Searching for "badges"

China educational reform

A Shifting Education Model in China

http://www.theatlantic.com/education/archive/2015/12/china-education-system/420234/
The news was taken from Facebook: https://www.facebook.com/MindShift.KQED/posts/913192562049997. Here are the comments:

Marcin Zaród While at the same time in their kung-fu schools they have been using models like “station rotation”, “peer-learning”, “immediate feedback”, mastery learning, even some elements of gamification (like badges-like colour belts showing the mastery on some level and unblocking access to higher-level routines available only for the more advanced students), etc for hundreds of years…. And I am not joking. Just ask anybody who does some kung-fu under the watchful eye of a good coach (sifu).
A great example of a “peer learning” session on the enclosed photo (taken at a kung-fu training in Poland, not in China smile emoticon

China has now reshaped its national exam to focus on a broader range of topics and cognitive skills and, in turn, move away from teacher-dominated lecturing. The new test requires that students employ complex analytical skills, mixed with broader knowledge across various subjects.

This is exactly what Finland and the United Kingdom are aiming with the reforms in their education. In March 2015, this blog reported on a reform in Finland: https://blog.stcloudstate.edu/ims/2015/03/24/education-reform-finland/, which is to be followed by the UK.

convocation winter 2016

Short link the information below on the IMS blog: https://blog.stcloudstate.edu/ims/?p=4441 and even shorter one: http://scsu.mn/1RsQErr

Weds 6th

Session I 10-11:15         Voyageurs North (Atwood)

Title
Engage your students: connect CMS (D2L) to social media to enhance the learning process.

Plamen Miltenoff and Emil Towner

Join us online via Adobe Connect: http://scsuconnect.stcloudstate.edu/ims (please login as a “guest” and use your real name)

Outline

In this rapid succession of examples, one can experience a showcase how to enhance students’ engagement by modernizing D2L experience through connection with social media. Bring your own examples and participate in a discussion, which aims finding the right tools for your class and field of study.

Audience:
beginners to advanced

Prerequisite:
come with your own social media accounts: Facebook, Twitter, Instagram, Pinterest, Vine

Outcomes:

By the end of this session, the participants will have an idea about peculiarity of each of the social media tools: Facebook, Twitter, Instagram, Pinterest, Vine

By the end of the session, the participants will be familiar with the integration of each of the social media tool into D2L

By the end of the session, the participants will be able to asses to what extent each particular tool fits their field of study

By the end of the session, the participants will be able to compare the pedagogical advantages and disadvantages of the social media tools compared to D2L

Useful links to contact us via social media:
IMS blog: https://blog.stcloudstate.edu/ims
IMS Facebook: https://www.facebook.com/InforMediaServices?ref=hl
IMS Twitter: https://twitter.com/SCSUtechinstruc
IMS Pinterest: http://www.pinterest.com/scsutechnology/
IMS Instagram: http://instagram.com/scsutechinstruct
IMS YouTube: https://www.youtube.com/channel/UC_UMIE5r6YB8KzTF5nZJFyA
IMS Google+: https://plus.google.com/u/0/115966710162153290760/posts/p/pub
IMS LinkedIn: http://www.linkedin.com/in/scsuinstructionaltechnology

Plan – Plamen Miltenoff:

 Please consider the following survey about your opinion regarding social media in education:

*http://aidemoreto.polldaddy.com/s/social-media-in-education*
please have the short link: http://scsu.mn/1Z8EFFx

most recent contemplations about blogs and social media in general:
https://blog.stcloudstate.edu/ims/2016/01/01/4507/

  • D2L and Vine
    Vine is a social media services, which provides the ability to share 7 sec videos. Vine is becoming more popular then Instagram (15 sec videos), with the simplicity to create short videos. Students can take sequence of short videos, which amount to 7 sec to reflect the main points of a project. E.g.: chemical reaction, biology dissection, progress of engineering planning, solving a math formula.
    URL to the vine can be posted in the D2L discussion area for further collaborative effort or for peers’ and instructions evaluation
    Vines are a click away from a FB group page or, with the right handle and hashtag, to a Twitter discussion
    The bottom-line to evaluate if fitting your field of study is: can the content be narrated or is it much better if visualized. If the latter, Vine can be your salvation.
    How to Create Social Videos With Your Smartphone https://blog.stcloudstate.edu/ims/2015/01/10/social-videos-with-your-smartphone/
  • D2L and YouTube, EdPuzzle (https://edpuzzle.com/), etc
    YouTube Unveils New Trending Tab
    https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/

    Per SCSU IT disclaimer: MediaSpace (Kaltura) is a free, cloud-based video repository solution for campus that allows faculty and staff to upload and distribute video and audio content for academic or administrative purposes. Facilitators will discuss potential uses of MediaSpace for campus, demonst rate how to create Webcam and screen recordings, upload audio/video, and embed or link to MediaSpace content from D2L or a web site.  YouTube is owned by Google and the integration, including statistics and analytics by Google are way beyond MediaSpace. The only selling point of MediaSpace is the FERPA requirement by MnSCU to host privacy data on a MnSCU owned server
  • Google+
    Google+ is indirect competition with any CMS, D2L included, with its GOogle Classroom platform (https://classroom.google.com/ineligible). K12 and higher institutions are outsourcing to GMAIL and with Google Hangouts (Skype also), one can share video, audio and desktops, which makes Adobe Connect + D2L way behind in integration even before Google Drive is mentioned.
    Google Introduces Shared Albums in Google Photos:
    https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
    8 Ways to Use Google+ Hangouts for Your Business https://blog.stcloudstate.edu/ims/2015/09/23/google-hangouts/You can record hangouts directly to your YouTube channel for future use.For private Google+ Hangouts, choose Google+ Video Hangouts, which allow you to have up to 10 participants in a video chat that is accessible only to the people invited.

Plan – Emil Towner:

  1. General stats on integrating social media and things to consider
  1. Integrating LinkedIn Assignments
  1. Integrating Facebook Groups
  • I will show a couple of groups that I have used
  • I can also come up with an “exercise” that participants can do, just let me know: (1) if you want me to and (2) if participants are suppose to have a Facebook account that they can log into during the session

 ===========================================================

Session K 2-3:15: 2PM Wed, Jan 8.  Location: CH455

Title
Engage your students: gaming and gamification in the learning process.

Outline

As part of the broader discussion, a short discussion segment to form and agree on definitions and terms regarding games and gamification. Another short segment to seek consensus if this SCSU campus is ready to departure on the path of gamifying education. After several examples, of how games are used in education and gamification techniques, a discussion on how gaming and gamification can be streamlined amidst shrinking budget and increasing workload. More details and information about gaming and gamification at: http://scsu.mn/1F008Re

Audience:
beginners to advanced

Outcomes:

By the end of this session, the participants will have a working definitions on play, games, serious games, game-based learning, digital game-based learning, gaming, gamification and badges. (more at http://scsu.mn/1F008Re)

By the end of the session, the participants will be familiar with the possibilities for integration of games in the educational process and for gamification of the educational process.

By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study

Plan:

===========================================

Friday 8th

Session M 10-11:15: CH 455

Title
Present and be presented: engage your students with modern ways to share information

Outline

Two trends plague education: the swamp of PowerPoint presentations and the lack of visual literacy. In this rapid succession of examples, one can experience a showcase of various cloud-based tools, which brings visual presentations way beyond PowerPoint and align with the Millennials demand for current social interaction. A discussion on how relevant these tools are to various disciplines and details on improving the interaction among instructors and students during the presentation. Ongoing discussion about design as part of visual literacy and the difference between blended learning and technology integration.

Audience:
beginners to advanced

Outcomes:

By the end of this session, the participants will have understand the movement “Death by PowerPoint” and will understand the advantage of cloud-based presentation tools to MS PowerPoint

By the end of the session, the participants will be familiar with several tools, which successfully replace PowerPoint and well beyond.

By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study

By the end of the session, the participants will be able to discriminate between technology integration and blended learning.

Plan:

 

brain, identity, emotion

Why Identity and Emotion are Central To Motivating the Teen Brain

http://ww2.kqed.org/mindshift/2015/12/10/why-identity-and-emotion-are-central-to-motivating-the-teen-brain/

There’s heightened awareness of social status, especially as they realize that acts of courage can earn them higher social status among peers.
My note: Badges can be the perfect materialization of channeling the social status notion among teenagers.

Educause 2015

Gamify! Play! Learn! Turn Campus Resources into Exciting Learning Experiences

Thursday
Oct 29th, 2015
4:30 PM – 5:20 PM
Eastern Time
Sagamore Ballroom 3
slide 6
  • Gamification is the use of game mechanics and
    game design techniques in non-game contexts.
  • Gamification uses the natural desire for competition, achievement, status, altruism and/or collaboration (depending on the personality type).
slide 8 Gamification Mechanic Types
  • Objectives: A behavioral mechanic type, requiring the user to take action for the reward.
  • Progression: Move the user through the content.
  • Feedback: Informing the user of their status

Gamification Mechanic Benefits       Each gamification mechanic result in one or more benefits.

Gamification Personality Types

People are motivated to play games differently.

Explorers: Pride themselves in exploring all facets of a game or the context surrounding it.

Killers: Driven by player vs player competition. Always comparing themselves to others.

Socializer: Prefers to chat, play cooperatively, and share game experiences with others.

Achievers: Look to achieve all objectives available in a game. Desires to beat the game itself.

==========================

Adaptive Learning in Online Learning: Results from an Ongoing Evaluation

Wednesday
Oct 28th, 2015
11:40 AM – 12:30 PM
Eastern Time
Wabash Ballroom 2
This session will present results from an evaluation of the integration of RealizeIT adaptive learning technology into three fully online courses: General Psychology, Pathophysiology for Nursing Practice, and College Algebra. Presenters will discuss the impact on students, faculty, and the university.

Adaptive learning systems provide each student with a personalized learning experience, adapting the presentation of the content, and possibly the assessment to the individual ability of the student
==============================================

Badges: A New Mode for Faculty Development

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
Co-developed by Learning Technologies and the Faculty Colloquium on Excellence in Teaching and Learning at Indiana University, a digital badge pilot (badges.iu.edu) was launched to support faculty professional development and growth. This session will cover the competency levels, topics of study, and the badging platform to document levels of achievement.
Outcomes: Understand the basics of a three-tiered framework for digital badges * Review the online badging platform * Explore topics for faculty development

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Open Digital Badges: Microcredentials and the Higher Ed Landscape

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
Because they contain claims and evidence and circulate in networks, open digital badges are transforming credentialing. We will highlight the findings from a two-year study of 29 badge development projects, introduce a new project supporting badge innovation in major learning management systems, and interactively discuss the future of badges in higher education.
Outcomes: Understand the open badge ecosystem and how it benefits learning in higher education * Review digital developments in badge delivery * Discover contexts for the future of badges. Daniel Hickeyhttp://www.educause.edu/library/resources/where-badges-work-betterA Framework for Interactivity in Competency-Based Courses: http://er.educause.edu/articles/2015/8/a-framework-for-interactivity-in-competency-based-coursesBadging in a Learner-Centered Context  http://er.educause.edu/multimedia/2015/8/badging-in-a-learner-centered-context



Mozilla Open Badges 101: Digging into Badges (a webinar)

personalized learning or competency-based does not resolve it. GPA does not respond to employers search
regimenting credentials. digital representation of of skill or achievement. represent achievements on the web. social status (foursquare). granular, evidence-based and transferable. badge ecosystem (across multiple areas), this is why open badges; open system. Open Badge Standard: issuer information; earner information; criteria URL; evidence URL; Standards Alignment; Taxonomy Tags

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Data Visualization: The What, the Who, and the How

(overlaps with infographics)
Wednesday
Oct 28th, 2015
2:30 PM – 3:20 PM
Eastern Time
Meeting Room 231-232
Data visualization tools are becoming much stronger and are now targeted at a much wider audience. This panel will explore what we should be trying to do with data visualization, who will be doing it, and how we might support and steer it.
OUTCOMES: Identify multiple opportunities for use of data visualization * Learn about multiple user communities, including those not centrally managed * Explore ways to support users and steer them toward good practiceshttp://www.educause.edu/sites/default/files/library/presentations/E15/SESS029/Data%2BViz%2BEducause%2B151028%2BFINAL1.pptxslides 7: What works well for technically savvy developers may not work for faculty or staff without those same credentials.

  • Data Wrapper
  • Raw
  • Infogram
  • Tableau
    • Oracle suite of OBIEE (Oracle Business Intelligence Enterprise Edition) has been very successful for CSU
    • Cognos (IBM) is another tool that is very popular for developers and has been used by USG central office
    • D3 (For Data Driven Documents)
    • Fusion Charts
    • Chart js
    • Google Charts

slide 11: Two primary design goals supported through Data Visualization:

  • Discovery and Exploration

–What story is the data telling you

–Identify patterns and exceptions

  • Decision-making

–Compare, contrast, choose

–Explain, make a point, decide

slide 15:

qTo communicate

qPresent more clearly or more forcefully than would be accomplished with text or tables

qReports, dashboards, infographics, etc.

qTo discover

qAllow us to see what would be difficult or impossible to see if not presented in a useful visualization

qRealm of research but moving into the mainstream

qCan same visualization serve both purposes?

======================

iPad, You Pad, We All Pad: Transforming Teaching and Learning

Wednesday
Oct 28th, 2015
2:30 PM – 3:20 PM
Eastern Time
Meeting Room 237-238
California State University Northridge, Lynn University, and Jackson State University have all deployed one-to-one iPad tablet initiatives, with the objectives to increase student engagement and learning, improve the quality of teaching materials, and decrease student costs. This session will discuss the transformational educational opportunities afforded by the iPad and highlight technology and pedagogical lessons learned.
Outcomes: Learn about the transformational impact of one-to-one iPad initiatives in the classroom * Understand the need for extensive faculty development and faculty adoption strategies * Appreciate deployment and support challenges====================

The Avalon Video and Audio Repository for Libraries and Beyond

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
The Avalon Media System provides an open-source streaming media solution, based on Hydra/Fedora repository technologies, focused on delivery of library media collections, but it is finding other uses, including support for publication, teaching and learning content, and digital scholarship. As a result, new features enhance support for additional research and instructional use cases.
Outcomes: Understand the problems Avalon solves * Understand the extended use cases addressed with Avalon, both present and intended future * Learn how best to engage with the Avalon project.========================

 Karuta: Design Your Own Portfolio Process

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
The Karuta Open Source Portfolio, currently under incubation by the Apereo Foundation, offers dramatic flexibility for designing portfolio workflows with rubrics to assess learning outcomes. Karuta is LTI enabled for integration with the LMS for easy access and transfer of evidence of learning. Subsequent releases will add functionality for showcasing as well as reporting. Outcome: Learn how Karuta can flexibly support your programs and institution through leveraging its functionality
=======================

Supporting the Discovery and Adoption of Open E-Textbooks

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
The California Open Education Resources Council comprises faculty from the three CA higher education systems working together to identify open textbooks for high impact courses. The selected open textbooks are in the process of being peer reviewed and curated in the CA Open Online Library.
Outcomes: Identify quality open textbooks for general education, high-impact courses * Learn how to interpret textbook peer reviews with a faculty-created rubric * Understand how to reference these resources for the discovery of quality no- or low-cost materialshttp://www.educause.edu/sites/default/files/library/presentations/E15/PS58/COOL%2BEducause%2BPoster%2B2015.pdf
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Seminar 12P – Six Secrets for Evaluating Online Teaching (separate registration is required)

Tuesday
Oct 27th, 2015
12:30 PM – 4:00 PM
Eastern Time
Meeting Room 241-242
What makes online teaching different from face-to-face teaching? How can we tell when it’s done well? Faculty members, administrators, and IT leaders will learn six evaluation “secrets” from the authors of the new book Evaluating Online Teaching. You will leave this seminar with use-them-now strategies, tools, and templates to take back to your campus.
OUTCOMES: Distinguish online content and practices that “count” as teaching behaviors * Design self-, peer-, and administrative-evaluation analytic tools * Develop a 6-stage, campus-wide program for evaluating online teachinghttp://www.educause.edu/annual-conference/2015/seminar-12p-six-secrets-evaluating-online-teaching-separate-registration-required

10 Handout – Forms and Resources
3 MB, PDF
08 Handout – Ten Principles Operationalized
355 KB, PDF
07 Handout – Checklist for Campus Readiness
140 KB, PDF
06 Handout – Institutional Audit
305 KB, PDF
05 Handout – The Three I’s
188 KB, PDF
04 Handout – Penn State Faculty Online …
87 KB, PDF
00 Workshop Presentation File
12 MB, Powerpoint Slides

========================

Reimagining Learning Space Design across the Disciplines

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 235-236
Learn how the University of Pittsburgh is creating a scalable classroom model for active learning on a traditional campus. Administrators, faculty, and instructional technologists and designers recently collaborated to reimagine legacy large-enrollment lecture halls. The focus of this session is on the learning space design process across the disciplines.
Outcomes: Identify and apply the principles of active learning associated with learning space deign * Understand the design process * Assemble an effective learning space design teamhttp://www.educause.edu/annual-conference/2015/reimagining-learning-space-design-across-disciplines

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Thinking Digitally: Advancing Digital Literacy with Personalized Learning Tools

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Wabash Ballroom 2
The session will outline a scalable framework for integrating digital literacy in higher education curriculum, supported by tools that allow for active and personalized learning. Research and examples from Georgia State University’s experience implementing a pilot program will be used as a catalyst for interactive discussion and idea generation.
Outcomes: Understand the value of incorporating digital literacy into curriculum * Select from emerging personalized learning technologies to support digital literacy across diverse academic scenarios * Adapt a methodology for developing partnerships to advance digital literacy across the organizationhttp://www.educause.edu/annual-conference/2015/thinking-digitally-advancing-digital-literacy-personalized-learning-tools===============

What’s That Droning Overhead?

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 201-202
Session Type: Concurrent Session
A discussion of unmanned aerial vehicles (drones) and drone activities that either take place on campus or impact a campus from the outside. The state of federal aviation regulations and guidelines for drones will be covered. Attendees can share their experiences with official and rogue drone activities at their institutions.
Outcomes: Learn about the drone devices in use, from miniature to massive * Understand the impact of drones on academic institutions, for better or worse * Learn what drone activities are legally allowable, banned, or discouragedhttp://www.educause.edu/annual-conference/2015/whats-droning-overhead

https://drive.google.com/file/d/0B4vcm8Bg5pkcWFlaQ1J3b3duc2M/view

5. Using small unmanned aerial vehicles  today is similar to the “fair use” of media

http://www.dronesurvivalguide.org

Resources – Higher Ed Drone Policies
The Ohio State University
Iowa State University
Indiana University
University of Kansas
Penn State University
University of New Mexico

The Association of College and University Policy
Administrators (ACUPA, acupa.org)

===================

Mobile Computing

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 239
Session Type: Discussion Session
Join this lively discussion and discovery of innovative and functional uses and support for mobile computing. We will explore creative ideas for projects using mobile devices in teaching, learning, and administration. Topics may include hardware, applications, tools, special uses, wireless and mobile connectivity, web services, support issues, and security.

educause 2015

8:00 AM11:30 AM

Meeting Room 231-232
Session Type: Morning Seminar
Meeting Room 140-141
Session Type: Afternoon Seminar
Meeting Room 241-242
Session Type: Afternoon Seminar
Sagamore Ballroom 6
Meeting Room 132-133
Session Type: Discussion Session
Sagamore Ballroom 4
Poster Sessions, Exhibit Hall H-K
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Shoji Kajita
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Leslie Kennedy
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Jon W. Dunn
Session Type: Poster Session
Sagamore Ballroom 4
Rob Peregoodoff
Meeting Room 237-238
Session Type: Concurrent Session
Meeting Room 231-232
Session Type: Concurrent Session
Meeting Room 132-133
Session Type: Discussion Session
Meeting Room 203-204
Wabash Ballroom 2
Session Type: Concurrent Session
Meeting Room 201-202
David Stack
Session Type: Concurrent Session
Meeting Room 239
Rose A. Rocchio
Session Type: Discussion Session
Sagamore Ballroom 5
Jaime Casap
Session Type: Featured Session
Meeting Room 201-202
Session Type: Concurrent Session
Meeting Room 203-204
Meeting Room 134-135
Tanya Joosten
Session Type: Discussion Session
Meeting Room 237-238
Session Type: Concurrent Session

future of LMS (D2L)

The Move from Course Management to Course Networking

A Q&A with Ali Jafari

http://campustechnology.com/articles/2015/08/18/the-move-from-course-management-to-course-networking.aspx

We need now to have a totally new type of learning environment, both conceptually and technically, and it will also need to be different from a business perspective.

You might think of CN (Course Networking) as a complete social learning suite combined with comprehensive learning management tools, along with associated elements like ePortfolio, data mining, globalization and collaboration tools, and much more.

Every student on the CN has a “social portfolio”, which will be there for the student to access, life long. This social portfolio is different from a “typical” ePortfolio in several ways, but importantly, it can be created dynamically — for example, a teacher might check a box indicating that each student in the top ten percent of her class will receive a badge. Beyond that checkbox, everything happens automatically, without a need for the student to locate and upload the badge for display, and no need for the teacher to monitor or be further involved with the awarding of badges. As a student I can manage my social portfolio, and determine who will see or not see certain elements of it.

we are building and maintaining really one big network — instead of necessarily supporting many, many independent institutional client implementations.

 

Education Market

16 Startups Poised to Disrupt the Education Market

Colleges and universities are facing new competition for customers–students and their parents–from startups delivering similar goods (knowledge, credentials, prestige) more affordably and efficiently. Here’s a rundown of some of those startups.

Related story on the IMS blog:

https://blog.stcloudstate.edu/ims/2014/01/12/cms-course-management-systemsoftware-alternatives/

In a new book, The End of College: Creating the Future of Learning and the University of Everywhere, author Kevin Carey distills a brave new world in which a myriad of lower-cost solutions–most in their infancy–threaten to upend the four-year, high-tuition business model by which colleges and universities have traditionally thrived.

1. Rafter

Using cloud-based e-textbooks and course materials, Rafter helps campus bookstores digitize their offerings and keep their prices low, allowing them to regain the market share they were losing to other stores and course-materials marketplaces.

2. Piazza

Piazza is an online study room where students can anonymously ask questions to teachers and other students. The best answers get pushed to the top through repeated user endorsement.

3. InsideTrack

As do the above two companies, InsideTrack sells its services to universities. It provides highly personalized coaching to students and it helps colleges assess whether their technology and processes are equipped to measure student progress. nsideTrack recently announced a partnership with Chegg, through which it will provide its coaching services directly to students.

4. USEED

If you attended a four-year school, then you know the feeling of receiving relentless requests for alumni donations. USEED is like Kickstarter for school fundraising:

5. Course Hero

One of Inc.‘s 30-Under-30 companies from 2013, Course Hero is an online source of study guides, class notes, past exams, flash cards, and tutoring services.

6. Quizlet

This is another site offering shared learning tools from students worldwide. Quizlet
according to Tony Wan’s superb story on EdSurge.

7. The Minerva Project

Other companies on this list provide services to schools or students. The Minerva Project is, literally, a new school.

8. Dev Bootcamp

In its own way, Dev Bootcamp is also a new school. Its program allows you to become a Web developer after a 19-week course costing under $14,000.

9. The UnCollege Movement

Founded by Thiel Fellow Dale Stephens (who took $100,000 from Peter Thiel to not go to college), The UnCollege Movement provides students with a 12-month Gap Year experience for $16,000.

10. Udacity

Founded by Stanford computer science professor Sebastian Thrun, Udacity creates online classes through which companies can train employees. AT&T, for example, paid Udacity $3 million to develop a series of courses, according to The Wall Street Journal.

11. Coursera

The tagline says it all: “Free online courses from top universities.” Indeed, Coursera’s partners include prestigious universities worldwide.

12. EdX

In a nonprofit joint venture, MIT and Harvard created their own organization offering free online courses from top universities. Several other schools now offer their courses through EdX, including Berkeley, Georgetown, and the University of Texas system.

13. Carnegie Mellon University’s Open Learning Initiative

CMU’s OLI is another example of a nonprofit startup founded by a school to ward off its own potential disruption.

14. Saylor.org

Founder Michael Saylor has been musing on how technology can scale education since he himself was an undergrad at MIT in the early ’80s. Anyone, anywhere, can take courses on Saylor.org for free.

15. Open Badges

Founded by Mozilla, Open Badges is an attempt to establish “a new online standard to recognize and verify learning.”

16. Accredible

Calling itself the “future of certificate management,” Accredible is the company that provides certification services for several of the online schools on this list, including Saylor.org and Udacity.

 

Creating a Library App: Things to Know Before You Go Mobile
Tuesday, April 28, 2015 11AM-12PM PDT
Registration link: http://www.cla-net.org/?861

Mobile apps are a popular topic in libraries. But what does it take to create one and what kind of programming can you do with apps? Is an app the right solution, or should you create a responsive website? What is the process like, and what resources are needed? How do you manage privacy, security, and legal concerns? Who do you need to get the job done, and what skills should they have?
These are all important questions that should be asked (and answered) before you think about creating a mobile app. Learn from expert panelists from libraries and nonprofits who have created, developed, and managed mobile apps for their organizations. Panelists will share practical advice and information based on experience, as well as helpful tools and resources.

Zeth Lietzau is the Manager of Digital User Experience and the Community Technology Center at the Denver Public Library. He’s the leader of their Virtual Services initiative, which defines the direction of DPL’s online services, mobile & otherwise, including the Volume Denver project which is available as a mobile-responsive site.
A303_Lietzau Makers, Hackers, and Badges at the Denver Public Library

Anna Jaeger and her team at Caravan Studios create mobile apps that are designed in partnership with nonprofit and community-focused organizations to meet the needs of their constituents. Anna has been a frequent speaker on nonprofit and environmental technology since 2007. Prior to her work with Caravan Studios, Ms. Jaeger was a founder and co-director of TechSoup Global’s GreenTech initiative and the director of TechSoup Global’s IT Engineering department.
https://cc.readytalk.com/cc/s/meetingArchive?eventId=li2t1jz4hoy6

Ani Boyadjian has been a working librarian since 1990. An LAPL staffer since 1996, she is now Research & Special Collections Manager at the Los Angeles Public Library, where she also oversees the Library’s Digitization efforts. She most recently spearheaded the development of the ARchive LAPL app in a partnership with USC and app developers Neon Roots, to use augmented reality to tell stories about the historic Central Library.

More on mobile apps in general on this IMS blog:

https://blog.stcloudstate.edu/ims/?s=mobile+apps

3D printing, drones and wearable

CoSN 2015: The Emerging Tech That’s Transforming K–12’s Horizon

One year or less (2015–2016):

  • BYOD
  • Cloud computing
  • Makerspaces
  • Mobile learning

Two to three years (2017–2018):

  • 3D printing/rapid prototyping
  • Adaptive learning technologies
  • Information visualization
  • Learning analytics

Four to five years (2019–2020):

  • Badges/Microcredit
  • Drones
  • Visual data analysis
  • Wearable technology

The NMC’s interim K–12 Horizon Report can be downloaded for free.

Recommendations for games and gaming at LRS

Gaming and Gamification in academic and library settings (paper)
Short URL: http://scsu.mn/1F008Re 

Based on the literature regarding games, gaming, gamification, game-based learning, and serious games, several clear trends emerge:

  1. Gaming and gamification in the sense of game-based learning is about using games and game-like tactics in the education process, for greater engagement and better learning outcomes. However, this is only the first level of such initiative. The second and higher level is about involving students in the game-building and gamification of the learning process (as per Vygotsky’s Zone of…) thus achieving student-centered and experiential learning.
  2. When hosting games and gaming in any library, “in-person” or electronic/online games are welcome but not sufficient to fulfill their promise, especially in an academic library. Per (1), an academic library has the responsibility to involve students and guide them in learning how to engage in the building process required in true game-based learning.
  3. Game-based learning, gaming and gamification in particular, in educational (academic library) settings must consider mobile devices and the BYOD movement in particular as intrinsic parts of the entire process. Approaching the initiative primarily by acquiring online “in-person” games, or game consoles has the same limited educational potential as only hosting games, rather than elevating the students to full guided engagement with game-based learning. If public relations and raised profile are the main goals for the academic library, such an approach is justified. If the academic library seeks to maximize the value of game-based learning, then the library must consider: a. gaming consoles, b. mobile devices as part of a BYOD initiative and c. cloud-based / social games, such as MineCraft, SimCity etc.
  4. Design for game-based learning, gaming and gamification in educational (academic library) settings must include multiple forms of assessment and reward, e.g. badges, leaderboards and/or certificates as an intrinsic part of the entire process. Merely hosting games in the academic library cannot guarantee true game-based learning. The academic library, as the forefront of a game-based learning initiative on campus, must work with faculty on understanding and fine tuning badges and similar new forms of assessment and reward, as they effectively implement large scale game-based learning, focused on the students’ learning gains.

Recommendations for LRS

  1. In regard to LRS, the gaming and gamification process must be organized and led by faculty, including housing and distributing the hardware, software and applications, when needed.
  2. The attached paper and the respective conclusions summarized in four points demand educational and experiential background, which is above the limits of the LRS staff. In addition, the LRS staff has clearly admitted that the pedagogical value of gaming and gamification is beyond their interest. This recommendation is not contradicting to the fact and opportunity for LRS staff to participate in the process and contribute to the process; it just negates the possibility of staff mandating and leading the process, since it will keep the gaming and gamification process on a very rudimentary level.
  3. The process must be further led by faculty with a terminal degree in education (Ph.D.) and experience in the educational field, since, as proved by the attached paper and 4 point conclusion, the goal is not a public-library type of hosting activities, but rather involving students in a pedagogically-sound creative process, with the respective opportunity for assessment and future collaboration with instructors across campus. This recommendation is not contradicting the fact and opportunity for LRS library faculty to participate actively in the process and contribute to the process. It just safeguards from restricting the process to the realm of “public-library” type of hosting activities, but failing to elevate them to the needs of an academic campus and connecting with instructors across campus.
  4. This conclusions adhere to and are derived from the document recommended by the LRS dean, discussed and accepted by LRS faculty in 2013 about new trends and directions in academic libraries, namely diversification of LRS faculty; breaking from the traditional library mold of including faculty from different disciplines with different opinions and ideas.

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