why instructional design doesn’t typically work with students, or anyone’s learning for that matter, when you teach with PowerPoint—as well as how you can avoid it. It all begins with a little concept called “cognitive load.”
Cognitive load describes the capacity of our brain’s working memory (or WM) to hold and process new pieces of information. We’ve all got a limited amount of working memory, so when we have to handle information in more than one way, our load gets heavier, and progressively more challenging to manage.
In a classroom, a student’s cognitive load is greatly affected by the “extraneous” nature of information—in other words, the manner by which information is presented to them (Sweller, 2010). Every teacher instinctively knows there are better—and worse—ways to present information.
A study in Australia in the late 1990s (the 1999 Kalyuga study) compared the learning achievement of a group of college students who watched an educator’s presentation involving a visual text element and an audio text element (meaning there were words on a screen while the teacher also talked) with those who only listened to a lecture, minus the pesky PowerPoint slides.
Researchers including John Sweller and Kimberly Leslie contend that it would be easier for students to learn the differences between herbivores and carnivores by closing their eyes and only listening to the teacher. But students who close their eyes during a lecture are likely to to called out for “failing to paying attention.”
Richard Mayer, a brain scientist at UC Santa Barbara and author of the book Multimedia Learning, offers the following prescription: Eliminate textual elements from presentations and instead talk through points, sharing images or graphs with students
a separate Australian investigation by Leslie et al. (2012), suggest that mixing visual cues with auditory explanations (in math and science classrooms, in particular) are essential and effective. In the Leslie study, a group of 4th grade students who knew nothing about magnetism and light learned significantly more when presented with both images and a teacher’s explanation than a separate group which received only auditory explanation.
hints:
Limit yourself to one word per slide. If you’re defining words, try putting up the vocabulary word and an associated set of images—then challenge students to deduce the definition.
Honor the “personalization principle,” which essentially says that engaging learners by delivering content in a conversational tone will increase learning. For example, Richard Mayer suggests using lots of “I’s” and “you’s” in your text, as students typically relate better to more informal language.
Accessing Higher Ground – Accessible Media, Web and Technology Conference
Virtual Agenda November 14-16, 2018
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Not So Fast: Implementing Accessibility Reviews in a University’s IT Software Review Process
Crystal Tenan, IT Accessibility Coordinator, NC State University
Bill Coker, Software Licensing Manager, NC State University
Summary
In this presentation, we will provide an overview of NC State’s IT Purchase Compliance process and focus on the accessibility review process. We will discuss the process of implementation, important considerations for working with the campus community and vendors, and the impact of the IT Purchase Compliance process on campus.
Abstract
Before a university purchases software, it should review the software to ensure it complies with university standards and follows Federal and State guidelines for security and accessibility. Without review, there is a higher risk that purchases put sensitive university data at risk, do not meet the needs of the campus population with disabilities, or require integration with enterprise level applications.
In a joint effort between the Office of Information Technology, the Office of General Counsel and the Purchasing Department, NC State University implemented a process to review purchases of software prior to issuing a purchase requisition.
In this presentation, we will provide an overview of NC State’s IT Purchase Compliance process and focus on the accessibility review process. We will discuss the process of implementation, important considerations for working with the campus community and vendors, and the impact of the IT Purchase Compliance process on campus.
Keypoints
Participants will learn the importance of software reviews prior to purchasing.
Participants will be exposed to an example format of how to structure a software review process.
Participants will learn techniques for collaborating with various campus departments for software reviews.
(handouts available: ask me)
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Math Accessibility in Word, Canvas, Conversion and More!
Paul Brown, Vice President, Texthelp
Rachel Kruzel, Assistive Technology & Accommodations Specialist, Augsburg University
This session will overview Texthelp’s exciting math accessibility program, EquatIO. Learn how students and professors easily insert math into Word, Canvas, and more as well as make STEM textbook conversion a much easier process. Augsburg’s Rachel Kruzel will provide an inside look into how EquatIO is making math accessible across her campus.
Abstract
EquatIO is Texthelp’s game-changing math software program that gives students and professors multiple means of producing, engaging with, and expressing math with ease. This session will overview how to easily insert math into Microsoft Word, Canvas, and other programs as well as how it can save valuable time and resources in STEM textbook conversion. The program’s core features including math-to-speech, speech-to-math, math prediction, math OCR capabilities and many other tools will be demonstrated, helping empower students in this traditionally challenging area. Attendees will not only learn the program, but also how they can gain free access to its premium features as well as assist their students in utilizing the freemium and premium tools.
Keypoints
Math accessibility is here!
EquatIO is a digital math solution for all students and staff.
Save time and resources in STEM textbook conversion.
Disability Areas
All Areas, Cognitive/Learning, Vision
Topic Areas
Alternate Format, Assistive Technology, eBooks, Faculty Instruction/Accessible Course Design, Including Accessibility in Curriculum, Information Technology, Uncategorized, Web/Media Access
Speaker Bio(s)
Paul Brown
Paul Brown has been in education for 20 years as a teacher, technology coach, manager, and currently is a Vice President at Texthelp. Paul’s team oversees the successful implementation of the Read&Write and EquatIO product lines. Paul is a Cleveland Browns fan for life and asks for your pity ahead of time. He and his family live in Edina, MN.
Rachel Kruzel
Rachel Kruzel, ATP, is the Assistive Technology & Accommodations Specialist at Augsburg University in Minneapolis, Minnesota, and is a RESNA Certified Assistive Technology Practitioner (ATP). She has over 8 years of experience working in in the CLASS Office (Disability Resources) focusing on assistive technology, educational technology, transitioning from K-12 to higher education, academic accommodations implementation, and digital, electronic, and web accessibility. Rachel has presented both regionally and nationally on a variety of topics about assistive technology, as well as accessibility, transition, assistive technology tools such as the QIAT-PS and specific software program demonstrations and trainings, as well as general consultation with students, parents, schools, and organizations. She also provides consulting and direct consumer support through assistive technology consultation and the implementation process.
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“We don’t have enough staff assigned to making IT accessible!”
Summary
How often do we hear people say this or feel this way ourselves? In this session the speaker will engage with attendees on promising practices for making the most of limited resources toward a more accessible IT environment on campus.
Abstract
How often do we hear people say this or feel this way ourselves? In this session the speaker will engage with attendees on promising practices for making the most of limited resources toward a more accessible IT environment on campus. Topics will included but not be limited to convening a high level task force of key stakeholders on campus, developing policies and guidelines, offering training on accessibility within other training opportunities, presenting at regularly occurring meetings and special interest groups, developing partnerships, supporting a group of IT accessibility liaisons to extend the reach of central services, securing funds to proactively caption videos and remediate inaccessible documents (particularly those that are high impact/use), providing online resources for specific target groups, and purchasing accessibility tools for campus-wide use. The speaker will provide examples and the audience will contribute their own ideas, experiences, and lessons learned.
Keypoints
Organizations promoting accessible IT on campuses are often under staffed.
Promising practices have been developed at some schools for maximizing the impact of available resources.
Promising practices have been developed at some schools for maximizing the impact of available resources.
Disability Areas
All Areas
Topic Areas
Administrative/Campus Policy, Information Technology, Uncategorized
Speaker Bio(s)
Sheryl Burgstahler
Dr. Sheryl Burgstahler founded and directs the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center and the ATC (Access Technology Center) as part of her role as Director of Accessible Technology Services at the University of Washington (UW). These centers promote (1) the support the success of students with disabilities in postsecondary education and careers and (2) the development of facilities, IT, services, and learning activities that are welcoming and accessible to individuals with disabilities. The ATC focuses efforts at the UW; the DO-IT Center reaches national and international audiences with the support of federal, state, corporate, foundation, and private funds. Dr. Burgstahler is an affiliate professor in the UW College of Education. She developed and taught the Accessibility and Compliance in Online Education online course offered by Rutgers University and currently teaches graduate courses in applications of universal design in higher education at City University of New York and Saint Louis University.
(handouts available: ask me)
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Evaluating and Repairing Word and PowerPoint Files
Summary
In this hands-on workshop, learn to evaluate and repair common accessibility issues in Microsoft Word and PowerPoint.
Abstract
Both Word and PowerPoint contain a very useful accessibility checker that can identify many potential accessibility issues within a document. However, like any automated checker, there are also many issues that it cannot detect–accessibility evaluation is always a combination of evaluation tools and manual checks.
During this workshop, participants will practice evaluating and repairing many common accessibility issues of Word and PowerPoint files. We will use practice files and a printable evaluation checklist to evaluate Word docs and Power Point slides.
Keypoints
Learn to use the built-in Microsoft Office Accessibility Checker
Identify accessibility issues that must be analyzed manually
Practice evaluating and repairing the accessibility of Word and PowerPoint files
Disability Areas
All Areas
Topic Areas
Uncategorized, Web/Media Access
Speaker Bio(s)
Jonathan Whiting
o: Jonathan Whiting is the Director of Training at WebAIM, based at Utah State University. His main passion is helping others learn to make the web more accessible to people with disabilities. Jonathan is also currently involved in the GOALS Project, a program to assist institutions of Higher Education in improving their accessibility system-wide. With a Master’s Degree in Instructional Technology and over fifteen years of experience in the field of web accessibility, Jonathan has published dozens of articles, tutorials, and other instructional resources. He has traveled extensively to train thousands of web developers and other professionals who develop or maintain web content.
(handouts available: ask me)
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Powerful Presentation Skills for the Accessibility Professional
Christa Miller, Director of Inclusive Media Design, Virginia Tech
Summary
As subject matter experts in disabilities and accessibility, we are often called upon to provide training and professional development to others. However, it is uncommon for us to receive formal training in this area ourselves. Through discussion and small group activities, participants will explore and practice techniques for giving presentations
Abstract
As accessibility and disability professionals we are well equipped with the content knowledge needed to provide motivation, or justification on the what, why and how of accessibility. Unfortunately, we are often called upon to provide this to experts in a wide range of unrelated fields who do not intrinsically know what it means “to be accessible”. Not only is the audience challenging to reach, but the content challenges the audience on multiple levels. That being said, by using best practices for training adult learners, accessibility training can become a pleasure.
This session aims to provide techniques and practice on critical presentation skills for accessibility professionals including but not limited to: increasing audience engagement, developing powerful slides and visuals, checking your work for accessibility, and practicing before presenting.
Keypoints
Presentations by accessibility professionals should exemplify best practice for accessibility
Successful presentations are part performance and part technical know-how
Accessibility presentations should contain more application and practice than background information
Christa Miller is a proud Virginia Tech Hokie and is currently the Director of Inclusive Media Design. She first became interested in assistive technologies (AT) while earning her BS in Electrical Engineering. Her passion for accessible technology and universal design then led her to pursue her MS in Industrial Systems Engineering, concentrating in Human Factors Engineering.
Between 2006 and 2018, Christa has worked in many roles for Assistive Technologies, part of Technology-enhanced Learning and Online Strategies (TLOS). Notable among these was as the lead Braille Transcriber for Braille Services, an initiative to provide in-house production of Braille materials for the University for which she received the Excellence in Access and Inclusion Award in 2012. Her unique knowledge of the tools and technologies needed to produce Braille for Science, Technology, Engineering, and Mathematics (STEM) courses has led her to consult with disability service providers from many other post-secondary institutions and share that knowledge at national conferences.
In her current role, Christa has enjoyed co-leading a several professional development programs aimed at providing Teaching Faculty, Instructors and Graduate Teaching Assistants with the knowledge, skills and confidence necessary to create inclusive learning environments.
(handouts available: ask me)
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IT Colleagues: from Accessibility Newbies into Accessibility Auditors
Kristen Dabney, Assistive Technology Instruction Specialist, Tufts University
Summary
Tufts Student Accessibility Services office created accessibility testing guidelines designed to help IT professionals complete basic accessibility audits for digital products before they are purchased.
Abstract
As Tufts implemented its accessible procurement protocol, the need for a streamlined accessibility audit process became crucial. For a university to be proactive and evaluate product accessibility before purchase, a comprehensive auditing system must be in place. These audits (completed by our SAS-trained IT team) provide a more in-depth view than that described by a vendor’s VPAT. This simple to use guide enhanced campus-wide buy-in while also making forward progress on procurement audits. Attendees will learn the process used to initiate and develop these guidelines, the arguments successfully used to get the procurement process firmly in the IT office, the training process for IT auditors and best practices for sustainability beyond the initial training workshop. This session will conclude with a walk though of an example application using the guidelines developed by Tufts Student Accessibility Services office.
Keypoints
Training guide for IT professionals new to testing accessibility
Administrative/Campus Policy, Assistive Technology, Information Technology, Uncategorized
Speaker Bio(s)
Kristen Dabney
Kristen Dabney graduated from Grinnell College with a degree in Physics, and later from University of Connecticut with a Postsecondary Disability Services Certification since the Physics degree wasn’t saying “I’m interested in accessibility” loud enough. She currently works as an Assistive Technology Instruction Specialist at Tufts University.
(handouts available: ask me)
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Social media and accessibility
Gian Wild, Ms, AccessibilityOz
Summary
Gian Wild goes through the accessibility issues of each of the four main social media sites (Facebook, Twitter, YouTube and LinkedIn) and discusses ways that you can make sure your social media content is accessible.
Abstract
Social media accessibility is an incredibly important tool in modern society. It is not just the young who access social media, with close to 30% of people over the age of 65 interacting on social networking sites, and 50% of people aged 50 – 64. As the percentage of recruiters who use LinkedIn is now 95%, social media is becoming an essential part of negotiating the current working environment. The main reason why social media is not accessible is that social networking sites and apps are almost continually refreshed. Facebook sometimes changes twice a day. This, coupled with a lack of a formal testing process, means that what may be accessible today may be literally gone tomorrow.
Keypoints
Social media networks cannot be relied upon to be accessible
A number of easy things you can do to make your social media more accessible
The most improved and the most accessible social media networks of 2018
Disability Areas
All Areas
Topic Areas
Uncategorized, Web/Media Access
Speaker Bio(s)
Gian Wild
Gian works in the area of web accessibility: making sure web sites and mobile apps can be used by people with disabilities. She spent six years contributing to the international set of web accessibility guidelines used around the world and is also the CEO and Founder of AccessibilityOz. With offices in Australia and the United States, AccessibilityOz has been operating for five years. Its clients include the Department of Prime Minister and Cabinet, Gold Coast 2018 Commonwealth Games, Optus, Seek and Foxtel. A 2017 Australian of the Year award nominee, Gian splits her time between Australia the US. A regular speaker at conferences around the world, in 2015 she presented to the United Nations on the importance of web accessibility at the Conference of State Parties to the Convention on the Rights of Persons with Disabilities.
(handouts available: ask me)
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I Was Wrong! Build Your Successful Accessibility Program by Learning from My Mistakes
Angela Hooker, Microsoft
Summary
Whether or not you’re new to the field, when you manage an accessibility program, you can fall into common traps–but there’s no need to! Learn from my observations and old mistakes! Get tips for running a successful program and avoiding poor management choices, poor policy, poor planning, and more that can hinder your program.
Abstract
So, you’re leading an accessibility program…how’s that working out?
If you’re a new accessibility program manager or a seasoned pro, you can still make rookie mistakes. I sure have, and that’s after over 16 years of running accessibility and user experience programs!
Has your laid back nature defeated your process-driven “evil twin”? Does your site’s written content defeat the accessibility features that your other team members created? Are you unsure why your developers still “don’t get it”? Do your leaders avoid you and conversations about accessibility, except to say that “It’s great!”? Or perhaps your web management direction–when it comes to overall content, design, and development choices–doesn’t quite support the needs of your audience, and you’re not sure where things are going wrong.
My experience from the corporate and government sectors will help you plan your program, whether it’s for a higher education, corporate, or government environment. Get on track with process, program management, setting proper expectations, and more to help you drive great user experiences and real accessibility across your organization.
Keypoints
Learn the common mistakes in creating and sustaining an accessibility program and how to avoid them.
Understand the importance of setting boundaries for accepting and establishing program responsibilities.
Get tips to manage the overall content, design, development, and testing–which drive your program’s success.
Disability Areas
All Areas
Topic Areas
Uncategorized, Web/Media Access
Speaker Bio(s)
Angela Hooker
Angela Hooker is a Senior Accessibility Product Manager at Microsoft, where she’s built a center of expertise for accessibility, user experience, and universal design. She’s brought her web management, development, design, accessibility, and editorial and content management expertise to the government and private sector for over 20 years. Angela also advocates for role-based accessibility and believes that teaching people how to incorporate principles of accessibility in their everyday work creates a sustainable program and produces the most accessible user experiences. In addition to accessibility and universal design, she supports plain language and web standards. Angela speaks on and writes about accessibility, user experience, and plain language.
(handouts available: ask me)
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Trending Tech Tools: What’s New, What’s Improved & What’s on the Horizon for Assistive Technology & Accessibility Tools
Rachel Kruzel, Assistive Technology & Accommodations Specialist, Augsburg University
Summary
The field of Assistive Technology and Accessibility is constantly changing. Tech giants are making more frequent updates to their products. As a result, knowing the latest updates is essential. Assistive Technology and Accessibility software updates from major tech companies such as Texthelp, Sonocent, and Microsoft, as well as free and low cost tools to support students on campus will be featured and shown.
Abstract
Both the Assistive Technology and Accessibility fields are constantly changing. Software companies are soliciting user feedback continuously and deciding which suggestions are the most important to develop and update. These updates and developments are released every six to twelve weeks. Much of this AT is central for students to access courses and curriculum in an accessible way. This presentation will focus on the most recent updates from the major assistive technology companies who are making waves in the tech field. The latest releases from companies like Texthelp, Sonocent, Microsoft, as well as other tech giants will be shown. Free and low cost assistive technology tools that are on the cutting edge or are strong supports for students will be featured in this session as well. Participants will leave with updates to tools they are using to support students on their campuses and ideas on how to use these tools on campus to implement both Assistive Technology and Accessibility.
Keypoints
Assistive technology companies are releasing product updates every six to twelve weeks on average.
Latest updates and features to commonly used Assistive Technology tools in higher education will be shown.
Both for-purchase and free/low cost assistive technology tools can be easily implemented to support students.
Disability Areas
All Areas
Topic Areas
Assistive Technology, Uncategorized
Speaker Bio(s)
Rachel Kruzel
Rachel Kruzel, ATP, is the Assistive Technology & Accommodations Specialist at Augsburg University in Minneapolis, Minnesota, and is a RESNA Certified Assistive Technology Practitioner (ATP). She has over 8 years of experience working in in the CLASS Office (Disability Resources) focusing on assistive technology, educational technology, transitioning from K-12 to higher education, academic accommodations implementation, and digital, electronic, and web accessibility. Rachel has presented both regionally and nationally on a variety of topics about assistive technology, as well as accessibility, transition, assistive technology tools such as the QIAT-PS and specific software program demonstrations and trainings, as well as general consultation with students, parents, schools, and organizations. She also provides consulting and direct consumer support through assistive technology consultation and the implementation process.
(handouts available: ask me)
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The Big Ten Academic Alliance’s Shared Approach to Procurement and Vendor Relations
Bill Welsh, Rutgers University
Charlie Collick, Director of IT Accessibility, Rutgers University
Nate Evans, Manager, Digital Content & Accessibility, Michigan State University
Summary
Learn how the Big Ten Academic Alliance is working together to develop policies, processes and procedures for procurement of accessible IT as well as assisting each other with managing vendor relationships that can foster better product accessibility within the Big 10. Also, each presenter will share their own institutions practices in this area.
Abstract
The Big Ten Academic Alliance are working together through a CIO sponsored group called the Information Technology Accessibility Group to leverage their coalition in regards to the accessibility of IT products purchased. The presenters will provide insight into their current collaborative efforts and share the four goals that the ITAG/Procurement Working Group is developing to improve best practices and shared basic standards for accessibility in IT procurement processes. This partnership has identified the following four goals to address IT accessibility: 1.Education & Marketing 2. Shared Solicitation Requirements for IT purchases 3. Standardize Evaluation 4. Leverage the BTAA purchasing power to work with vendors to improve accessibility and develop shared repository of IT accessibility evaluations. Participants will discover methods of alignment, and see how shared approaches to vendor relationship management can leverage economy of scale and foster vendor commitment.
Keypoints
Product accessibility best practices
Establishing product accessibility repositories
There are resources available in this arena for others to utilize and assist in developing
Disability Areas
All Areas
Topic Areas
Administrative/Campus Policy, Information Resources, Information Technology, Uncategorized
Speaker Bio(s)
Bill Welsh
Bill is the Associate VP of Rutgers Access and Disability Resources. He has worked at Rutgers since 2013. Previously, he worked at Penn State University (1999-2013) and Drexel University (1994-1999) as Director of Disability Services
Charlie Collick
Charlie is the Director of IT Accessibility at Rutgers University. He is responsible for the accessibility of all enterprise academic and administrative technology and digital content. He also serves as Director of Software Site Licensing where he is responsible for vetting all central funded technology purchases for the University and the distribution of the licenses to staff, faculty, and students. Charlie has been an employee of Rutgers OIT since 2008. Before serving in his current role, Charlie was the Acting Director of Teaching and Learning with Technology where he lead a team of instructional designers, education technologists, and LMS support staff. His professional experience includes accessibility, instructional design, instructional technology, functional management, organizational development, strategic planning, and technology procurement. His broad technical background spans general IT, applications and systems support, web design and development, and the delivery of related services.
Nate Evans
Nate works with students, faculty, staff, and administrators across the institution to help create more inclusive environments, and shape better digital experiences. He leads Michigan State University’s digital accessibility program, and the Digital Content & Accessibility team to provide central support and resources, and to measure digital accessibility improvement.
(handouts available: ask me)
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Not Another Lecture-Style Presentation
Brad Held, Accessible Technology Coordinator, University of Central Fl
Summary
Disability Professionals struggle to garner interest for their presentations or workshops. Just getting faculty or staff to register for their training doesn’t guarantee that the topics will be practiced. In this presentation, the presenter will share tips for designing a memorable educational experience that doesn’t involve a projector/clicker.
Abstract
As accessible technology experts, we often find it difficult to fill the seats at our presentations. This might be because of the topics we discussed are overwhelmingly complicated to understand, or because attendees do not believe enough students are affected by our subject matter. Regardless of the reason, the attendee doesn’t always leave with a lasting memory of how they can create access to their environment. What if we could take some of the visual elements of our technology and incorporate it with inclusive principles, then design an experience that is FUN? Based on the popular escape room game concept, you can challenge teams to be locked in a room full of barriers. Have them escape by identifying and removing the barriers within the room with more accessible approaches within the time allotted. UCF will share their design secrets for creating an escape room activity that will have your entire institution buzzing. The presentation will end with an interactive demonstration.
Keypoints
How to create a different activity other than a lecture style presentation
Designing a memorable experience involving accessibility.
Incorporating accessible technology and inclusive principle.
Disability Areas
All Areas
Topic Areas
Other, Uncategorized
Speaker Bio(s)
Brad Held
Brad Held has been the Assistant Director – Accessible Technology for the Student Accessibility Services office at University of Central Florida (UCF) for the past four years. He earned his Bachelor’s degree in Applied Biotechnology at the University of Georgia in 2006. Prior to arriving at UCF, Brad worked in Assistive Technology for almost ten years: four years in a public school K-12 setting with Gwinnett County Public Schools in Georgia and five years in higher-education at The University of Georgia and The University of South Carolina. He is certified in Assistive Technology Applications. Aside from helping UCF students received academic supports, Brad also has a learning disability. Brad uses his personal experience to aid students in being active participants in the accommodation process.
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Interactive 3d printed tactile campus maps
Holly Lawson, Assistant Professor, Portland State University
Shiri Azenkot, Assistant Professor, Cornell Tech
Lei Shi, PhD Student, Cornell Tech
Michael Cantino, Research Assistant, Portland State University
Summary
This presentation introduces the Markit and Talkit iOS software, which enables an individual to add text or audio annotations to a 3d printed model. Presenters share the use of this toolkit with 3d printed tactile maps.
Abstract
Recent advances in 3d printing technology have made tactile models more available to individuals who are visually impaired. With grant funding from the National Science Foundation, we have developed and field-tested iOS technology that empowers individuals to modify models by adding audio or text annotations. Using this technology, a modified model can provide voice output or display a description of a model component when it is touched by a user. In this session, we will introduce the 3d printing technology and its application with 3d printed tactile maps for use with individuals with visual impairments at Portland State University and Portland Community College.
Keypoints
interactive 3d printed models can provide greater access to campus environments than traditional tactile maps
interactive 3d printed maps can be customized to include wayfinding information most pertinent to the user
the use of interactive 3d printed models is a cost effective solution for institutes of higher education
Disability Areas
Mobility, Vision
Topic Areas
Assistive Technology, Uncategorized
Speaker Bio(s)
Holly Lawson
Dr. Holly Lawson is an Assistant Professor at Portland State University and
the coordinator of the Visually Impaired Learner program. Since 1994, she has worked in the VIL field, beginning as a residential instructor for the Texas School for the Blind and Visually Impaired and then the Peace Corps in Morocco. Her master’s and PhD are from the University of Arizona where she held several positions in teaching and research. She came to PSU in 2014, having previously worked as an assistant professor and the coordinator for the Virginia Consortium of Teacher Preparation in Vision Impairment at George Mason University.
Shiri Azenkot
Dr. Shiri Azenkot is an Assistant Professor at the Jacobs Technion-Cornell Institute at Cornell Tech, Cornell University, and a field member in the Information Science Department. She is also an affiliate faculty member in the Computer Science Department at the Technion–Israel Institute of Technology. Currently, her research is funded by the NSF, AOL, Verizon, and Facebook. Before arriving at Cornell Tech, she was a PhD student in Computer Science & Engineering at the University of Washington, where she was advised by Richard Ladner and Jacob Wobbrock. Shiri has received the UW graduate medal (awarded to just one PhD candidate at the university each year), a National Science Foundation Graduate Research Fellowship, and an AT&T Labs Graduate Fellowship.
Lei Shi
Lei Shi is a fourth-year Ph.D. student at Cornell University and an AOL fellow at Cornell Tech, where he is advised by Shiri Azenkot. His research interests lie in the fields of accessibility, human-computer interaction, and design. Specifically, he explores how to combine 3D printing technologies and innovative design to help people. Previously, Lei got his bachelor degree in Electrical Engineering from Zhejiang University, with a double degree in Industrial Design.
Michael Cantino
Michael Cantino worked in K-12 special education for 11 years before coming to Portland Community College in 2017. During that time, he specialized in supporting students with behavioral challenges, Autism Spectrum Disorder, and students with visual impairments. Michael is a Library of Congress certified braille transcriber and is skilled in the production of tactile graphics and 3D models for visually impaired learners. At PCC, Michael provides a broad range of supports for students experiencing disabilities, with a focus on assistive technology, alternative formats, and in-class supports. In addition to his work at Portland Community College, Michael is also a Research Assistant at Portland State University where he is studying the use of interactive 3D models to support visually impaired learners.
United States digital literacy frameworks tend to focus on educational policy details and personal empowerment, the latter encouraging learners to become more effective students, better creators, smarter information consumers, and more influential members of their community.
National policies are vitally important in European digital literacy work, unsurprising for a continent well populated with nation-states and struggling to redefine itself, while still trying to grow economies in the wake of the 2008 financial crisis and subsequent financial pressures
African digital literacy is more business-oriented.
Middle Eastern nations offer yet another variation, with a strong focus on media literacy. As with other regions, this can be a response to countries with strong state influence or control over local media. It can also represent a drive to produce more locally-sourced content, as opposed to consuming material from abroad, which may elicit criticism of neocolonialism or religious challenges.
p. 14 Digital literacy for Humanities: What does it mean to be digitally literate in history, literature, or philosophy? Creativity in these disciplines often involves textuality, given the large role writing plays in them, as, for example, in the Folger Shakespeare Library’s instructor’s guide. In the digital realm, this can include web-based writing through social media, along with the creation of multimedia projects through posters, presentations, and video. Information literacy remains a key part of digital literacy in the humanities. The digital humanities movement has not seen much connection with digital literacy, unfortunately, but their alignment seems likely, given the turn toward using digital technologies to explore humanities questions. That development could then foster a spread of other technologies and approaches to the rest of the humanities, including mapping, data visualization, text mining, web-based digital archives, and “distant reading” (working with very large bodies of texts). The digital humanities’ emphasis on making projects may also increase
Digital Literacy for Business: Digital literacy in this world is focused on manipulation of data, from spreadsheets to more advanced modeling software, leading up to degrees in management information systems. Management classes unsurprisingly focus on how to organize people working on and with digital tools.
Digital Literacy for Computer Science: Naturally, coding appears as a central competency within this discipline. Other aspects of the digital world feature prominently, including hardware and network architecture. Some courses housed within the computer science discipline offer a deeper examination of the impact of computing on society and politics, along with how to use digital tools. Media production plays a minor role here, beyond publications (posters, videos), as many institutions assign multimedia to other departments. Looking forward to a future when automation has become both more widespread and powerful, developing artificial intelligence projects will potentially play a role in computer science literacy.
In traditional instruction, students’ first contact with new ideas happens in class, usually through direct instruction from the professor; after exposure to the basics, students are turned out of the classroom to tackle the most difficult tasks in learning — those that involve application, analysis, synthesis, and creativity — in their individual spaces. Flipped learning reverses this, by moving first contact with new concepts to the individual space and using the newly-expanded time in class for students to pursue difficult, higher-level tasks together, with the instructor as a guide.
Let’s take a look at some of the myths about flipped learning and try to find the facts.
Myth: Flipped learning is predicated on recording videos for students to watch before class.
Fact: Flipped learning does not require video. Although many real-life implementations of flipped learning use video, there’s nothing that says video must be used. In fact, one of the earliest instances of flipped learning — Eric Mazur’s peer instruction concept, used in Harvard physics classes — uses no video but rather an online text outfitted with social annotation software. And one of the most successful public instances of flipped learning, an edX course on numerical methods designed by Lorena Barba of George Washington University, uses precisely one video. Video is simply not necessary for flipped learning, and many alternatives to video can lead to effective flipped learning environments [http://rtalbert.org/flipped-learning-without-video/].
Fact: Flipped learning optimizes face-to-face teaching. Flipped learning may (but does not always) replace lectures in class, but this is not to say that it replaces teaching. Teaching and “telling” are not the same thing.
Myth: Flipped learning has no evidence to back up its effectiveness.
Fact: Flipped learning research is growing at an exponential pace and has been since at least 2014. That research — 131 peer-reviewed articles in the first half of 2017 alone — includes results from primary, secondary, and postsecondary education in nearly every discipline, most showing significant improvements in student learning, motivation, and critical thinking skills.
Myth: Flipped learning is a fad.
Fact: Flipped learning has been with us in the form defined here for nearly 20 years.
Myth: People have been doing flipped learning for centuries.
Fact: Flipped learning is not just a rebranding of old techniques. The basic concept of students doing individually active work to encounter new ideas that are then built upon in class is almost as old as the university itself. So flipped learning is, in a real sense, a modern means of returning higher education to its roots. Even so, flipped learning is different from these time-honored techniques.
Myth: Students and professors prefer lecture over flipped learning.
Fact: Students and professors embrace flipped learning once they understand the benefits. It’s true that professors often enjoy their lectures, and students often enjoy being lectured to. But the question is not who “enjoys” what, but rather what helps students learn the best.They know what the research says about the effectiveness of active learning
Assertion: Flipped learning provides a platform for implementing active learning in a way that works powerfully for students.
The Exposure Approach: we don’t provide a way for participants to determine if they learned anything new or now have the confidence or competence to apply what they learned.
The Exemplar Approach: from ‘show and tell’ for adults to show, tell, do and learn.
The Tutorial Approach: Getting a group that can meet at the same time and place can be challenging. That is why many faculty report a preference for self-paced professional development.build in simple self-assessment checks. We can add prompts that invite people to engage in some sort of follow up activity with a colleague. We can also add an elective option for faculty in a tutorial to actually create or do something with what they learned and then submit it for direct or narrative feedback.
The Course Approach: a non-credit format, these have the benefits of a more structured and lengthy learning experience, even if they are just three to five-week short courses that meet online or in-person once every week or two.involve badges, portfolios, peer assessment, self-assessment, or one-on-one feedback from a facilitator
The Academy Approach: like the course approach, is one that tends to be a deeper and more extended experience. People might gather in a cohort over a year or longer.Assessment through coaching and mentoring, the use of portfolios, peer feedback and much more can be easily incorporated to add a rich assessment element to such longer-term professional development programs.
The Mentoring Approach: The mentors often don’t set specific learning goals with the mentee. Instead, it is often a set of structured meetings, but also someone to whom mentees can turn with questions and tips along the way.
The Coaching Approach: A mentor tends to be a broader type of relationship with a person.A coaching relationship tends to be more focused upon specific goals, tasks or outcomes.
The Peer Approach:This can be done on a 1:1 basis or in small groups, where those who are teaching the same courses are able to compare notes on curricula and teaching models. They might give each other feedback on how to teach certain concepts, how to write syllabi, how to handle certain teaching and learning challenges, and much more. Faculty might sit in on each other’s courses, observe, and give feedback afterward.
The Self-Directed Approach:a self-assessment strategy such as setting goals and creating simple checklists and rubrics to monitor our progress. Or, we invite feedback from colleagues, often in a narrative and/or informal format. We might also create a portfolio of our work, or engage in some sort of learning journal that documents our thoughts, experiments, experiences, and learning along the way.
In 2014, administrators at Central Piedmont Community College (CPCC) in Charlotte, North Carolina, began talks with members of the North Carolina State Board of Community Colleges and North Carolina Community College System (NCCCS) leadership about starting a CBE program.
Building on an existing project at CPCC for identifying the elements of a digital learning environment (DLE), which was itself influenced by the EDUCAUSE publication The Next Generation Digital Learning Environment: A Report on Research,1 the committee reached consensus on a DLE concept and a shared lexicon: the “Digital Learning Environment Operational Definitions,
Ungerer, L. M. (2016). Digital Curation as a Core Competency in Current Learning and Literacy: A Higher Education Perspective. The International Review of Research in Open and Distributed Learning, 17(5). https://doi.org/10.19173/irrodl.v17i5.2566
Dunaway (2011) suggests that learning landscapes in a digital age are networked, social, and technological. Since people commonly create and share information by collecting, filtering, and customizing digital content, educators should provide students opportunities to master these skills (Mills, 2013). In enhancing critical thinking, we have to investigate pedagogical models that consider students’ digital realities (Mihailidis & Cohen, 2013). November (as cited in Sharma & Deschaine, 2016), however warns that although the Web fulfils a pivotal role in societal media, students often are not guided on how to critically deal with the information that they access on the Web. Sharma and Deschaine (2016) further point out the potential for personalizing teaching and incorporating authentic material when educators themselves digitally curate resources by means of Web 2.0 tools.
p. 24. Communities of practice. Lave and Wenger’s (as cited in Weller, 2011) concept of situated learning and Wenger’s (as cited in Weller, 2011) idea of communities of practice highlight the importance of apprenticeship and the social role in learning.
criteria to publish a paper
Originality: Does the paper contain new and significant information adequate to justify publication?
Relationship to Literature: Does the paper demonstrate an adequate understanding of the relevant literature in the field and cite an appropriate range of literature sources? Is any significant work ignored?
Methodology: Is the paper’s argument built on an appropriate base of theory, concepts, or other ideas? Has the research or equivalent intellectual work on which the paper is based been well designed? Are the methods employed appropriate?
Results: Are results presented clearly and analyzed appropriately? Do the conclusions adequately tie together the other elements of the paper?
Implications for research, practice and/or society: Does the paper identify clearly any implications for research, practice and/or society? Does the paper bridge the gap between theory and practice? How can the research be used in practice (economic and commercial impact), in teaching, to influence public policy, in research (contributing to the body of knowledge)? What is the impact upon society (influencing public attitudes, affecting quality of life)? Are these implications consistent with the findings and conclusions of the paper?
Quality of Communication: Does the paper clearly express its case, measured against the technical language of the field and the expected knowledge of the journal’s readership? Has attention been paid to the clarity of expression and readability, such as sentence structure, jargon use, acronyms, etc.
Stanton, K. V., & Liew, C. L. (2011). Open Access Theses in Institutional Repositories: An Exploratory Study of the Perceptions of Doctoral Students. Information Research: An International Electronic Journal, 16(4),
We examine doctoral students’ awareness of and attitudes to open access forms of publication. Levels of awareness of open access and the concept of institutional repositories, publishing behaviour and perceptions of benefits and risks of open access publishing were explored. Method: Qualitative and quantitative data were collected through interviews with eight doctoral students enrolled in a range of disciplines in a New Zealand university and a self-completion Web survey of 251 students. Analysis: Interview data were analysed thematically, then evaluated against a theoretical framework. The interview data were then used to inform the design of the survey tool. Survey responses were analysed as a single set, then by disciple using SurveyMonkey’s online toolkit and Excel. Results: While awareness of open access and repository archiving is still low, the majority of interview and survey respondents were found to be supportive of the concept of open access. The perceived benefits of enhanced exposure and potential for sharing outweigh the perceived risks. The majority of respondents were supportive of an existing mandatory thesis submission policy. Conclusions: Low levels of awareness of the university repository remains an issue, and could be addressed by further investigating the effectiveness of different communication channels for promotion.
PLEASE NOTE:
the researchers use the qualitative approach: by interviewing participants and analyzing their responses thematically, they build the survey.
Then then administer the survey (the quantitative approach)
How do you intend to use a mixed method? Please share
Metaphors: A Problem Statement is like… metaphor — a novel or poetic linguistic expression where one or more words for a concept are used outside normal conventional meaning to express a similar concept. Aristotle l The DNA of the research l A snapshot of the research l The foundation of the research l The Heart of the research l A “taste” of the research l A blueprint for the study
digital object identifier (DOI) is a unique alphanumeric string assigned by a registration agency (the International DOI Foundation) to identify content and provide a persistent link to its location on the Internet. The publisher assigns a DOI when your article is published and made available electronically.
Why do we need it?
2010 Changes to APA for Electronic Materials Digital object identifier (DOI). DOI available. If a DOI is available you no longer include a URL. Example: Author, A. A. (date). Title of article. Title of Journal, volume(number), page numbers. doi: xx.xxxxxxx
Accodring to Sugimoto et al (2016), the Use of social media platforms for by researchers is high — ranging from 75 to 80% in large -scale surveys (Rowlands et al., 2011; Tenopir et al., 2013; Van Eperen & Marincola, 2011) .
There is one more reason, and, as much as you want to dwell on the fact that you are practitioners and research is not the most important part of your job, to a great degree, you may be judged also by the scientific output of your office and/or institution.
In that sense, both social media and altimetrics might suddenly become extremely important to understand and apply.
Shortly altmetrics (alternative metrics) measure the impact your scientific output has on the community. Your teachers and you present, publish and create work, which might not be presented and published, but may be widely reflected through, e.g. social media, and thus, having impact on the community.
How such impact is measured, if measured at all, can greatly influence the money flow to your institution
For EVEN MORE information, read the entire article:
Sugimoto, C. R., Work, S., Larivière, V., & Haustein, S. (2016). Scholarly use of social media and altmetrics: a review of the literature. Retrieved from https://arxiv.org/abs/1608.08112
Thelwall, M., & Wilson, P. (2016). Mendeley readership altmetrics for medical articles: An analysis of 45 fields. Journal of the Association for Information Science and Technology, 67(8), 1962–1972. https://doi.org/10.1002/asi.23501
Todd Tetzlaff is using Mendeley and he might be the only one to benefit … 🙂
Here is some food for thought from the article above:
Doctoral students and junior researchers are the largest reader group in Mendeley ( Haustein & Larivière, 2014; Jeng et al., 2015; Zahedi, Costas, & Wouters, 2014a) .
Studies have also provided evidence of high rate s of blogging among certain subpopulations: for example, approximately one -third of German university staff (Pscheida et al., 2013) and one fifth of UK doctoral students use blogs (Carpenter et al., 2012) .
Social data sharing platforms provide an infrastructure to share various types of scholarly objects —including datasets, software code, figures, presentation slides and videos —and for users to interact with these objects (e.g., comment on, favorite, like , and reuse ). Platforms such as Figshare and SlideShare disseminate scholars’ various types of research outputs such as datasets, figures, infographics, documents, videos, posters , or presentation slides (Enis, 2013) and displays views, likes, and shares by other users (Mas -Bleda et al., 2014) .
Frequently mentioned social platforms in scholarly communication research include research -specific tools such as Mendeley, Zotero, CiteULike, BibSonomy, and Connotea (now defunct) as well as general tools such as Delicious and Digg (Hammond, Hannay, Lund, & Scott, 2005; Hull, Pettifer, & Kell, 2008; Priem & Hemminger, 2010; Reher & Haustein, 2010) .
qualitative research
“The focus group interviews were analysed based on the principles of interpretative phenomenology”
if you are not podcast fans, I understand. The link above is a pain in the behind to make work, if you are not familiar with using podcast.
Here is an easier way to find it:
1. open your cell phone and go find the podcast icon, which is pre-installed, but you might have not ever used it [yet].
2. In the app, use the search option and type “stuff you should know”
3. the podcast will pop up. scroll and find “How the scientific method works,” and/or search for it if you can.
Once you can play it on the phone, you have to find time to listen to it.
I listen to podcast when i have to do unpleasant chores such as: 1. walking to work 2. washing the dishes 3. flying long hours (very rarely). 4. Driving in the car.
There are bunch of other situations, when you may be strapped and instead of filling disgruntled and stressed, you can deliver the mental [junk] food for your brain.
Earbuds help me: 1. forget the unpleasant task, 2. Utilize time 3. Learn cool stuff
Here are podcasts, I am subscribed for, besides “stuff you should know”:
TED Radio Hour
TED Talks Education
NPR Fresh Air
BBC History
and bunch others, which, if i don’t go a listen for an year, i go and erase and if i peruse through the top chart and something picks my interest, I try.
If I did not manage to convince to podcast, totally fine; do not feel obligated.
However, this podcast, you can listen to on your computer, if you don’t want to download on your phone.
It is one hour show by two geeks, who are trying to make funny (and they do) a dry matter such as quantitative vs qualitative, which you want to internalize:
1. Sometimes at minute 12, they talk about inductive versus deductive to introduce you to qualitative versus quantitative. It is good to listen to their musings, since your dissertation is going through inductive and deductive process, and understanding it, can help you control better your dissertation writing.
2. Scientific method. Hypothesis etc (around min 17).
While this is not a Ph.D., but Ed.D. and we do not delve into the philosophy of science and dissertation etc. the more you know about this process, the better control you have over your dissertation.
3. Methods and how you prove (Chapter 3) is discussed around min 35
4. dependent and independent variables and how do you do your research in general (min ~45)
Shortly, listen and please do share your thoughts below. You do not have to be kind to this source offering. Actually, be as critical as possible, so you can help me decide, if I should offer it to the next cohort and thank you in advance for your feedback.
We invite you to an upcoming session in the 2017-18 CIDER Sessions series on Wednesday, May 2, 2018. This free, online session will feature David Mykota from the University of Saskatchewan.
Title: Social Presence in Online Learning: A Scoping Study
This presentation reports the findings of a scoping review of the construct social presence. The methodology follows the design for scoping reviews as advocated by Arksey and O’Malley (2005).
A scoping study is desirable because by synthesizing the research literature the opportunity to identify practical guidelines for the development of social presence is facilitated. A two-stage screening process resulted in 105 studies identified for inclusion with data extracted using a standardized form. A descriptive numerical analysis and qualitative content analysis for those studies included was undertaken. Results from the manuscripts, screened for inclusion and synthesized from the data extracted in the scoping review, provide strategies for the structuring of social presence; the potential benefits of effective affective communication in an online environ; and an overview of the evolution of the construct social presence. Future research that links both the theoretical and empirical frameworks that validate social presence across a variety of online and e-learning environs is recommended so that best practices for excellence in higher education can continue to be made possible.
When: Wednesday, May 2, 2018 – 11am to 12noon Mountain Time (Canada)
Registration is not required; all are welcome. CIDER Sessions are recorded and archived for later viewing through the CIDER website. For more information on CIDER and our Sessions, please visit us at: http://cider.athabascau.ca
Pre-configuration:
Please note that it is important to set up your system prior to the event. Make sure your Mac or PC is equipped with a microphone and speakers, so that you can use the audio functionality built into the conferencing software. The Adobe Connect platform may require an update to your Flash Player; allow time for this update by joining the session 10 minutes prior to the scheduled presentation.
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CIDER sessions are brought to you by the International Review of Research in Open and Distributed Learning (IRRODL) and the Centre for Distance Education, Athabasca University: Canada’s Open University and leader in professional online education. The Sessions and their recordings are open and available to all, licensed under a Creative Commons Attribution 4.0 International License.
Publisher / Organization: Athabasca University Press
Year founded: 2000
Description: The International Review of Research in Open and Distributed Learning disseminates original research, theory, and best practice in open and distributed learning worldwide.
Publisher / Organization: The University of Illinois at Chicago- University Library
Year founded: 1996
Description: First Monday is among the very first open access journals in the EdTech field. The journal’s subject matter encompasses the full range of Internet issues, including educational technologies, social media and web search. Contributors are urged via author guidelines to use simple explanations and less complex sentences and to be mindful that a large proportion of their readers are not part of academia and do not have English as a first language.
Academic Management: University of Catalonia (UOC)
Year founded: 2004
Description: This journal aims to: provide a vehicle for scholarly presentation and exchange of information between professionals, researchers and practitioners in the technology-enhanced education field; contribute to the advancement of scientific knowledge regarding the use of technology and computers in higher education; and inform readers about the latest developments in the application of information technologies (ITs) in higher education learning, training, research and management.
Description: Online Learning promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online environments. The journal has been published for over 20 years as the Journal of Asynchronous Learning Networks (JALN) and recently merged with the Journal of Online Learning and Teaching (JOLT).
Publisher / Organization: International Forum of Educational Technology & Society
Year founded:1998
Description: Educational Technology & Society seeks academic articles on the issues affecting the developers of educational systems and educators who implement and manage these systems. Articles should discuss the perspectives of both communities – the programmers and the instructors. The journal is currently still accepting submissions for ongoing special issues, but will cease publication in the future as the editors feel that the field of EdTech is saturated with high quality publications.
Description: The Australasian Journal of Educational Technology aims to promote research and scholarship on the integration of technology in tertiary education, promote effective practice, and inform policy. The goal is to advance understanding of educational technology in post-school education settings, including higher and further education, lifelong learning, and training.
DESCRIPTION: The Internet and Higher Education is devoted to addressing contemporary issues and future developments related to online learning, teaching, and administration on the Internet in post-secondary settings. Articles should significantly address innovative deployments of Internet technology in instruction and report on research to demonstrate the effects of information technology on instruction in various contexts in higher education.
Publisher / Organization: British Educational Research Association (BERA)
YEAR FOUNDED: 1970
DESCRIPTION: The journal publishes theoretical perspectives, methodological developments and empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
Description: Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high quality research, which extends theory and practice.
Description: TechTrends targets professionals in the educational communication and technology field. It provides a vehicle that fosters the exchange of important and current information among professional practitioners. Among the topics addressed are the management of media and programs, the application of educational technology principles and techniques to instructional programs, and corporate and military training.
Description: Advances in technology and the growth of e-learning to provide educators and trainers with unique opportunities to enhance learning and teaching in corporate, government, healthcare, and higher education. IJEL serves as a forum to facilitate the international exchange of information on the current research, development, and practice of e-learning in these sectors.
Led by an Editorial Review Board of leaders in the field of e-Learning, the Journal is designed for the following audiences: researchers, developers, and practitioners in corporate, government, healthcare, and higher education. IJEL is a peer-reviewed journal.
Description: JCMST is a highly respected scholarly journal which offers an in-depth forum for the interchange of information in the fields of science, mathematics, and computer science. JCMST is the only periodical devoted specifically to using information technology in the teaching of mathematics and science.
Just as researchers build reputation over time that can be depicted (in part) through quantitative measures such as h-index and i10-index, journals are also compared based on the number of citations they receive..
Description: The Journal of Interactive Learning Research (JILR) publishes papers related to the underlying theory, design, implementation, effectiveness, and impact on education and training of the following interactive learning environments: authoring systems, cognitive tools for learning computer-assisted language learning computer-based assessment systems, computer-based training computer-mediated communications, computer-supported collaborative learning distributed learning environments, electronic performance support systems interactive learning environments, interactive multimedia systems interactive simulations and games, intelligent agents on the Internet intelligent tutoring systems, microworlds, virtual reality based learning systems.
Description: JEMH is designed to provide a multi-disciplinary forum to present and discuss research, development and applications of multimedia and hypermedia in education. It contributes to the advancement of the theory and practice of learning and teaching in environments that integrate images, sound, text, and data.
Publisher / Organization: Society for Information Technology and Teacher Education (SITE)
Year founded: 1997
Description: JTATE serves as a forum for the exchange of knowledge about the use of information technology in teacher education. Journal content covers preservice and inservice teacher education, graduate programs in areas such as curriculum and instruction, educational administration, staff development instructional technology, and educational computing.
Publisher / Organization: Association for the Advancement of Computing in Education (AACE)
YEAR FOUNDED: 2015
DESCRIPTION: The Journal of Online Learning Research (JOLR) is a peer-reviewed, international journal devoted to the theoretical, empirical, and pragmatic understanding of technologies and their impact on primary and secondary pedagogy and policy in primary and secondary (K-12) online and blended environments. JOLR is focused on publishing manuscripts that address online learning, catering particularly to the educators who research, practice, design, and/or administer in primary and secondary schooling in online settings. However, the journal also serves those educators who have chosen to blend online learning tools and strategies in their face-to-face classroom.
The most commonly used index to measure the relative importance of journals is the annual Journal Citation Reports (JCR). This report is published by Clarivate Analytics (previously Thomson Reuters).
SCImago Journal Rank (SJR indicator) measures the influence of journals based on the number of citations the articles in the journal receive and the importance or prestige of the journals where such citations come from. The SJR indicator is a free journal metric which uses an algorithm similar to PageRank and provides an open access alternative to the journal impact factor in the Web of Science Journal Citation Report. The portal draws from the information contained in the Scopus database (Elsevier B.V.).
Introduced by Google in 2004, Scholar is a freely accessible search engine that indexes the full text or metadata of scholarly publications across an array of publishing formats and disciplines.
Introduced by Elsevier in 2004, Scopus is an abstract and citation database that covers nearly 18,000 titles from more than 5,000 publishers. It offers journal metrics that go beyond just journals to include most serial titles, including supplements, special issues and conference proceedings. Scopus offers useful information such as the total number of citations, the total number of articles published, and the percent of articles cited.
Anne-Wil Harzing:
“Citations are not just a reflection of the impact that a particular piece of academic work has generated. Citations can be used to tell stories about academics, journals and fields of research, but they can also be used to distort stories”.
Harzing, A.-W. (2013). The publish or perish book: Your guide to effective and responsible citation analysis. http://harzing.com/popbook/index.htm
ResearchGate is a social networking site for scientists and researchers to share papers, ask and answer questions, and find collaborators. The community was founded in May 2008. Today it has over 14 million members.
Google Scholar allows users to search for digital or physical copies of articles, whether online or in libraries. It indexes “full-text journal articles, technical reports, preprints, theses, books, and other documents, including selected Web pages that are deemed to be ‘scholarly. It comprises an estimated 160 million documents.
Academia.edu is a social-networking platform for academics to share research papers. You can upload your own work, and follow the updates of your peers. Founded in 2008, the network currently has 59 million users, and adding 20 million documents.
The ORCHID (Open Researcher and Contributor ID) is a nonproprietary alphanumeric code to uniquely identify scientific and other academic authors and contributors. It provides a persistent identity for humans, similar to content-related entities on digital networks that utilize digital object identifiers (DOIs). The organization offers an open and independent registry intended to be the de facto standard for contributor identification in research and academic publishing.
The Scopus Author Identifier assigns a unique number to groups of documents written by the same author via an algorithm that matches authorship based on a certain criteria. If a document cannot be confidently matched with an author identifier, it is grouped separately. In this case, you may see more than one entry for the same author.
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more on metrics in this iMS blog
The key campus tech issues are no longer about IT (in the past e.g.: MS versus Apple). IT is the “easy part” of technology on campus. The challenges: people, planning policy, programs, priorities, silos, egos, and IT entitlements
How do we make Digital Learning compelling and safe for the faculty? provide evidence of impact, support, recognition and reward for faculty; communicate about effectiveness of and need for IT resources.
technology is not capital cost, it is operational cost. reoccurring.
Visualization:
underlying issues; can i do this? why should i do this? evidence of benefit?
the more things change, the more things stay the same. new equilibrium.
change: from what did you do wrong to how do we do better. Use data as a resources, not as a weapon. there is a fear of trying, because there is no recognition or reward
Machiavelli: 1. concentrate your efforts 2. pick your issues carefully, know when to fight 3. know the history 4. build coalitions 5. set modest goals – and realistic 6. leverage the value of data (use it as resource not weapon) 7. anticipate personnel turnover 8. set deadlines for decisions
Colleagues,
We apologize for the short notice, but wanted to make you aware of the following opportunity: provide
From Ken Graetz at Winona State University:
As part of our Digital Faculty Fellows Program at WSU, Dr. Kenneth C. Green will be speaking this Thursday, March 22nd in Stark 103 Miller Auditorium from 11:30 to 12:30 on “Innovation, Infrastructure, and Digital Learning.” We will be streaming Casey’s talk using Skype Meeting Broadcast and you can join as a guest using the following link: Join the presentation. This will allow you to see and hear his presentation, as well as post moderated questions. By way of a teaser, here is a recent quote from Dr. Green’s blog, DigitalTweed, published by Inside Higher Ed:
“If trustees, presidents, provosts, deans, and department chairs really want to address the fear of trying and foster innovation in instruction, then they have to recognize that infrastructure fosters innovation. And infrastructure, in the context of technology and instruction, involves more than just computer hardware, software, digital projectors in classrooms, learning management systems, and campus web sites. The technology is actually the easy part. The real challenges involve a commitment to research about the impact of innovation in instruction, and recognition and reward for those faculty who would like to pursue innovation in their instructional activities.”
Dr. Green is the founding director of The Campus Computing Project, the largest continuing study of the role of digital learning and information technology in American colleges and universities. Campus Computing is widely cited as a definitive source for data, information, and insight about IT planning and policy issues affecting higher education. Dr. Green also serves as the director, moderator, and co-producer of TO A DEGREE, the postsecondary success podcast of the Bill & Melinda Gates Foundation. He is the author or editor of some 20 books and published research reports and more than 100 articles and commentaries that have appeared in academic journals and professional publications. In 2002, Dr. Green received the first EDUCAUSE Award for Leadership in Public Policy and Practice. The EDUCAUSE award cites his work in creating The Campus Computing Project and recognizes his, “prominence in the arena of national and international technology agendas, and the linking of higher education to those agendas.”
Definition:
The HyFlex model gives students the choice to attend class in person or via synchronous remote stream and to make that choice on a daily basis. In other words, unlike online and hybrid models which typically have a fixed course structure for the entire semester, the HyFlex model does not require students to make a choice at the beginning of term and then stick with it whether their choice works for them or not; rather students are able to make different choices each day depending on what works best for them on that day (hence the format is “flexible”) (Miller and Baham, 2018, to be published in the Proceedings of the 10th International Conference on Teaching Statistics).
Definition from Horizon Report, HIgher Ed edition, 2014. p. 10 integration of Online Hybrid and Collaborative Learning
Definition from U of Arizona (https://journals.uair.arizona.edu/index.php/itet/article/view/16464/16485)
Beatty (2010) defines HyFlex courses to be those that “enable a flexible participation policy for students whereby students may choose to attend face-to-face synchronous class sessions or complete course learning activities online without physically attending class”
Online courses
Definition
Goette, W. F., Delello, J. A., Schmitt, A. L., Sullivan, J. R., & Rangel, A. (2017). Comparing Delivery Approaches to Teaching Abnormal Psychology: Investigating Student Perceptions and Learning Outcomes. Psychology Learning and Teaching, 16(3), 336–352. https://doi.org/10.1177/1475725717716624
p.2.Online classes are a form of distance learning available completely over the Internet with no F2F interaction between an instructor and students (Helms, 2014).
https://www.oswego.edu/human-resources/section-6-instructional-policies-and-procedures
An online class is a class that is offered 100% through the Internet. Asynchronous courses require no time in a classroom. All assignments, exams, and communication are delivered using a learning management system (LMS). At Oswego, the campus is transitioning from ANGEL to Blackboard, which will be completed by the Fall 2015 semester. Fully online courses may also be synchronous. Synchronous online courses require student participation at a specified time using audio/visual software such as Blackboard Collaborate along with the LMS.
Web-enhanced courses
Web enhanced learning occurs in a traditional face-to-face (f2f) course when the instructor incorporates web resources into the design and delivery of the course to support student learning. The key difference between Web Enhanced Learning versus other forms of e-learning (online or hybrid courses) is that the internet is used to supplement and support the instruction occurring in the classroom rather than replace it. Web Enhanced Learning may include activities such as: accessing course materials, submitting assignments, participating in discussions, taking quizzes and exams, and/or accessing grades and feedback.”
Blended/Hybrid Learning
Definition
Goette, W. F., Delello, J. A., Schmitt, A. L., Sullivan, J. R., & Rangel, A. (2017). Comparing Delivery Approaches to Teaching Abnormal Psychology: Investigating Student Perceptions and Learning Outcomes. Psychology Learning and Teaching, 16(3), 336–352. https://doi.org/10.1177/1475725717716624
p.3.
Helms (2014) described blended education as incorporating both online and F2F character- istics into a single course. This definition captures an important confound to comparing course administration formats because otherwise traditional F2F courses may also incorp- orate aspects of online curriculum. Blended learning may thus encompass F2F classes in which any course content is available online (e.g., recorded lectures or PowerPoints) as well as more traditionally blended courses. Helms recommended the use of ‘‘blended’’ over ‘‘hybrid’’ because these courses combine different but complementary approaches rather than layer opposing methods and formats.
Blended learning can merge the relative strengths of F2F and online education within a flexible course delivery format. As such, this delivery form has a similar potential of online courses to reduce the cost of administration (Bowen et al., 2014) while addressing concerns of quality and achievement gaps that may come from online education. Advantages of blended courses include: convenience and efficiency for the student; promotion of active learning; more effective use of classroom space; and increased class time to spend on higher- level learning activities such as cooperative learning, working with case studies, and discuss- ing big picture concepts and ideas (Ahmed, 2010; Al-Qahtani & Higgins, 2013; Lewis & Harrison, 2012).
Although many definitions of hybrid and blended learning exist, there is a convergence upon three key points: (1) Web-based learning activities are introduced to complement face-to-face work; (2) “seat time” is reduced, though not eliminated altogether; (3) the Web-based and face-to-face components of the course are designed to interact pedagogically to take advantage of the best features of each.
The amount of in class time varies in hybrids from school to school. Some require more than 50% must be in class, others say more than 50% must be online. Others indicate that 20% – 80% must be in class (or online). There is consensus that generally the time is split 50-50, but it depends on the best pedagogy for what the instructor wants to achieve.
definition
“Backchannel” is a mode of communication created by audience members to connect with other observers both inside and outside of the presentation space, with or without the speaker’s awareness (Atkinson, 2009).
ARS (or CRS) are[audience] response systems are instructional technologies that allow instructors to rapidly collect and analyze student responses to questions posed during class” (Bruff, 2009, p. 1)
Distance learning courses are indicated in the schedule of classes on BU Brain with an Instructional Method of Online Asynchronous (OA), Online Synchronous (OS), Online Combined (OC), or Online Hybrid (OH). Online Asynchronous courses are those in which the instruction is recorded/stored and then accessed by the students at another time. Online Synchronous courses are those in which students are at locations remote from the instructor and viewing the instruction as it occurs. Online Combined courses are those in which there is a combination of asynchronous and synchronous instruction that occurs over the length of the course. Online Hybrid courses are those in which there is both in-person and online (asynchronous and/or synchronous) instruction that occurs over the length of the course.
Effective communication is one critical characteristics of effective and successful school principal. Research on effective schools and instructional leadership emphasizes the impact of principal leadership on creating safe and secure learning environment and positive nurturing school climate (Halawah, 2005, p. 334)
Halawah, I. (2005). The Relationship between Effective Communication of High School Principal and School Climate. Education, 126(2), 334-345.
Selection of school principals in Hong Kong. The findings confirm a four-factor set of expectations sought from applicants; these are Generic Managerial Skills; Communication and Presentation Skills; Knowledge and Experience; and Religious Value Orientation.
Kwan, P. (2012). Assessing school principal candidates: perspectives of the hiring superintendents. International Journal Of Leadership In Education, 15(3), 331-349. doi:10.1080/13603124.2011.617838
Yee, D. L. (2000). Images of school principals’ information and communications technology leadership. Journal of Information Technology for Teacher Education, 9(3), 287–302. https://doi.org/10.1080/14759390000200097
Catano, N., & Stronge, J. H. (2007). What do we expect of school principals? Congruence between principal evaluation and performance standards. International Journal of Leadership in Education, 10(4), 379–399. https://doi.org/10.1080/13603120701381782
Communication can consist of two large areas:
broadcasting information: PR, promotions, notifications etc.
two-way communication: collecting feedback, “office hours” type of communication, backchanneling, etc.
Further communication initiated by/from principals can have different audiences
Reyes, P., & Hoyle, D. (1992). Teachers’ Satisfaction With Principals’ Communication. The Journal of Educational Research, 85(3), 163–168. https://doi.org/10.1080/00220671.1992.9944433
parents: involvement, feeling of empowerment, support, volunteering
students
board members
community
Epstein, J. L. (1995). School/family/community partnerships – ProQuest. Phi Delta Kappan, 76(9), 701.
Others
Communication and Visualization
The ever-growing necessity to be able to communicate data to different audiences in digestible format.
considering the information discussed in class, split in groups of 4 and develop your institution strategy for effective and modern communication across and out of your school.
Jeff Kao Data Scientist, Software Engineer, Language Nerd, Biglaw Refugee. jeffykao.com
More than a Million Pro-Repeal Net Neutrality Comments were Likely Faked
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The Federal Communications Commission released a plan on Tuesday to dismantle landmark regulations that ensure equal access to the internet, clearing the way for internet service companies to charge users more to see certain content and to curb access to some websites.
The proposal, made by the F.C.C. chairman, Ajit Pai, is a sweeping repeal of rules put in place by the Obama administration. The rules prohibit high-speed internet service providers, or I.S.P.s, from stopping or slowing down the delivery of websites. They also prevent the companies from charging customers extra fees for high-quality streaming and other services.
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FCC chairman defends net neutrality repeal plan
An analysis of the millions of comments conducted by the data company Gravwell in October found that just 17.4 percent of the comments to the FCC on the net neutrality rules came from real people.
Because many internet services for mobile devices include limits on data use, the changes will be visible there first. In one dramatic scenario, internet services would begin to resemble cable-TV packages, where subscriptions could be limited to a few dozen sites and services. Or, for big spenders, a few hundred. Fortunately, that’s not a likely scenario. Instead, expect a gradual shift towards subscriptions that provide unlimited access to certain preferred providers while charging extra for everything else.
Even Verizon’s “unlimited” plans impose limits. The company’s cheapest unlimited mobile plan limits video streaming quality to 480p resolution, which is DVD quality, on phones and 720p resolution, the lower tier of HD quality, on tablets. Customers can upgrade to a more expensive plan that enables 720p resolution on phones and 1080p on tablets, but the higher quality 4K video standard is effectively forbidden.
Meanwhile, Comcast customers in 28 states face 1 terabyte data caps. Going over that limit costs subscribers as much as an additional $50 a month. As 4K televisions become more common, more households may hit the limit. That could prompt some to stick with a traditional pay-TV package from Comcast.
Republican FCC Chair Ajit Pai argues that Federal Trade Commission will be able to protect consumers and small business from abuses by internet providers once the agency’s current rules are off the books. But that’s not clear.
The good news is the internet won’t change overnight, if it all. Blake Reid, a clinical professor at Colorado Law, says the big broadband providers will wait to see how the inevitable legal challenges to the new FCC order shakeout. They’ll probably keep an eye on 2018 and even 2020 elections as well.
