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change in the K12 sector

Twelve Years Later: What’s Really Changed in the K-12 Sector? (Part 1)

By Dave Stevenson     Apr 3, 2019

https://www.edsurge.com/news/2019-04-03-twelve-years-later-what-s-really-changed-in-the-k-12-sector-part-1

In fall 2007, Larry Berger, CEO of Wireless Generation (now Amplify) was invited to submit a paper to an “Entrepreneurship in Education”

As education entrepreneurs know, growth in K-12 comes hard. Sometimes very hard. We were living Marc Andreessen’s startup mantra: “You only ever experience two emotions: euphoria and terror.”

The edtech boom of the past two decades promised efficacy and new instructional models. Many teachers instead experience it as “clutter.” But poorly integrated standards, curriculum, assessment, and intervention materials have always been a problem.

When it comes to instruction, the work consists of four segments: core curriculum, supplemental (intervention, test prep, little books) curriculum, assessment, and technology (hardware, infrastructure and connectivity). Each of these workstreams are run by separate teams, using independent funding streams, only rarely coordinating. Schools rely—as they always have—on the hero in the classroom, who has to somehow synthesize everything for a roomful of children, every single day.

Twelve Years Later: How the K-12 Industry and Investment Landscape Has Shifted (Part 2)

By Dave Stevenson     Apr 5, 2019

https://www.edsurge.com/news/2019-04-05-twelve-years-later-how-the-k-12-industry-and-investment-landscape-has-shifted-part-2

Twelve years ago, Amplify CEO Larry Berger and I wrote about the “pareto distribution” of companies in the K-12 sector.

The “oligopoly” was the natural outcome of a highly decentralized system and fragmented demand. To serve 15,000-plus districts and more than 100,000 school buildings, a company needed huge sales and service teams; to afford them, the company needed a bookbag full of products across content areas, grade ranges, and use cases. The structure of demand created the “Big Three”—McGraw-Hill, Houghton Mifflin Harcourt and Pearson.

Meanwhile, the number of small players—further right on the pareto distribution—has grown dramatically. Online distribution and freemium business models have enabled companies like Flocabulary, Newsela, Nearpod, and others

few alternative models to consider:
companies like Remind, ClassDojo, and Edmodo, who all adopted a “West Coast” approach: collect active users now, with plans to monetize later.

The second includes the “platform” players—Schoology, itslearning, Canvas, and other LMS-like platforms. They have set out to do something differently, only possible by means of technology—to be the search, storage and distribution platform for instructional content.  Google Classroom has instead emerged as the de facto standard platform, fueled by the runaway adoption of Chromebooks.

The third includes “policy responsive” players—companies like Panorama, Ellevation or Wireless Generation. hese companies help school systems meet a new policy requirement—social-emotional learning, English Language Learning, and reading assessment, respectively.

capital investment K12 US education

But we’re not “decluttering” our classrooms or in our schools. What would it take for the private and public sectors to work shoulder-to-shoulder?
a catch-22: so long as buying is fragmented, it’s hard to justify the integrated product investment; so long as products are fragmented, it’s hard for a district to create an integrated instructional model.

Ithaka S+R US Faculty Survey 2018

Ithaka S+R US Faculty Survey 2018

Table 1

ebooks

Table 2

ebooks among disciplines

Table 3
ebooks among age

Table 4

materials freely available online

Table 5
freely available version

Table 6

ebooks sharing information

Table 7

Figure 29: Are your research publications and/or products freely available online through your institution’s repository, a disciplinary repository (such as arXiv, SSRN, etc.), or available elsewhere online (such as your personal webpage)? For each type(s) of scholarly work(s) listed below, please select all hosting sources that apply. Of the respondents that make each of the following types of publications and/or products freely available online, the percent who indicated their research is hosted in each of the following.

freely available research publications

Table 8

Which of the following statements best describes your role in deciding what textbooks and other course materials will be used in the courses you teach? Percent of respondents who selected each item.

decisionmaker textbooks

Table 9

why OER

Table 10

why OER

Table 11

created vs used OER materials

Learning Analytics Tools

Table 12

learning analytical tools by majors/ disciplines

table 13
learning analytical tools by age

table 14
learning analytical tools by status

table 15

role of the library

OLC Collaborate

OLC Collaborate

https://onlinelearningconsortium.org/attend-2019/innovate/

schedule:

https://onlinelearningconsortium.org/attend-2019/innovate/program/all_sessions/#streamed

Wednesday

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THE NEW PROFESSOR: HOW I PODCASTED MY WAY INTO STUDENTS’ LIVES (AND HOW YOU CAN, TOO)

Concurrent Session 1

https://onlinelearningconsortium.org/olc-innovate-2019-session-page/?session=6734&kwds=

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Creating A Cost-Free Course

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Idea Hose: AI Design For People
Date: Wednesday, April 3rd
Time: 3:30 PM to 4:15 PM
Conference Session: Concurrent Session 3
Streamed session
Lead Presenter: Brian Kane (General Design LLC)
Track: Research: Designs, Methods, and Findings
Location: Juniper A
Session Duration: 45min
Brief Abstract:What happens when you apply design thinking to AI? AI presents a fundamental change in the way people interact with machines. By applying design thinking to the way AI is made and used, we can generate an unlimited amount of new ideas for products and experiences that people will love and use.https://onlinelearningconsortium.org/olc-innovate-2019-session-page/?session=6964&kwds=
Notes from the session:
design thinking: get out from old mental models.  new narratives; get out of the sci fi movies.
narrative generators: AI design for people stream
we need machines to make mistakes. Ai even more then traditional software.
Lessons learned: don’t replace people
creativity engines – automated creativity.
trends:
 AI Design for People stream49 PM-us9swehttps://www.androidauthority.com/nvidia-jetson-nano-966609/
https://community.infiniteflight.com/t/virtualhub-ios-and-android-free/142837?u=sudafly
 http://bit.ly/VirtualHub
Thursday
Chatbots, Game Theory, And AI: Adapting Learning For Humans, Or Innovating Humans Out Of The Picture?
Date: Thursday, April 4th
Time: 8:45 AM to 9:30 AM
Conference Session: Concurrent Session 4
Streamed session
Lead Presenter: Matt Crosslin (University of Texas at Arlington LINK Research Lab)
Track: Experiential and Life-Long Learning
Location: Cottonwood 4-5
Session Duration: 45min
Brief Abstract:How can teachers utilize chatbots and artificial intelligence in ways that won’t remove humans out of the education picture? Using tools like Twine and Recast.AI chatobts, this session will focus on how to build adaptive content that allows learners to create their own heutagogical educational pathways based on individual needs.++++++++++++++++

This Is Us: Fostering Effective Storytelling Through EdTech & Student’s Influence As Digital Citizens
Date: Thursday, April 4th
Time: 9:45 AM to 10:30 AM
Conference Session: Concurrent Session 5
Streamed session
Lead Presenter: Maikel Alendy (FIU Online)
Co-presenter: Sky V. King (FIU Online – Florida International University)
Track: Teaching and Learning Practice
Location: Cottonwood 4-5
Session Duration: 45min
Brief Abstract:“This is Us” demonstrates how leveraging storytelling in learning engages students to effectively communicate their authentic story, transitioning from consumerism to become creators and influencers. Addressing responsibility as a digital citizen, information and digital literacy, online privacy, and strategies with examples using several edtech tools, will be reviewed.++++++++++++++++++

Personalized Learning At Scale: Using Adaptive Tools & Digital Assistants
Date: Thursday, April 4th
Time: 11:15 AM to 12:00 PM
Conference Session: Concurrent Session 6
Streamed session
Lead Presenter: Kristin Bushong (Arizona State University )
Co-presenter: Heather Nebrich (Arizona State University)
Track: Effective Tools, Toys and Technologies
Location: Juniper C
Session Duration: 45min
Brief Abstract:Considering today’s overstimulated lifestyle, how do we engage busy learners to stay on task? Join this session to discover current efforts in implementing ubiquitous educational opportunities through customized interests and personalized learning aspirations e.g., adaptive math tools, AI support communities, and memory management systems.+++++++++++++

High-Impact Practices Online: Starting The Conversation
Date: Thursday, April 4th
Time: 1:15 PM to 2:00 PM
Conference Session: Concurrent Session 7
Streamed session
Lead Presenter: Katie Linder (Oregon State University)
Co-presenter: June Griffin (University of Nebraska-Lincoln)
Track: Teaching and Learning Practice
Location: Cottonwood 4-5
Session Duration: 45min
Brief Abstract:The concept of High-impact Educational Practices (HIPs) is well-known, but the conversation about transitioning HIPs online is new. In this session, contributors from the edited collection High-Impact Practices in Online Education will share current HIP research, and offer ideas for participants to reflect on regarding implementing HIPs into online environments.https://www.aacu.org/leap/hipshttps://www.aacu.org/sites/default/files/files/LEAP/HIP_tables.pdf+++++++++++++++++++++++

Human Skills For Digital Natives: Expanding Our Definition Of Tech And Media Literacy
Date: Thursday, April 4th
Time: 3:45 PM to 5:00 PM
Streamed session
Lead Presenter: Manoush Zomorodi (Stable Genius Productions)
Track: N/A
Location: Adams Ballroom
Session Duration: 1hr 15min
Brief Abstract:How can we ensure that students and educators thrive in increasingly digital environments, where change is the only constant? In this keynote, author and journalist Manoush Zomorodi shares her pioneering approach to researching the effects of technology on our behavior. Her unique brand of journalism includes deep-dive investigations into such timely topics as personal privacy, information overload, and the Attention Economy. These interactive multi-media experiments with tens of thousands of podcast listeners will inspire you to think creatively about how we use technology to educate and grow communities.Friday

Anger Is An Energy
Date: Friday, April 5th
Time: 8:30 AM to 9:30 AM
Streamed session
Lead Presenter: Michael Caulfield (Washington State University-Vancouver)
Track: N/A
Location: Adams Ballroom
Position: 2
Session Duration: 60min
Brief Abstract:Years ago, John Lyndon (then Johnny Rotten) sang that “anger is an energy.” And he was right, of course. Anger isn’t an emotion, like happiness or sadness. It’s a reaction, a swelling up of a confused urge. I’m a person profoundly uncomfortable with anger, but yet I’ve found in my professional career that often my most impactful work begins in a place of anger: anger against injustice, inequality, lies, or corruption. And often it is that anger that gives me the energy and endurance to make a difference, to move the mountains that need to be moved. In this talk I want to think through our uneasy relationship with anger; how it can be helpful, and how it can destroy us if we’re not careful.++++++++++++++++

Improving Online Teaching Practice, Creating Community And Sharing Resources
Date: Friday, April 5th
Time: 10:45 AM to 11:30 AM
Conference Session: Concurrent Session 10
Streamed session
Lead Presenter: Laurie Daily (Augustana University)
Co-presenter: Sharon Gray (Augustana University)
Track: Problems, Processes, and Practices
Location: Juniper A
Session Duration: 45min
Brief Abstract:The purpose of this session is to explore the implementation of a Community of Practice to support professional development, enhance online course and program development efforts, and to foster community and engagement between and among full and part time faculty.+++++++++++++++

It’s Not What You Teach, It’s HOW You Teach: A Story-Driven Approach To Course Design
Date: Friday, April 5th
Time: 11:45 AM to 12:30 PM
Conference Session: Concurrent Session 11
Streamed session
Lead Presenter: Katrina Rainer (Strayer University)
Co-presenter: Jennifer M McVay-Dyche (Strayer University)
Track: Teaching and Learning Practice
Location: Cottonwood 2-3
Session Duration: 45min
Brief Abstract:Learning is more effective and organic when we teach through the art of storytelling. At Strayer University, we are blending the principles story-driven learning with research-based instructional design practices to create engaging learning experiences. This session will provide you with strategies to strategically infuse stories into any lesson, course, or curriculum.

Library Technology Conference 2019

#LTC2019

Intro to XR in Libraries from Plamen Miltenoff

keynote: equitable access to information

keynote spaker

https://sched.co/JAqk
the type of data: wikipedia. the dangers of learning from wikipedia. how individuals can organize mitigate some of these dangers. wikidata, algorithms.
IBM Watson is using wikipedia by algorythms making sense, AI system
youtube videos debunked of conspiracy theories by using wikipedia.

semantic relatedness, Word2Vec
how does algorithms work: large body of unstructured text. picks specific words

lots of AI learns about the world from wikipedia. the neutral point of view policy. WIkipedia asks editors present as proportionally as possible. Wikipedia biases: 1. gender bias (only 20-30 % are women).

conceptnet. debias along different demographic dimensions.

citations analysis gives also an idea about biases. localness of sources cited in spatial articles. structural biases.

geolocation on Twitter by County. predicting the people living in urban areas. FB wants to push more local news.

danger (biases) #3. wikipedia search results vs wkipedia knowledge panel.

collective action against tech: Reddit, boycott for FB and Instagram.

Mechanical Turk https://www.mturk.com/  algorithmic / human intersection

data labor: what the primary resources this companies have. posts, images, reviews etc.

boycott, data strike (data not being available for algorithms in the future). GDPR in EU – all historical data is like the CA Consumer Privacy Act. One can do data strike without data boycott. general vs homogeneous (group with shared identity) boycott.

the wikipedia SPAM policy is obstructing new editors and that hit communities such as women.

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Twitter and Other Social Media: Supporting New Types of Research Materials

https://sched.co/JAWp

Nancy Herther Cody Hennesy

http://z.umn.edu/

twitter librarieshow to access at different levels. methods and methodological concerns. ethical concerns, legal concerns,

tweetdeck for advanced Twitter searches. quoting, likes is relevant, but not enough, sometimes screenshot

engagement option

social listening platforms: crimson hexagon, parsely, sysomos – not yet academic platforms, tools to setup queries and visualization, but difficult to algorythm, the data samples etc. open sources tools (Urbana, Social Media microscope: SMILE (social media intelligence and learning environment) to collect data from twitter, reddit and within the platform they can query Twitter. create trend analysis, sentiment analysis, Voxgov (subscription service: analyzing political social media)

graduate level and faculty research: accessing SM large scale data web scraping & APIs Twitter APIs. Jason script, Python etc. Gnip Firehose API ($) ; Web SCraper Chrome plugin (easy tool, Pyhon and R created); Twint (Twitter scraper)

Facepager (open source) if not Python or R coder. structure and download the data sets.

TAGS archiving google sheets, uses twitter API. anything older 7 days not avaialble, so harvest every week.

social feed manager (GWUniversity) – Justin Litman with Stanford. Install on server but allows much more.

legal concerns: copyright (public info, but not beyond copyrighted). fair use argument is strong, but cannot publish the data. can analyize under fair use. contracts supercede copyright (terms of service/use) licensed data through library.

methods: sampling concerns tufekci, 2014 questions for sm. SM data is a good set for SM, but other fields? not according to her. hashtag studies: self selection bias. twitter as a model organism: over-represnted data in academic studies.

methodological concerns: scope of access – lack of historical data. mechanics of platform and contenxt: retweets are not necessarily endorsements.

ethical concerns. public info – IRB no informed consent. the right to be forgotten. anonymized data is often still traceable.

table discussion: digital humanities, journalism interested, but too narrow. tools are still difficult to find an operate. context of the visuals. how to spread around variety of majors and classes. controversial events more likely to be deleted.

takedowns, lies and corrosion: what is a librarian to do: trolls, takedown,

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Crague Cook, Jay Ray

the pilot process. 2017. 3D printing, approaching and assessing success or failure.  https://collegepilot.wiscweb.wisc.edu/

development kit circulation. familiarity with the Oculus Rift resulted in lesser reservation. Downturn also.

An experience station. clean up free apps.

question: spherical video, video 360.

safety issues: policies? instructional perspective: curating,WI people: user testing. touch controllers more intuitive then xbox controller. Retail Oculus Rift

app Scatchfab. 3modelviewer. obj or sdl file. Medium, Tiltbrush.

College of Liberal Arts at the U has their VR, 3D print set up.
Penn State (Paul, librarian, kiniseology, anatomy programs), Information Science and Technology. immersive experiences lab for video 360.

CALIPHA part of it is xrlibraries. libraries equal education. content provider LifeLiqe STEM library of AR and VR objects. https://www.lifeliqe.com/

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Access for All:

https://sched.co/JAXn

accessibilityLeah Root

bloat code (e.g. cleaning up MS Word code)

ILLiad Doctype and Language declaration helps people with disabilities.

https://24ways.org/

 

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A Seat at the Table: Embedding the Library in Curriculum Development

https://sched.co/JAY5

embedded librarianembed library resources.

libraians, IT staff, IDs. help faculty with course design, primarily online, master courses. Concordia is GROWING, mostly because of online students.

solve issues (putting down fires, such as “gradebook” on BB). Librarians : research and resources experts. Librarians helping with LMS. Broadening definition of Library as support hub.

Literature on Digital Humanities

Burdick, A. (2012). Digital humanities . Cambridge, MA: MIT Press.

https://mnpals-scs.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma990078472690104318&context=L&vid=01MNPALS_SCS:SCS&search_scope=MyInst_and_CI&tab=Everything&lang=en

digital humanities is born f the encounter between traditional humanities and computational methods.

p. 5. From Humanism to Humanities
While the foundations of of humanistic inquiry and the liberal arts can be traced back in the west to the medieval trivium and quadrivium, the modern and human sciences are rooted in the Renaissance shift from a medieval, church dominated, theocratic world view to be human centered one period the gradual transformation of early humanism into the disciplines that make up the humanities today Was profoundly shaped by the editorial practices involved in the recovery of the corpus of works from classical antiquity

P. 6. The shift from humanism to the institution only sanctioned disciplinary practices and protocols that we associate with the humanities today is best described as a gradual process of subdivision and specialization.
P. 7. Text-based disciplines in studies (classics, literature, philosophy, the history of ideas) make up, from the very start, the core of both the humanities and the great books curricular instituted in the 1920s and 1930s.
P. 10. Transmedia modes of argumentation
In the 21st-century, we communicate in media significantly more varied, extensible, and multiplicative then linear text. From scalable databases to information visualizations, from video lectures to multi-user virtual platforms serious content and rigorous argumentation take shape across multiple platforms in media. The best digital humanities pedagogy and research projects train students both in “reading “and “writing “this emergent rhetoric and in understanding how the reshape and three model humanistic knowledge. This means developing critically informed literacy expensive enough to include graphic design visual narrative time based media, and the development of interfaces (Rather then the rote acceptance of them as off-the-shelf products).
P. 11. The visual becomes ever more fundamental to the digital humanities, in ways that compliment, enhance, and sometimes are in pension with the textual.
There is no either/or, no simple interchangeability between language and the visual, no strict sub ordination of the one to the other. Words are themselves visual but other kinds of visual constructs do different things. The question is how to use each to its best effect into device meaningful interpret wing links, to use Theodor Nelson’s ludic neologism.
P. 11. The suite of expressive forms now encompasses the use of sound, motion graphics, animation, screen capture, video, audio, and the appropriation and into remix sink of code it underlines game engines. This expanded range of communicative tools requires those who are engaged in digital humanities world to familiarize themselves with issues, discussions, and debates in design fields, especially communication and interaction design. Like their print predecessors, form at the convention center screen environments can become naturalized all too quickly, with the results that the thinking that informed they were designed goes unperceived.

p. 13.

For digital humanists, design is a creative practice harnessing cultural, social, economic, and technological constraints in order to bring systems and objects into the world. Design in dialogue with research is simply a picnic, but when used to pose in frame questions about knowledge, design becomes an intellectual method. Digital humanities is a production based in Denver in which theoretical issues get tested in the design of implementations and implementations or loci after your radical reflection and elaboration.
Did you thaw humanists have much to learn from communication and media design about how to juxtapose and integrate words and images create hire he is of reading, Forge pathways of understanding, deployed grades in templates to best effect, and develop navigational schemata that guide in produce meaningful interactions.
P. 15.  The field of digital digital humanities me see the emergence of polymaths who can “ do it all” : Who can research, write, shoot, edit, code, model, design, network, and dialogue with users. But there is also ample room for specialization and, particularly, for collaboration.
P. 16. Computational activities in digital humanities.
The foundational layer, computation, relies on principles that are, on the surface, at odds with humanistic methods.
P. 17. The second level involves processing in a way that conform to computational capacities, and this were explored in the first generation of digital scholarship and stylometrics, concordance development, and indexing.
P. 17.
Duration, analysis, editing, modeling.
Duration, analysis, editing, and modeling comprise fundamental activities at the core of digital humanities. Involving archives, collections, repositories, and other aggregations of materials, duration is the selection and organization of materials in an interpretive framework, argument, or exhibit.
P. 18. Analysis refers to the processing of text or data: statistical and quantitative methods of analysis have brought close readings of texts (stylometrics and genre analysis, correlation, comparisons of versions for alter attribution or usage patterns ) into dialogue with distant reading (The crunching cuff large quantities of information across the corpus of textual data or its metadata).
Edit think has been revived with the advent of digital media and the web and to continue to be an integral activity in textual as well as time based formats.
P. 18. Model link highlights the notion of content models- shapes of argument expressed in information structures in their design he digital project is always an expression of assumptions about knowledge: usually domain specific knowledge given an explicit form by the model in which it is designed.
P. 19.  Each of these areas of activity- cure ration, analysis, editing, and modeling is supported by the basic building blocks of digital activity. But they also depend upon networks and infrastructure that are cultural and institutional as well as technical. Servers, software, and systems administration are key elements of any project design.
P. 30. Digital media are not more “evolved” have them print media nor are books obsolete; but the multiplicity of media in the very processes of mediation entry mediation in the formation of cultural knowledge and humanistic inquiry required close attention. Tug link between distant and clothes, macro and micro, and surface in depth becomes the norm. Here, we focus on the importance of visualization to the digital humanities before moving on to other, though often related, genre and methods such as Locative investigation, thick mapping, animated archives, database documentaries, platform studies, and emerging practices like cultural analytics, data mining and humanities gaming.
P. 35. Fluid texture out what he refers to the mutability of texts in the variants and versions Whether these are produced through Authorial changes, anything, transcription, translation, or print production

Cultural Analytics, aggregation, and data mining.
The field of cultural Analytics has emerged over the past few years, utilizing tools of high-end computational analysis and data visualization today sect large-scale coach data sets. Cultural Analytic does Not analyze cultural artifacts, but operates on the level of digital models of this materials in aggregate. Again, the point is not to pit “close” hermeneutic reading against “distant” data mapping, but rather to appreciate the synergistic possibilities and tensions that exist between a hyper localized, deep analysis and a microcosmic view

p. 42.

Data mining is a term that covers a host of picnics for analyzing digital material by “parameterizing” some feature of information and extract in it. This means that any element of a file or collection of files that can be given explicit specifications,  or parameters, can be extracted from those files for analysis.
Understanding the rehtoric of graphics is another essential skill, therefore, in working at a skill where individual objects are lost in the mass of processed information and data. To date, much humanities data mining has merely involved counting. Much more sophisticated statistical methods and use of probability will be needed for humanists to absorb the lessons of the social sciences into their methods
P. 42. Visualization and data design
Currently, visualization in the humanities uses techniques drawn largely from the social sciences, Business applications, and the natural sciences, all of which require self-conscious criticality in their adoption. Such visual displays including graphs and charts, may present themselves is subjective or even unmediated views of reality, rather then is rhetorical constructs.

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Warwick, C., Terras, M., & Nyhan, J. (2012). Digital humanities in practice . London: Facet Publishing in association with UCL Centre for Digital Humanities.

https://mnpals-scs.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma990078423690104318&context=L&vid=01MNPALS_SCS:SCS&search_scope=MyInst_and_CI&tab=Everything&lang=en

 

21st Century Teaching

6 Key Trends to 21st Century Teaching

Richard Nattoo

https://www.edsurge.com/research/guides/21st-century-teaching-guide

OER on the rise

Colleges around the country have also started hiring staff members with titles like OER Coordinator and Affordable Content Librarian. Our series looked into how the movement is changing, and the research into the costsand benefits. You can even hear a podcast version here.

Flipped classrooms seem to be growing exponentially

Robert Talbert, a professor of mathematics at Grand Valley State University and author of the book Flipped Learning. Talbert recently tabulated how many scholarly articles are published each year about “flipping” instruction, meaning that traditional lecture-style material is delivered before class (often using videos) so that classroom time can be used for discussion and other more active learning.

OER on the rise

More professors are looking to experts to help them teach. (Though some resist.)

By 2016, there were an estimated 13,000 instructional designers on U.S. campuses, according to a report by Intentional Futures. And that number seems to be growing.

There’s also a growing acceptance of the scholarly discipline known as “learning sciences,” a body of research across disciplines of cognitive science, computer science, psychology, anthropology and other fields trying to unlock secrets of how people learn and how to best teach.

here’s a classic study that shows that professors think they’re better teachers than they actually are

The classroom isn’t the only place to learn

experiments with putting office hours online to get students to show up, bringing virtual reality to science labs to broaden what students could explore there, and changing how homework and tests are written.

Students are also finding their own new ways to learn online, by engaging in online activism. The era of a campus bubble seems over in the age of Twitter

Colleges are still struggling to find the best fit for online education

We dove into what lessons can be learned from MOOCs, as well what research so far about which audiences online can best serve.

And what does it mean to teach an age of information overload and polarization?

Perhaps the toughest questions of all about teaching in the 21st century is what exactly is the professor’s role in the Internet age. Once upon a time the goal was to be the ‘sage on the stage,’ when lecturing was king. Today many people argue that the college instructor should be more of a ‘guide on the side.’ But as one popular teaching expert notes, even that may not quite fit.

And in an era of intense political polarization, colleges and professors are looking for best to train students to become digitally literate so they can play their roles as informed citizens. But just how to do that is up for debate, though some are looking for a nonpartisan solution.

 

Your Brain Off Facebook

This Is Your Brain Off Facebook

Planning on quitting the social platform? A major new study offers a glimpse of what unplugging might do for your life. (Spoiler: It’s not so bad.)

Benedict Carey, Jan 30, 2019

This Is Your Brain Off Facebook by BENEDICT CAREY

So what happens if you actually do quit? A new study, the most comprehensive to date, offers a preview.

Well before news broke that Facebook had shared users’ data without consent, scientists and habitual users debated how the platform had changed the experience of daily life.

the use of Facebook and other social media is linked to mental distress, especially in adolescents.

Others have likened habitual Facebook use to a mental disorder, comparing it to drug addiction and even publishing magnetic-resonance images of what Facebook addiction “looks like in the brain.”

When Facebook has published its own analyses to test such claims, the company has been roundly criticized.

For abstainers, breaking up with Facebook freed up about an hour a day, on average, and more than twice that for the heaviest users.

research led by Ethan Kross, a professor of psychology at the University of Michigan, has found that high levels of passive browsing on social media predict lowered moods, compared to more active engagement.

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more on Facebook in this IMS blog
http://blog.stcloudstate.edu/ims?s=facebook

ELI webinar AI and teaching

ELI Webinar | How AI and Machine Learning Shape the Future of Teaching

https://events.educause.edu/eli/webinars/2019/how-ai-and-machine-learning-shape-the-future-of-teaching

When:
1/23/2019 Wed
12:00 PM – 1:00 PM
Where:
Centennial Hall – 100
Lecture Room
Who:
Anyone interested in
new methods for teaching

Outcomes

  • Explore what is meant by AI and how it relates to machine learning and data science
  • Identify relevant uses of AI and machine learning to advance education
  • Explore opportunities for using AI and machine learning to transform teaching
  • Understand how technology can shape open educational materials

Kyle Bowen, Director, Teaching and Learning with Technology https://members.educause.edu/kyle-bowen

Jennifer Sparrow, Senior Director of Teaching and Learning With Tech, https://members.educause.edu/jennifer-sparrow

Malcolm Brown, Director, Educause, Learning Initiative

more in this IMB blog on Jennifer Sparrow and digital fluency: http://blog.stcloudstate.edu/ims/2018/11/01/preparing-learners-for-21st-century-digital-citizenship/

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Feb 5, 2018 webinar notes

creating a jazz band of one: ThoughSourus

Eureka: machine learning tool, brainstorming engine. give it an initial idea and it returns similar ideas. Like Google: refine the idea, so the machine can understand it better. create a collection of ideas to translate into course design or others.

Netlix:

influencers and microinfluencers, pre- and doing the execution

place to start explore and generate content.

https://answerthepublic.com/

a machine can construct a book with the help of a person. bionic book. machine and person working hand in hand. provide keywords and phrases from lecture notes, presentation materials. from there recommendations and suggestions based on own experience; then identify included and excluded content. then instructor can construct.

Design may be the least interesting part of the book for the faculty.

multiple choice quiz may be the least interesting part, and faculty might want to do much deeper assessment.

use these machine learning techniques to build assessment. how to more effectively. inquizitive is the machine learning

 

students engagements and similar prompts

presence in the classroom: pre-service teachers class. how to immerse them and practice classroom management skills

https://books.wwnorton.com/books/inquizitive/overview/

First class: marriage btw VR and use of AI – an environment headset: an algorithm reacts how teachers are interacting with the virtual kids. series of variables, oppty to interact with present behavior. classroom management skills. simulations and environments otherwise impossible to create. apps for these type of interactions

facilitation, reflection and research

AI for more human experience, allow more time for the faculty to be more human, more free time to contemplate.

Jason: Won’t the use of AI still reduce the amount of faculty needed?

Christina Dumeng: @Jason–I think it will most likely increase the amount of students per instructor.

Andrew Cole (UW-Whitewater): I wonder if instead of reducing faculty, these types of platforms (e.g., analytic capabilities) might require instructors to also become experts in the various technology platforms.

Dirk Morrison: Also wonder what the implications of AI for informal, self-directed learning?

Kate Borowske: The context that you’re presenting this in, as “your own jazz band,” is brilliant. These tools presented as a “partner” in the “band” seems as though it might be less threatening to faculty. Sort of gamifies parts of course design…?

Dirk Morrison: Move from teacher-centric to student-centric? Recommender systems, AI-based tutoring?

Andrew Cole (UW-Whitewater): The course with the bot TA must have been 100-level right? It would be interesting to see if those results replicate in 300, 400 level courses

Recording available here

https://events.educause.edu/eli/webinars/2019/how-ai-and-machine-learning-shape-the-future-of-teaching

Future of Libraries with Instructional Design

Library 2.019 virtual mini-conference, “Shaping the Future of Libraries with Instructional Design

Wednesday, March 13th, from 12:00 – 3:00 pm US Pacific Daylight Time (click https://www.timeanddate.com/worldclock/fixedtime.html?msg=Library+2.019+ID&iso=20190313T12&p1=283&ah=3 to see in your local time zone).

Here are the links to the recordings of the sessions:
https://www.library20.com/page/recordings-id (you must be logged in)

This is a free event, thanks to our founding conference sponsor: School of Information at San José State University.

ATTENDING: We will send links for attending the conference a day or two before the event.

If you have friends or colleagues that wish to attend, this is a free event and we encourage you to share our information widely. However, please send them to the conference registration page (https://www.library20.com/instructionaldesign) rather than giving them the above link directly as it will allow us to track participation.

https://www.library20.com/instructionaldesign

https://www.library20.com/forum/categories/library-2-019-instructional-design-accepted-submissions/listForCategory

#library2019 #libraryid

Dana Bryant

Sandy Hirsch, SJSU School of Information.

Steven Bell, John Shank – integrating ID into practice. blended librarianship.

critical mass of librarians doing ID and libraries hiring IDs.

Michael Flierl
Assistant Professor of Library Science, Purdue University

Dana Bryant
Lead Instructional Technologist for Academic Technology Services, Woodruff Library, at Emory University

Lindsay O’Neill
Faculty, California State University, Fullerton’s Master of Science in Instructional Design and Technology Program

Steven J. Bell (moderator)

Associate University Librarian for Research and Instructional Services at Temple University

https://www.library20.com/page/library-2-0-schedule-gmt-4

What is ID: ID create an environment conductive to students’ success. Thoughtful and applied design. Making faculty and instructors’ life easier. Allow faculty to do what they do best.

Lindsey: solving the instructional problem with the tools at hand.

go-to ed tech? What is the hot tech right now?

Lindsey: H5P (open source) CC – licensed, Moodle, WordPress, build online tutorials for free (Isolde), Norway, well based, VR tours. Will H5P become paid? Michael: cell phones Dana: Emory VoiceThread. From the chat: Articulate365 (pricy), Kahoot, Peardeck, Yellowdig, vidgrid, Adobe Spark, Adobe POst, padlet, Groupme instead of Canvas, Vyond, Coggle, wakelet, Phinx

Suggestions for librarians who want to build ID skills. Dana: connect with the regional community if no ID on campus. Community of practice. Using ID tools, speakers outside of campus. Lindsey: teaching myself what is most interesting to me. what technologies are important. Find a learning community. Michael: repeat the others

keep up to date on ID theory and practices: Dana – ELI, OLC (Online Learning Consortium). ELearning Heroes. Lindsay: corporate word. Michael: POD

the one-shot instruction: what is the approach (q/n from the chat); Dana – ID as a services. person dedicated following up with people requested either ID class or training, open the line of communication. summative evaluation type of activity since we are failing to evaluate how well students absorbed the information. LIndsey: one-shot for basics (e.g. freshman), build scaffold program, reserved the one shot for meeting with librarians, for hands-on. Michael: work with faculty member and rewrite a program, build assessment rather then only deliver

areas of impact: subject matter librarians, working with faculty to use of the library resources, new faculty drawn in info and if not follow up, Canvas support.  Michael: librarians and ID working directly with faculty rewriting their curricula, measure it, demonstrating library need, 3000 students – correlation. document the lib contribution to student learning directly, the teaching-learning culture change. using info and data in more authentic ways. Lindsey: disconnect the way librarian teach vs faculty teach. Coordination scaffolding.

q/n from the chat. easily. how can non ID librarian can easily implement ID type:
Lindsey: new to ID? Google. Jargon and Acronyms. re framing how you see ed technology. technology as something to get the job done. no need to get fancy.
Dana: same as Lindsey. But also learning theories and learning outcomes. From ID perspective: what they will come out with by the end of the session. action words.
Michael: mindset. what students want to learn, before what I will teach. backward design – understanding by design. UDL. Grab a friend and talk through.
Tara

ed tech is not getting job done:
clickers for attendance is horrible idea.

 

from the chat:

Dee Fink’s Taxonomy of Significant Learning1

https://www.byui.edu/outcomes-and-assessment-old/the-basics/step-1-articulate-outcomes/dee-finks-taxonomy-of-significant-learning

https://www.alt.ac.uk/

Association of Talent Development

Christy Tucker’s blog – Experiencing E-Learning

https://www.issotl.com/2019

https://e-learning.zeef.com/tracy.parish

https://www.lib.umich.edu/blogs/tiny-studies/using-pilot-study-test-and-assess-new-instruction-model

http://suny.edu/emtech

I had a really interesting role in grad school where we lived in the land between tech support and pedagogical / design support.

From Rajesh Kumar Das to All panelists and other attendees: (02:38 PM)
Good to hear from mike about affective learning. In this case, could you please focus what kind of technique is approprite for what, i.e. Didactic instruction, a low-complexity teaching technique such as a “Quiz Bowl”, or Jigsaw Method as high-complexity strategy, or both.

From Hailey W. to All panelists and other attendees: (02:36 PM)
As an ID librarian and the campus LMS administrator I struggle with getting them to see that other side of my role. That I’m not just “tech support”. Anyone else? Een jsut not being tech support?

From Vickie Kline to All panelists and other attendees: (02:44 PM)
As a librarian not formally trained in ID, I think a good entry point for exploring is Universal Design for Learning. We also need to pay attention to creating accessibility materials…

From Heather Quintero to All panelists and other attendees: (02:45 PM)
I always start with ADDIE… I am formally trained in ID and am an IT trainer for librarians. ADDIE is a framework for every class I make for both live and online classes. Don’t disregard ADDIE.

From Allison Rand to All panelists and other attendees: (02:47 PM)
The Wiggins and McTighe is a great book!

ADDIE Model

From Shane to All panelists and other attendees: (02:48 PM)
++SLIS open-source course on Instructional Design for Library Instruction

From Wendy to All panelists and other attendees: (02:49 PM)
Char Booth’s USER is also a very good model

http://www.modernlearning.com

https://web.mit.edu/jbelcher/www/TEALref/Crouch_Mazur.pdf

From Roberta (Robin) Sullivan to All panelists and other attendees: (02:53 PM)
@Rachel, Peggy, Shane – an open source course is available. Check out the SUNY’s Quality by Design (QbD): Strategies for Effective Teaching and Quality Course Design at: http://suny.edu/qbd This course is available as a facilitated version at least once each semester and as a self-paced non-facilitated version in Blackboard’s CourseSites. After completing the course requirements you can earn a Digital Badge to show your accomplishment.

From Naomi Toftness to All panelists and other attendees: (02:55 PM)
Just heard the terms “deliberate innovation” vs. “desperate innovation” that totally speaks to my situation with wanting to adopt the new cool tech

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BB screenshotSESSION LINK – https://sas.elluminate.com/d.jnlp?sid=2008350&password=LIB2019IDPart7 — If the session link doesn’t work for you, please copy and paste into your browser.

Session Title: Gamifying Instruction: Breakouts and Badges!

Your Name and Title: Dr. Brenda Boyer, Librarian & Instructor

Your Library, School, or Organization Name: Kutztown Sr. High School, Rutgers University

Your Twitter Handle (@name): @bsboyer

Name(s) of Co-Presenter(s): Brenda Boyer

Area of the World from Which You Will Present: Kutztown, PA

Language in Which You Will Present: English

Target Audience: Instructional Design Librarians

Short Session Description: Build engagement for your online library instruction using LMS features, Breakout boxes, and digital badges.

Session Strand (use the “tag”): {Session Strand (use the “tag”):}

Full Session Description: It’s time to amp up your library instruction! Gamifying instruction in research skills such as database usage, advanced searching, & more can increase engagement and drive independent learning for students of all ages. This session will describe how learning management system (LMS) features can be combined with digital microcredentials (i.e. badges) and breakout boxes to gamify instruction that can be otherwise deemed boring (for both the learners and the librarian!).

Link to Conference Site Session Proposal (full URL with http://): https://www.library20.com/forum/topics/gamifying-instruction-breakouts-and-badges

Other Websites / URLs Associated with Your Session:

Your Bio: Dr. Brenda Boyer is a librarian and instructional designer. She has developed online instruction for secondary learners in the Kutztown (PA) School District, as well as for graduate and professional development learners at Wilson College and Rutgers University. She designed and instructs the Rutgers graduate course, Learning Theory, Inquiry, & Instructional Design, and is a frequent presenter at AASL, Internet@Schools. She has published articles in School Library Journal, Teacher Librarian, and School Library Connection.

Email: boyer.brenda@gmail.com

notes from Brenda’s session:

are we getting the job done, is our instruction sticking, what evidence we do have?

differentiate: who is ready to do what” at what skill level? how to bring everybody up to speed?

3 elements of Digital Gamification: leverage LMS (set game levels); how digital badges are paired 3. using digital breakout boxes to push challenge, skills

each chat as prerequisite for the next. prerequisite in LMS. Each game level is module. completed with a quizz. if they pass the quiz, opens challenge.1. what is page (facts about a tool to learn about[ what the tool does, feature, etc.) 2. suppe rshort video tour (3 min max), talk about something unique 3. quick quiz (max 5 q/s from the intro page and video). pass the quiz (100 %) to unlock the challenge level. 4. challenge level. digital breakout box embedded in the LMS. breakout using Google Forms. various locks (words, letter, numbers)

Badges why?

Badgr, Credly, iDoceo

Breakout Boxes

 

 

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SESSION LINK – https://sas.elluminate.com/d.jnlp?sid=2008350&password=LIB2019IDPart8 — If the session link doesn’t work for you, please copy and paste into your browser.

Session Title: Improving Library Tutorials: The Multimedia Design Principles

Your Name and Title: Darlene Aguilar, Instructional Design Librarian

Your Library, School, or Organization Name: Loyola Marymount University

Your Twitter Handle (@name): @DarleneA_ID

Name(s) of Co-Presenter(s):

Area of the World from Which You Will Present: Los Angeles, CA

Language in Which You Will Present: English

Target Audience: Reference and Instruction Librarians, Instructional Designers, Tutorial developers, Academic Librarians

Short Session Description: This session will review Mayer’s (2001) Multimedia Design Principles to help improve instructional modules, tutorials, and videos.

Session Strand (use the “tag”): {Session Strand (use the “tag”):}

Full Session Description: Librarians are creating more online modules, videos, and tutorials to teach information literacy skills. Whether designing instruction online or in-person, research-based instructional methods are required and learning Mayer’s Multimedia Design Principles is the best place to start. In this session, I will review essential prior-knowledge on image types and working memory. I will then show learners how to minimize cognitive overload using these 12 principles: multimedia, spatial contiguity, temporal contiguity, coherence, modality, redundancy, individual differences, signaling, pacing, concepts first, personalization, and human voice.

Link to Conference Site Session Proposal (full URL with http://): https://www.library20.com/forum/topics/improving-library-tutorials-the-multimedia-design-principles

Other Websites / URLs Associated with Your Session: https://linkedin.com/in/darlene-aguilar/

Your Bio: Darlene Aguilar is an Instructional Design Librarian at Loyola Marymount University where she designs and develops video tutorials and online modules on information literacy and library related topics. Additionally, she provides “best practices” training in instructional design to other LMU librarians. She graduated from the University of Southern California with a Master’s in Education for Learning Design and Technology and previously worked at LAUSD for 7 years. She strives to remove learning barriers that are embedded in instruction and curriculum and make learning accessible to all learners.

Email: darlene.aguilar@lmu.edu

notes from Darlene Aguilar session: spacial contiguity, temporal contiguity. Modality: animation + narration better then animation + text, redundancy: animation and narration then animation + narration + text

boolean operators

 

 

instructional design books

video editing

Public Service Announcements using visuals

Troy Shafer’s Health class.

Steps to promote your own brand versus using generic visuals:

  • Plan your project by considering the following items
    • create a very basic script and timeline
    • take footage (pictures and movie)

http://blog.stcloudstate.edu/ims/2015/10/21/handout-videos-on-mobile-devices/

Here is more information on apps and video tips for video editing using mobile devices:

video editing for mobile devices


http://blog.stcloudstate.edu/ims/2014/06/19/how-to-use-the-free-youtube-video-editor/

more information on video recording and editing tools
http://blog.stcloudstate.edu/ims/2016/12/21/tools-video-creation/ (for Android devices)

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more info for Health classes:
http://blog.stcloudstate.edu/ims/2015/02/18/digital-literacy-instruction-for-scsu-health-class/

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