August 2017 archive
Lesson in the Library on How to Spot Fake News
https://www.pinterest.com/pin/317503842467023352/
http://www.talesfromaloudlibrarian.com/2017/03/lesson-in-library-on-how-to-spot-fake.html
https://docs.google.com/presentation/d/1BNTqiE0p_YbZnDbUkRd9zR3W-DJSLrb0i99B58RgCI0/edit?usp=sharing
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more on fake news resources in this IMS blog
https://blog.stcloudstate.edu/ims?s=fake+news
Report: VR and AR to Double Each Year Through 2021
By Joshua Bolkan 08/07/17
https://thejournal.com/articles/2017/08/07/report-vr-and-ar-to-double-each-year-through-2021.aspx
a new forecast from International Data Corp. (IDC).
Canada will see the fastest growth, with a CAGR of 145.2 percent over the forecast period. Other leaders in terms of growth include Central and Eastern Europe at 133.5 percent, Western Europe at 121.2 percent and the U.S. at 120.5 percent.
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Leslie Fisher Thinks Augmented Reality First, Then VR in the Classroom
An interview with the former Apple K–12 systems engineer, who will participate in multiple sessions during ISTE.
By Richard Chang 05/12/17
https://thejournal.com/Articles/2017/05/12/Leslie-Fisher-Presents-at-Ed-Tech-Conferences-for-a-Living.aspx
THE Journal: What do you think about virtual reality (VR) and augmented reality (AR) in the classroom? Is the cost point for VR prohibitive?
In virtual reality, one of my favorite apps is CoSpaces. It allows anyone to design a 3D space, and then interact with it in virtual reality.
Virtual reality can be quite affordable with Google Cardboard. We can get into basic interaction in VR with Cardboard. There are 40 or 50 VR apps where you can simply use Cardboard and explore. Google Street View allows you to do virtual viewing of many different locations. That technology augments what the teacher is doing.
Most kids can’t afford to buy their own
Oculus headset. That price point is quite a bit higher. But we don’t need to have 30 kids using Oculus all of the time. Two or three might work
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more on VR and AR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
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more on social media in this IMS blog
https://blog.stcloudstate.edu/ims?s=social+media
http://www.apastyle.org/learn/faqs/cite-another-source.aspx
if Allport’s work is cited in Nicholson and you did not read Allport’s work, list the Nicholson reference in the reference list. In the text, use the following citation:
http://www.educatorstechnology.com/2017/08/this-is-how-to-cite-online-sources-in.html
Allport’s diary (as cited in Nicholson, 2003).
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more on proofreading in this IMS blog
https://blog.stcloudstate.edu/ims?s=proofreading
Speeding Up Your Podcasts Won’t Solve Your Problems
https://plus.google.com/+DanievanderMerwe/posts/CSFxq67eSC4
https://theringer.com/inefficiency-week-podcasts-speed-comprehension-f0ea43949e42
My note: sometimes around 2011, the Chronicle had a report on Berkeley students listening to coursecasts at 2X (can’t find the reference). Here some other sources about #speedlistening:
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more on podcast in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=podcast+education
Some Very Good STEAM Websites to Use in Your Class
https://plus.google.com/+Educatorstechnology/posts/BTk2UjWECqJ
http://www.educatorstechnology.com/2017/08/some-very-good-steam-websites-to-use-in.html
STEAM (Science, Technology, Engineering ,Art, and Math) tools to use in your classroom
provide teachers with a handy resource to use with their students to help them develop critical thinking skills and adopt ‘an engineering or design approach towards real-world problems while building on their mathematics and science base’.
download in PDF format from this link.
Do critical thinking skills give graduates the edge?
It has long been claimed that critical thinking ability sets graduates apart. But are universities really preparing students for the modern workplace? David Matthews reports
https://www.timeshighereducation.com/features/do-critical-thinking-skills-give-graduates-the-edge
what value is higher education supposed to add? And how is this different from what school or vocational education offer?
A further question is whether even the academic brand of critical thinking is being particularly well taught at university. According to Bryan Greetham, a philosopher and university researcher who has written several books on how students and professionals can improve their thinking, “We tend to want to do the simple thing – which is to teach students what to think, not how to think.”
This was most famously explored in the 2011 book Academically Adrift: Limited Learning on College Campuses. The authors, American sociologists Richard Arum and Josipa Roksa, found that 45 per cent of US undergraduates failed to significantly improve their critical thinking, complex reasoning and writing skills during their first two years at university. Other US-based studies have raised similar concerns. One from 2009, “Improving Students’ Evaluation of Informal Arguments”, published in the Journal of Experimental Education, warned that college and high school students have “difficulty evaluating arguments on the basis of their quality”.
But if universities don’t have the resources to offer intensive classes, could they weave the teaching of critical thinking skills into regular teaching? Britt thinks that academics can easily make time for quick “check-ins” during their lectures to ensure that their students understand what they’ve been told.
High school experience, of course, varies enormously by country. In France, studying philosophy – arguably the closest that traditional disciplines get to explicit critical thinking courses – is compulsory. In England, meanwhile, the critical thinking A level has recently been scrapped.
As well as calls for critical thinkers and smart thinkers, there are also frequent demands from politicians for more “entrepreneurial” university graduates – who, instead of joining graduate recruitment programmes at large employers, might start their own businesses.
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critical thinking
https://blog.stcloudstate.edu/ims?s=critical+thinking
Nobody’s Watching: Proctoring in Online Learning
There is no single best way to handle proctoring for digital courses, as this community college system pilot discovered.
By Dian Schaffhauser 07/26/17
https://campustechnology.com/articles/2017/07/26/nobodys-watching-proctoring-in-online-learning.aspx
The Higher Education Opportunity Act of 2008 lays out the rule: An institution offering “distance education” needs to have processes in place for verifying student identity to ensure that the student who registers for a class is the “same student who participates in and completes the program and receives the academic credit.”
OLC (Online Learning Consortium) Innovate conference and shared the solution: a combination of the use of an automated proctoring application and the creation of a network of colleges across the state that would provide no-cost proctoring on their campuses for students attending any of the member schools.
put together an online proctoring working group with “lots of faculty representation,” said Hadsell, which “paid off in the long run.” Other participants included people from testing centers and learning centers. Proctorio, the proctoring solution eventually recommended by the working group, is a web service that can be deployed through Canvas and installed by students with one click
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more on proctoring in this IMS blog
https://blog.stcloudstate.edu/ims?s=proctor
I’m in ‘Kahoots’ with Technology in the Classroom
By: Cassandra OSullivan Sachar, EdD July 31st, 2017
https://www.facultyfocus.com/articles/teaching-with-technology-articles/im-kahoots-technology-classroom/
Teaching tool or distraction? The key to any engaging lesson in the classroom, of course, is to connect it to the learning objectives, and Kahoot! makes it easy to do so.
https://www.sli.do/. A basic account is free. this package does not allow question moderation and restricts the number of polls you can ask per class
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The Distracted Classroom: Transparency, Autonomy, and Pedagogy
James M. Lang July 30, 2017
http://www.chronicle.com/article/The-Distracted-Classroom-/240797
https://www.polleverywhere.com/
in my role as director of my college’s teaching center, I hosted a faculty discussion of Jay R. Howard’s excellent book Discussion in the College Classroom, which recommends that we build structural methods of participation into our courses, rather than just relying on the vocal students to carry the conversation.
The first three columns in “The Distracted Classroom” series have explored the fundamental problem of digital distraction in our lives today, the way recent technologies have exacerbated that problem, and the possible solutions. All of those columns drew on the research presented by Adam Gazzaley and Larry D. Rosen in their excellent book, The Distracted Mind: Ancient Brains in a High-Tech World.
Autonomy. The literature on helping students take a deep approach toward their learning — as opposed to a more surface or strategic orientation — suggests they learn best when they feel a sense of autonomy in class. Another approach to the problem of digital distraction, then, would be to invite students into the process of setting the policies that will operate in the classroom.
Cathy Davidson has argued very effectively for what she calls a “class constitution” — an agreement that the class has reached together about certain aspects of how the course will operate.
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More on Classroom Respire Systems in this IMS blog
https://blog.stcloudstate.edu/ims?s=crs
Losing the White Working Class, Too
Survey of voting bloc that favored Trump finds skepticism about value of higher education.
Scott Jaschik July 31, 2017
https://www.insidehighered.com/news/2017/07/31/new-data-point-white-working-class-skepticism-value-college
professors and college leaders were stunned and concerned by recent data showing that more than half of Republicans say that colleges have a negative impact on the U.S., with wealthier, older and more educated Republicans being least positive.
Study after study has found that a college credential is essential for economic advancement, and these studies include associate-degree programs that focus on job-related training.
Among white working-class voters who voted for Barack Obama and then voted for Trump, only 21 percent saw debt-free public college as a major issue. That was behind six other possible issues, with building up infrastructure in ways that would create jobs attracting the most support, from 43 percent of these voters.
Among black working-class voters, however, 39 percent identified debt-free public college as a top issue, and that was the second rated of the seven possibilities. (Raising the minimum wage won top billing.)
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more on employment in this IMS blog
https://blog.stcloudstate.edu/ims?s=employment