wasn't Tessie. It was a man, dressed in a dark brown business

suit that was tight on his big frame. His face was a disturbing one,
eyes set so wide apart you had trouble meeting them up close and
felt embarrassed shifting your gaze from one to the other.
"Mr. James Rainford?" he asked rhetorically.
"Yes?"
"I'm from the Bureau of the Census," he said calmly.
This couldn't be the same fellow Fitzgerald had encountered. There
must be a group of them covering the neighborhood. In any event,
this man was cold sober. Further, the fastest Olympic runner couldn't
have made the two long blocks from Fitzgerald's house in the time
that had elapsed and this fellow wasn't even breathing hard.
"Let's see your credentials," I said.
I wasn't sure whether he hesitated because he couldn't remember
which pocket they were in or for some other reason; anyway, he did
produce credentials and they were headed U. S. Department of
Commerce, Bureau of the Census, and looked very proper indeed.
But I still couldn't quite believe it. "But the census was taken last
year," I said.
"We have to recheck this area," he said smoothly. "We have reason
to believe that the records are inaccurate."
His eyes were harder to meet than ever.
"Excuse me," I said and stepped out on the stoop, looking down the
hill toward Fitzgerald's house.
Not only was Fitzgerald standing on his tropic forelawn, but so were
the dozen household heads in between, each and every one of them
staring fixedly at the pair of us on my stoop.
"Come in," I said perplexedly and led the way.
When I turned to face him I found that he'd swung a square black box
which resembled a miniature cathode ray oscilloscope from behind
his back and was busily engaged in punching multi-colored buttons
tinging the dim raster. I'm a gadget man—cybernetics is my forte—but
I'm afraid I stared. The most curious wave-forms I have ever seen
were purple-snaking across the 'scope.
"It's a combination memory storage bank and recorder," he explained.
"Electronic shorthand. I'm reading the data which your wife gave to us
and which I'll ask you to verify."
The gadget was a new one to me. I made a mental note to renew my
subscription to Scientific American.
"Married," he said. "Ah, yes, expecting!"
"Now will you stop right there!" I cried. "That couldn't be on your
records! A year ago we certainly weren't expecting! Now, look—"
But he kept on with most peculiar enthusiasm. "Quintuplets! Sure!
Three boys and two girls! My congratulations, Mr. Rainford. Thank
you for your time!"
I stood there dazed. Nobody but Doctor Gardiner, Tessie and myself
—well, maybe Miriam Fitzgerald by this time—knew we were
expecting. Even Gardiner couldn't know the division of sexes among
the foetal group at this early stage of development!
I had to find a way to delay this strange man.
"Let's see your credentials again," I demanded as my mind raced:
Oh, where's Tessie? What was it Fitz had said? Brownie, maybe
Brownie, can explain—
The census taker pulled papers from his pocket, then reeled as
though drunk. He staggered backward against and out of the door,
the autoclose slamming it behind him.
I jerked open the door and jumped out on the stoop.
In those few seconds the man had vanished—
No! There he was fifty feet away ringing Mike Kozulak's bell. And he
was erect, completely steady!
But nobody could move that fast!
I turned back and picked up the papers he'd dropped. There was a
little sheaf of them, printed on incredibly thin paper. The printing
resembled the wave-forms I had seen upon the 'scope. It was like
some twisted Arabic script. And this strange script was overprinted on
a star-chart which I thought I recognized.
I plumbed my mind, I had it! In a star identification course at M. I. T.
they had given us star-charts showing us the galaxy as seen from
another star which we were asked to identify. One of those charts at
M. I. T. had been almost exactly the same as this: the galaxy as
viewed from Alpha Centauri!
I was stunned. I staggered a bit as I went back out on the stoop and
looked down the street. I welcomed the sight of Ed Fitzgerald
hurrying up across the neighbors' forelawns, uprooting some of the
burbanked tropical plants en route.
By the time Fitzgerald reached me, the census taker had come out of
Mike Kozulak's like a fission-freed neutron, staggered a few times in
an orbit around one of Mike's greenhouse-shelled shrubs, and
actually streaked across the two vacant lots between Mike's and
Manny Cohen's.
"He's not human," I said to Ed. "Not Earth-human. I'll swear he's from
Alpha Centauri; look at these papers! What he's after Heaven knows,
but maybe we can find out. It's a cinch he'll eventually reach Maitland
Browne's. Let's get there fast; maybe we'll be able to trap him!"
I dragged Fitzgerald inside and we went up the passenger shaft
under optimum ascent.
My little Ponticopter's jets seared the roof garden as I blasted forward
before the vanes had lifted us clear of the stage. I think I out-Browned
Browne in going those five blocks and I know I laid the foundation for
a Mrs. Browne vs. Mr. Rainford feud as I dropped my 'copter with
dismaying results into the roof garden which was her idea of Eden. I
had to, though; Brownie's is a one-copter stage and his ship was on
it.
We beat the alien. We looked back down the hill before we entered
Brownie's passenger shaft. The fellow was just staggering out of Jack
Wohl's rancher at the lower end of this last block.
We found Browne working on a stripped-down stereo chassis which
had been carelessly laid without protective padding in the middle of
the highly polished dining table. I knew then that his wife couldn't
possibly be home.
Browne looked up as if he were accustomed to unannounced people
dropping into his reception chute.
"To what do I owe the honor of—" he started. Fitzgerald interrupted
him with a stammered burst that brought a pleased grin to his broad
features.
"Well, Fitz," Browne said. "Where's the old control?"
Fitzgerald fumed. I took over and explained swiftly.
"Well, this is a problem," Browne said thoughtfully. "Now why in the
world—"
His front door chimed and became one-way transparent. We saw the
alien standing on the stoop, erect and calm.
"Now what will—" Fitzgerald started. "We thought maybe—the chair,
Brownie!"
Browne grinned and pressed a button on the table console. He has
them in every room—to control at his whim any of the dozens of
electronic and mechanical equipments located throughout his
enormous house.
The front door opened and the alien entered as Browne cried "Come
in!"
Browne flicked over a switch marked Lock 1st Fl as he rose and went
into the living room. We followed him warily.
The alien glanced back at the closed door with a trace of annoyance
on his broad features; then regarded us imperturbably as we
advanced.
"Mr. Fitzgerald and Mr. Rainford," he said flatly. "Well, this is a
surprise!"
He didn't sound sincere.
"Have a seat," Browne said, waving a big hand toward the chair.
The alien shook his head negatively.
Browne gave Fitzgerald and me a quick glance, inclining his head
forward. We promptly accelerated our advance.
"Look," Browne said, his dark face intense, "we know you're not what
you pretend to be. We know you're not of our country, not of our
world, not even of our solar system. Sit down in that chair!"
He lunged forward, grasping with his big hands, as we leaped at the
alien from either flank.
The alien didn't just move—he streaked, shooting between Browne
and Fitzgerald, heading unerringly toward the open passenger shaft
—into it!
Browne leaped to a console and punched the roof-lock button. A split
second later we heard a riveting machine burst of what was obviously
Centaurian profanity coming down the shaft as the alien found the
exit closed. Browne's fingers darted on the console, locking all the
upstairs windows.
"Browne," I said, "what good will that do? If we do manage to corner
him, just how long do you think we can stand up against him? With
his speed he could evade us until doomsday, to say nothing about
beating our brains out while we tried to land one, solid punch!"
Fitzgerald said, "If we can keep him on the run, maybe he'll get tired."
"Yeah, maybe," I said. "What if that's his normal speed? And who's
likely to get tired first? I'm dragging as of now."
"Well," Fitzgerald said, "we could get more people in and go at him in
shifts—or, well, what about tear gas or an anesthetic gas or—"
"Now, wait!" Browne snapped, unquestionably seizing command. "I'll
admit I started him on the run just now. Perhaps it was the wrong
approach. After all, he's done nothing wrong as far as we know. I—I
guess all of us—leaped to the illogical conclusion that he's out for no
good just because he's an alien. Sure, he's after something or he
wouldn't be going from door to door posing as a census taker. The
way you talk, Jim, would seem to indicate you're not curious. Well, I
am, and I'm going to do everything in my power to find out what he's
after.
"We've got to make him tell us. We can't deduce anything from the
data we have now. Sure, we know he has what you, Jim, say look like
bona fide credentials from the Census Bureau, but we also have right
here I. D. papers or something which show he's apparently from
Alpha Centauri. We know he speaks our language perfectly; ergo he
either learned it here first-hand or acquired it from someone else who
had learned it here.
"Whatever he's after, his approach certainly varies. He asked you a
lot of questions, Fitz, but, Jim, practically all he did in your house was
tell you your wife was pregnant with quintuplets. And whatever his
approach has been, he never seems to finish whatever he comes to
do. Something about you two—and from what you two have said,
Kozulak and Wohl—seems to have a most peculiar effect on him; you
say he's staggered out of every house he's entered only to recover
again in a matter of seconds.
"Just try to equate that!"
He stopped, pondering, and we didn't interrupt.
"Look," he said, "you two go upstairs. Take opposite sides of the
house and find him. Go slowly so that he won't be alarmed. Try to talk
with him, to persuade him we mean him no harm. If you find you can't
persuade him to come willingly, try to work him back to the passenger
shaft. I'll watch through the console—I've kinescopes in every room—
and I'll lock off one room at a time so that he can't reverse himself. I
won't activate the kinescopes until you're upstairs; he might
deactivate them if he weren't kept busy. Get him back to the
passenger shaft and I'll take over from there."
"But what—" Fitzgerald started.
Browne scowled and we went. Fitzgerald should have known better;
there are no buts when Browne gives orders.
We reached the second floor, floated off the up column into the foyer,
and separated.
Browne's first floor rooms are spacious, but most of those on the
second floor are not. I'd never been on the second floor before; I
found it a honeycomb of interconnected rooms of varying sizes and
shapes. I was apparently in Mrs. Browne's quarters; there were half a
dozen hobby rooms alone: a sewing room, a painting room, a
sculpture room, a writing room, others—And here was her spacious
bedroom and on its far side the alien was vainly trying to force one of
its windows.
He turned as I entered, his curious eyes darting around for an avenue
of escape.
"Now, wait," I said as soothingly as I could. "We don't mean any
harm. I think we're justified in being curious as to why you're here.
Who are you anyway? What are you looking for and why?"
He shook his head as if bewildered and seemed suddenly to become
unsteady.
"One question at a time, please," he said, temporizingly. "Your school
system isn't exacting enough; you all think of too many things at
once. It shocks a mind trained to single subject concentration,
especially when one has been educated in telepathic reception."
He grinned at me as I mentally recalled his staggering moments of
seeming drunkenness.
One question at a time, he'd said. Well, I'd ask him the one that was
burning at the threshold of my mind. I said quickly:
"I realize that you probably read in my mind that my wife and I are
expecting quintuplets, but how did you know the rest—about the
division of sexes—or did you guess?"
"I'll have to explain," he said; then hesitated, seeming to debate
mentally with himself as to whether he should go on. Suddenly he
started to talk so fast that the words nearly blurred into
unrecognizability, like a 45 rpm record at 78.
"I am Hirm Sulay of Alpha Centauri Five," he burst. "My people have
warred with the race of Beta Centauri Three for fifty of your years. We
secretly bring our children here to protect them from sporadic
bombing, insuring their upbringing through placing them in
orphanages or directly into homes."
A horrible suspicion flamed in my mind. I'd tried vainly to account for
the multiple birth we were expecting. I cried at him: "Then my wife—"
and he said,
"She will have twin girls, Doc Gardiner tells me. We had planned to
have three newborn boys ready in the delivery room."
"Then Doc Gardiner—"
"He and his staff are all of my race," Hirm Sulay said. "I see how your
mind leaped when I said 'newborn boys.' Your UFO sightings
frequently describe a 'mother' ship. Considering the gravid women
aboard I'd say the description is quite apt."
For some reason anger flared in me, and I rushed at him. He blurred
and went around me and out the way I'd come. I raced after him and
heard Fitzgerald cry, "Oh, no you don't!" and machine-gun footfalls
were doubling back toward me.
I hurried on and he flashed at and by me, then turned back as he
came to a door Browne had remotely locked. Back at and past me
again. I gave chase.
Fitzgerald yelled, "He's slowing down, Jim. He's tiring!"
And the doors kept closing under Browne's nimble fingering at the
console down below. Suddenly the area was cut down to the
passenger shaft foyer, and the three of us were weaving about, like
two tackles after the fastest fullback of all time. I leaped forward and
actually laid a hand on the alien for a split second, just enough to
topple him off balance so that Fitzgerald, charging in, managed to
bump him successfully into the shaft. A surprised cry came ringing
back up the shaft; Browne had obviously cut the lift's power supply
completely.
Browne's voice came ringing up: "Come on down, fellows; I've got
him!"
The shaft guard light flicked to green. Fitzgerald and I dropped down
to first.
Browne had apparently had his chair directly under the shaft; it was
back from the touchdown pad now and Hirm Sulay was in it, vainly
wriggling, shame-faced.
"Now maybe we'll find out a thing or two—" Browne said
meaningfully, bending toward the alien.
"Wait a minute," I cut in and related what Hirm Sulay had told me
upstairs.
"Is it true?" Browne demanded.
Hirm Sulay nodded.
"But why are you going from door to door? Surely you know where
those children are!"
"Sorry," Hirm Sulay said, "we don't. Some of the older and more
important records were lost. I say more important because the
missing ones I seek are grown. We're fighting a war, as I told you,
Jim. You can't keep fighting a war without young recruits!"
Browne's nearly fantastic dexterity came to my mind then. It
apparently came to his simultaneously; he asked abruptly,
"Could I be one of you?"
"What do you think?" Hirm Sulay countered, his face enigmatic.
"Well, I certainly can't move as fast as you!"
"Have you ever tried? Have you ever gone in for athletics? I'd say no.
Most scientists are essentially inactive—physically, that is."
"Are you saying 'yes'?" Browne cried.
Hirm Sulay looked us over, one by one. "Each of you is of our blood,"
he said. "I knew Jim and Fitz were when Fitz said I was slowing down
upstairs. I wasn't; they were speeding up to normalcy for the first
time."
I was stunned for a moment, only dimly aware that he went on to say,
"Now please turn off this blasted chair and tell me how it works. The
principle applied as a tractor beam could win our war!"
"I haven't the vaguest idea," Browne said. "But I bet you can figure it
out!"
Browne went to the servomech for drinks. He was gone for precisely
three seconds. Of those the servomech took two. Slow machine.
I don't know what to tell Tessie. Maybe she'd feel strange with the
boys if she knew. I'll certainly have to tell her part of the truth, though,
because I just can't let Browne and Fitzgerald go to help win our war
without me.
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Textbook Educational Technology To Improve Quality and Access On A Global Scale Papers From The Educational Technology World Conference Etwc 2016 1St Edition Kay A Persichitte Ebook All Chapter PDF

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Educational Technology to Improve

Quality and Access on a Global Scale:

Integrating Educational Technology Into Teaching [with

Educational Leadership and Technology Preparing School

Critical Perspectives of Educational Technology in

Educational Media and Technology Yearbook Volume 38 1st

Educational Media and Technology Yearbook Volume 42

Lessons in Leadership in the Field of Educational

Centering Whole-Child Development in Global Education

Developing Educational Technology at an Urban Community

More information about this series at http://www.springer.com/series/11824

Educational Communications and Technology: Issues and Innovations

Library of Congress Control Number: 2017958029

© Association for Educational Communications and Technology (AECT) 2018

Printed on acid-free paper

This Springer imprint is published by Springer Nature

Laramie, WY, USA Kay A. Persichitte

1 Instructional Design for Training Programs ���������������������������������������� 1

11 Exploration of Students’ Online Discussion Engagement

22 Challenges and Solutions of Web-based Learning

Kay A. Persichitte is a Professor of Learning, Design, and Technology at the

J. Michael Spector is Professor and Former Chair of Learning Technologies at the

Robert Maribe Branch

R.M. Branch (*)

© Association for Educational Communications and Technology (AECT) 2018 1

Fig. 1.1 Components of intentional learning

11. What tools are needed to learn the content?

2 Principles of Instructional Design

Fig. 1.2 Visual representation of an instructional design process

students are expected to actively participate in determining the placement of their

Fig. 1.3 Becoming teacher independent

Active Avoid passive Promote mentally and physically

Promote activities that require

Avoid activities that are Promote activities that

Promote tasks that

Avoid un-related tasks Promote tasks that provide

Fig. 1.4 Action learning strategies

Construct Definition Attributes

Model Doing. 1. Scalable.

Paradigm Describing . 1. Basis or referent for action.

Theory Interpreting . 1. Ability to generate hypotheses; and make predictions.

Concept Scheming . 1. Provides conceptual explanations formed by philosophical

1. Uses precise terminology, analytical statements and

Phenomenology Knowing . 1. Based on human perceptions about the universe.

Fig. 1.5 Hierarchy of consciousness

3 Summary and Recommendations

Abstract In a Web 3.0 environment everybody is a producer of knowledge. This

J.C. Cronje (*)

© Association for Educational Communications and Technology (AECT) 2018 9

2.1 Rhizomatic Implications for Learning 3.0

Six principles govern the rhizome: Connection, heterogeneity, multiplicity, asigni-

In a world where people’s attention is constantly distracted by the multiple stim-

Table 2.1 Continuous and discrete multiplicities (Adapted from Bergson)

Multiplicity in devices is both continuous and discrete. There are numerous

2.1.4 Asignifying Rupture

Decalcomania refers to the production of endless series of repeating patterns that

Table 2.2 Proposed assessment matrix

Acknowledgements If you wish to acknowledge persons who contributed or sponsoring agen-

Title: Second census

Author: John Victor Peterson

Illustrator: John Schoenherr

Release date: September 14, 2023 [eBook #71645]

Original publication: New York, NY: Royal Publications, Inc, 1957

Laramie, WY, USA Kay A. Persichitte

1 Instructional Design for Training Programs �� 1

11 Exploration of Students’ Online Discussion Engagement

22 Challenges and Solutions of Web-based Learning

2 Principles of Instructional Design

3 Summary and Recommendations

2.1 Rhizomatic Implications for Learning 3.0

2.1.4 Asignifying Rupture