more on VR in this blog
more on VR in this blog
We know that many of you have been interested in exploring Turnitin in the past, so we are excited to bring you an exclusive standardized price and more information on the roll out of Feedback Studio, replacing the Turnitin you have previously seen. We would like to share some exciting accessibility updates, how Feedback Studio can help faculty deliver formative feedback to students and help students become writers. Starting today thru December 31st non-integrated Feedback Studio will be $2.50 and integrated Feedback Studio will be $3 for new customers! Confused by the name? Don’t be! Turnitin is new and improved! Check out this video to learn about Feedback Studio!
Meet your exclusive Turnitin Team!
Ariel Ream – Account Executive, Indianapolis firstname.lastname@example.org – 317.650.2795
Juliessa Rivera – Relationship Manager, Oakland email@example.com – 510.764.7698
Juan Valladares – Account Representative, Oakland
firstname.lastname@example.org – 510.764.7552
To learn more, please join us for a WebEx on September 21st. We will be offering free 30 day pilots to anyone who attends!
Wednesday, September 21, 2016
11:00 am | Central Daylight Time (Chicago) | 1 hr
Meeting number (access code): 632 474 162
my notes from the webinar
I am prejudiced against TI and I am not hiding it; that does not mean that I am wrong.
For me, TurnitIn (TI) is an anti-pedagogical “surfer,” using the hype of “technology” to ride the wave of overworked faculty, who hope to streamline increasing workload with technology instead of working on pedagogical resolutions of not that new issues.
Low and behold, Juan, the TI presenter is trying to dazzle me with stuff, which does not dazzle me for a long time.
WCAG 2.0 AA standards of the W3C and section 508 of the rehabilitation act.
the sales pitch: 79% of students believe in feedback, but only %50+ receive it. HIs source is TurnitIn surveys from 2012 to 2016 (very very small font size (ashamed of it?))
It seems to me very much like “massaged” data.
Testimonials: one professor and one students. Ha. the apex of qualitative research…
next sales pitch: TurnitIn feedback studio. Not any more the old Classic. It assesses the originality. Drag and drop macro-style notes. Pushing rubrics. but we still fight for rubrics in D2L. If we have a large amount of adjuncts. Ha. another gem. “I know that you are, guys, IT folks.” So the IT folks are the Trojan horse to get the faculty on board. put comments on
This presentation is structured dangerously askew: IT people but no faculty. If faculty is present, they will object that they ARE capable of doing the same which is proposed to be automated.
More , why do i have to pay for another expensive software, if we have paid already Microsoft? MS Word can do everything that has been presented so far. Between MS Word and D2L, it becomes redundant.
why the heck i am interested about middle school and high school.
TI was sued for illegal collection of paper; paper are stored in their database without the consent of the students’ who wrote it. TI goes “great length to protect the identity of the students,” but still collects their work [illegally?}
November 10 – 30 day free trial
otherwise, $3 per student, prompts back: between Google, MS Word and D2L (which we already heftily pay for), why pay another exuberant price.
D2L integration: version, which does not work. LTI.
“small price to pay of such a beauty” – it does not matter how quick and easy the integration is, it is a redundancy, which already can be resolved with existing tools, part of which we are paying hefty price for
|Play recording (1 hr 4 min 19 sec)|
10 Big Hurdles to Identifying and Educating the Nation’s Smartest Kids
1. Just 8.8 percent of U.S. students are classified as “high achievers” in mathematics, according to the most recent international assessments. That’s well below the average of 12.6 percent for affluent nations.
2. No Child Left Behind, the 2001 federal law, incentivizes “just getting kids over a bar,” Finn says. “In the public policies affecting our schools — state and federal — there’s almost no incentive to boost a smart kid up the scale or take someone who’s ‘proficient’ and push them to ‘advanced.’ ” [We’ve written before about proficiency and the tendency, under high-stakes testing, for schools to focus resources on kids who are “on the bubble.”]
7. One promising practice from overseas is screening all kids at third or fourth grade — after they’ve had a few years of school — and directing special resources to the top scorers. Here in the U.S., all third-graders are tested, but the high scorers don’t get anything. Meanwhile, screening for gifted programs usually happens in kindergarten, which creates a heavy bias toward those who come from more affluent homes.
more on gifted education in this IMS blog
Books in Browsers VII
more on ebooks in this IMS blog
Antiquated phone networks and corporate monopolies do not produce fast Internet.
By Rick Paulas
AT&T, Comcast, Verizon, and Time Warner have a “natural monopoly” since they’ve simply been at it the longest. While the Telecommunications Act of 1996 attempted to incentivize competition to upset these established businesses, it didn’t take into account the near impossibility of doing so. As Howard Zinn wrote in A People’s History of the United States, the Telecommunications Act of 1996 simply “enabled the handful of corporations dominating the airwaves to expand their power further.”
Chattanooga has somewhat famously installed its own. Santa Monica also has its own fiber network. The reason these communities have been successful is because they don’t look at these networks as a luxury, but as a mode of self sustainability.
The 19th century’s ghost towns exist because the gold ran out. The 21st century’s ghost towns might materialize because the Internet never showed up.
more on Internet access in this IMS blog
Social media has the potential to facilitate much closer relationships between libraries and their patrons. Current usage of social media by the library community generally remains ad hoc and somewhat experimental, but the uptake of these tools is accelerating, and they will likely play an increasingly important role in library service provision and outreach in the future. Taylor & Francis has produced a white paper that analyzes current practices relating social media’s use in the library and how this differs by librarian job role. The sample was taken from academic librarians around the world, which also allows us to examine differences by geographic location. The goal: to establish how librarians are currently using social media in their roles, the most useful social media tools and best applications for these tools in a library setting.
http://www.ala.org/news/press-releases/2012/11/using-social-media-find-collaboration-coordination-and-focus promotes http://store.elsevier.com/Managing-Social-Media-in-Libraries/Troy-Swanson/isbn-9781780633770/
explores a variety of social media tools in terms of how they can be used to organize information and communities. Together, you will survey and use a variety of social media tools, such as Delicious, Diigo, Facebook, Goodreads, Google Hangouts, LibraryThing, Pinterest, Storify, Twitter, and more! You will also explore how social media tools can be used to organize and disseminate information and how they can be used to foster and sustain communities of learning.
With the widespread use of library technology that incorporates social media components, intelligent objects, and knowledge-sharing tools comes the ability of libraries to provide greater opportunities for patron engagement in those discovery systems through user-generated content. These features may include the ability of users to contribute commentary such as reviews, simple point-and-click rating systems (e.g. one star to five stars), or to engage in extensive discussions or other social interactions. This kind of content could transform authoritative files, alter information architecture, and change the flow of information within the library discovery system.
Across generations, concerns for privacy may dissipate with time as specific technologies take hold or as people become aware of a technology’s benefits and value those over their value for privacy.
my note: excellent blueprint for similar activities / policies at higher ed.
more on lecture capture in this IMS blog
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