Searching for "online learning"

animation for education

video animation program to easily create quick video animations to enhance the learning experience in online courses.

http://listserv.educause.edu/scripts/wa.exe?A2=ind1702&L=BLEND-ONLINE&P=5157

  1. Camtasia
  2. http://www.xtranormal.com/
  3. Plotagon
    http://plotagoneducation.com/ 14 days free trial period, $99 for 30 students per year

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

scoop it

As discussed in http://blog.stcloudstate.edu/ims/2016/12/06/digital-curation/ and per 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

Scoop This: A Comprehensive Guide to Scoop.it for Content Curation

Gabriella Sannino
https://www.searchenginejournal.com/scoop-this-a-comprehensive-guide-to-scoop-it-for-content-curation/38963/

Content Curation, Not Content Aggregation
Scoop.it is not just another place to drop your RSS feed. It could be, but then it’s just another content aggregator.
curation online also has to demonstrate: mastery, passion, knowledge and expertise. Without such additional layers, a curated collection of links is just a collection of links.”
Using Scoop.it for Content Curation, Branding and Authority Building

Using Relative Keywords to Pull Content

  1. When you read an article you think would do well for your Scoop.it topic, click the Scoop.it bookmarklet, enter the information you want, and publish. This is a handy feature to have when you’re reading or researching about your favorite topics.
  2. Suggestion Engine for Sifting Through Content
    Sometimes you don’t have time to search for content to curate. Scoop.it’s suggestion engine provides you with a list of suggested sites based on the keywords you enter. When you’re ready to add more content to your Scoop.it, simply scroll down the list of RSS feeds.
  3. Adding Your Own Sources for Reliable Content
    Everybody has their favorite reads and twitter users or lists to follow. Scoop.it allows you to add your own sources, making it easier to find good content – not quite so much crud to weed through. RSS feeds, Twitter users, Twitter lists, Twitter searches, a Facebook page, and Google News, Blogs, or Video search: these options give you a variety of ways to include your favorite sources in your “suggested sources” box.

10 Steps To Curate Your Social Media Content With Scoop.it for Increased Value

http://socialmediapearls.com/10-steps-to-curate-your-social-media-content-with-scoop-it-for-increased-value/

Social media curation is when you filter, select, review and reposition quality content on the web for a specific audience and/or topic.

Scoop.it is a semi-automated curation platform. Scoop.it crawls the web according to apre-determined criteria and then allows the curator to review and reposition the filtered material prior to publishing. This repositioning could be in the form of contextual reorganization and/or commentary of the material to provide an overall perspective. Once the material has been curated, Scoop.it allows the curator to publish the material in an attractive web-magazine by topic. This web-magazine organizes each curated article into “sticky posts” on a digital interactive interface as shown in the examples below.

do you fall into any of the following categories 1) struggling to provide fresh consistent quality content for your audience; 2) cannot invest the time to write your blog; 3) looking for ways to expand your audience; 4) want to increase your service offering to your customer base; 5) want to establish yourself as a thought leader on a specific topic; 6) want to increase your social media visibility; 7) looking for other distribution channels to spread your word; and/or 8 ) looking for a curation option that is not automated so you can leave “your finger print”. If the answer is “yes” to one of any of the above, you should consider this option.

Here is how to curate your social media content using  Scoop.it

  1.  Your Name
  2. Your Profile Picture (Avatar)
  3. Your Bio
  4. Topic Title and Icon
  5. Topic Description
  6. Keywords and Sources
  7. Topic Background
  8. Original Post
  9. Curated Post
  10. Dialogue

Related articles

What is Dashter? It’s a tool that helps you manage your Twitter conversations and relationships all from the convenience of your WordPress Admin

VR, AR and IoT beyond Second Life

VR, AR, and the Internet of Things: Life Beyond Second Life

https://campustechnology.com/Articles/2016/12/06/Life-Beyond-Second-Life-VR-AR-IoT.aspx

But it gets even more interesting when virtual and augmented reality meet the Internet of Things

when Second Life began, there was a lot of interest, but the toolset was limited — just because of the timeframe, not that the toolset wasn’t a good one for that period. But, things matured. I think it was, in particular, the ability to work in HD that improved things a lot. Then came the ability to bring in datasets — creating dashboards and ways for people to access other data that they could bring into the virtual reality experiment. I think those two things were real forces for change.

A dashboard could pop up, and you could select among several tools, and you could get a feed from somewhere on the Internet — maybe a video or a presentation. And you can use these things as you move through this hyper reality: The datasets you select can be manipulated and be part of the entire experience.

So, the hyper reality experience became deeper, richer with tools and data via the IoT; and with HD it became more real.

We can’t deny the fact that curriculum and the way we teach is becoming unbundled. Some things are going to happen online and in the virtual space, and other things will happen in the classroom. And the expense of education is going to drive how we operate. Virtual reality tools, augmented reality tools, and visualization tools can offer experiences that can be mass-produced and sent out to lots of students, machine to machine, at a lower cost. Virtual field trips and other kinds of virtual learning experiences will become much more commonplace in the next 5 years.

 

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

digital curation

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
 metaliteracy
Technology considerably impacts on current literacy requirements (Reinking, as cited in Sharma & Deschaine, 2016). Being literate in the 21st century requires being able to decode and comprehend multimodal texts and digital format and also engage with these texts in a purposeful manner. Literacy is not merely based on a specific skill, but consists of a process that embraces the dynamic, social, and collaborative facets of digital technology (Lewis & Fabos, as cited in Mills, 2013).
Mackey and Jacobson (2011) suggest reframing the concept of information literacy as metaliteracy (supporting multiple literacy types) because of a tremendous growth in social media and collaborative online communities. They propose that information literacy currently involves more than a set of discrete skills, since active knowledge production and distribution in collaborative online communities are also necessary.
 Mackey and Jacobson (2011) position metaliteracy as an overarching and comprehensive framework that informs other literacy types. It serves as the basis for media literacy, digital literacy, ICT literacy, and visual literacy.
According to Mills (2013, p. 47), digital curation is the sifting and aggregation of internet and other digital resources into a manageable collection of what teachers and students find relevant, personalized and dynamic. It incorporates the vibrancy of components of the Internet and provides a repository that is easily accessible and usable.
 digital-curation

Pedagogies of Abundance

According to Weller (2011), a pedagogy of abundance should consider a number of assumptions such as that content often is freely available and abundant. Content further takes on various forms and it is often easy and inexpensive to share information. Content is socially based and since people filter and share content, a social approach to learning is advisable. Further, establishing and preserving connections in a network is easy and they do not have to be maintained on a one-to-one basis. Successful informal groupings occur frequently, reducing the need to formally manage groups.

Resource-based learning. Ryan (as cited in Weller, 2011) defines resource-based learning as “an integrated set of strategies to promote student centred learning in a mass education context, through a combination of specially designed learning resources and interactive media and technologies.”

Problem-based learning. Problem-based learning takes place when learners experience the process of working toward resolving a problem encountered early in the learning process (Barrows & Tamblyn, as cited in Weller, 2011). Students often collaborate in small groups to identify solutions to ill-defined problems, while the teacher acts as facilitator and assists groups if they need help. Problem-based learning meets a number of important requirements such as being learner-directed, using diverse resources and taking an open-ended approach.

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.

My note: this article spells out what needs to be done and how. it is just flabeghasting that research guides are employed so religiously by librarians. They are exactly the opposite concept of the one presented in this article: they are closed, controlled by one or several librarians, without a constant and easy access of the instructor, not to mention the students’ participation

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computers in library conference

computers in libraries conference

March 28-30 preconference workshops March 27 hyatt regency crystal city
arlington, va
http://conferences.infotoday.com/documents/221/CIL2017-Advance-Program.pdf

W5: Want Media Coverage? Add Press Room to Your Website

9:00 a.m. – 12:00 p.m.

Kathy Dempsey, Editor, Marketing Library Services newsletter Owner, Libraries Are Essential consultancy

Library marketers crave media attention and coverage, but most don’t know how to get it. The first step is having a Press Room as part of your library’s website. This workshop, led by a member of the media who’s also a library marketing expert, shows you how to build a Press Room that works. It includes how your library benefits from having an online Press Room, even if you don’t have a marketing department; where it belongs in your website hierarchy; what content members of the press expect to find there; SEO basics and PR tactics to lead reporters to your online Press Room; why building relationships with the media is vital; how press coverage affects your library’s usage, funding, brand recognition, and position in the community. Help ensure positive coverage by adding this strategic tool to your website.

W8: Video: Hands-On Learning & Practice

9:00 a.m. – 12:00 p.m.

Jennifer E. Burke, President, IntelliCraft Research, LLC

In this half-day workshop, a former advertising executive and trainer of strategic storytelling in marketing shares secrets on how to create video that has an impact on your community. Join her to shoot, edit, and polish a video while gathering tips, techniques, and strategies to create your own video-a medium which grabs communities in exciting new ways!

W10: Implementing an Internet of Things Infrastructure & Apps

9:00 a.m. – 12:00 p.m.

May Chang, Assistant Director, LibraryTechnology, East Carolina University
Mehdi Mohammadi, Graduate Assistant, Western Michigan University

The Internet of Things (IoT) is becoming widespread in academia as well as industry. It refers to connecting smart objects with built-in unique identifiers and sensors to communicate with each other autonomously. This enables actionable insights and ultimately makes the environment around us smarter. This workshop looks at how libraries can incorporate the IoT and reviews different aspects of developing an IoT infrastructure and creating your own application. It is based on four layers of IoT application architecture: the physical layer, the communications layer, application and services layer, and data analytics. Speakers discuss the potentials and challenges of IoT applications, including the footprint of IoT applications, i.e., a high volume of sensory data, the tools and methods for data analytics. As a case study, they focus on location-aware applications using iBeacons and smartphone sensors to show how all the IoT elements work together. Gain a better understanding of the usefulness of IoT in libraries, learn the main elements and underlying technologies of IoT applications, and understand the difference between a wide range of IoT devices, protocols and technologies to choose the right ones for your IoT application. Get budget and resource estimates and more. Come with a basic understanding of JavaScript/ HTML5/ CSS and your laptop for hands-on development practice. An instruction document will be provided for the attendees to prepare their system before the workshop.

W15: Tech Trends for Libraries in 2017 & Beyond

1:00 p.m. – 4:00 p.m.

David Lee King, Digital Services Director, Topeka & Shawnee County Public Library and Publisher, davidleeking.com

Technology has changed the face of libraries and is continuing to change how we work and how we deliver services to customers. This workshop introduces emerging technology trends and shows how those trends are reshaping library services. Examples are provided of how to incorporate these evolving trends into libraries. Attendees learn what trends to look for, find out the difference between a technology trend and a fad, and get ideas on how their library can respond to technology as it emerges.

 

W16: UX Design for Broader Discovery

1:00 p.m. – 4:00 p.m.

Stephanie Rosso, Principal Web Developer, Hennepin County Library
Amy Luedtke, Senior Librarian, Information Programs and Services, Hennepin County Library
Iain Lowe, BiblioCommons Inc.

While patrons have embraced using online technology to access their public library, most of these interactions are limited to borrowing transactions. If libraries are to be truly relevant in the digital world, we need to nudge patrons out of the well-worn pattern of log-in/transact /log-out and find ways to get them to linger long enough to discover the richness the library has to offer beyond borrowing items, while offering them opportunities to add their own voice to the library’s online community. This workshop explores design patterns and techniques for introducing content to patrons at appropriate moments in their learned workflows. It considers how to encourage patrons to add their voice to the library community and overcome concerns about privacy and security. It shares research and experience from BiblioCommons and Hennepin County Public Library’s efforts and looks at analogs from other domains. Workshop participants will be asked to participate actively in a hands-on session to solve a specific design challenge in teams.

My note: Ha. Even the public library understands that service goes beyond “borrowing items” and must have “patrons to add their voice.” Only in the academic library, prevails the opinion that librarians are those omnipotent and all-knowing lecturing types.

B103: Website Redesign: Techniques & Tools

1:15 p.m. – 2:00 p.m.

Dana Haugh, Web Services Librarian, Stony Brook University
Roy Degler, Associate Professor, Digital Library Services, Digital Resources and Discovery Services, Oklahoma State University
Emily R Mitchell, Librarian / Webmaster, SUNY Oswego

Join three web experts to learn about tips, tools, and techniques for taking the pain out of website redesigns. Haugh provides advice on the visual design of your next site and shows some examples of library web redesigns. Degler takes a look at why many libraries are using popular, free, CSS-based frameworks such as Bootstrap; explains how the grid layout works; and shows how the built-in responsive design layouts can deliver a site that works on desktop, smartphones, and tablets. Often the biggest challenge in redesign isn’t the visual design, content management system or coding. It’s the people and politics. Everyone thinks they know what the library website should look like, but no two people—let alone groups—can ever agree. How do you move ahead with a library redesign when you’re facing conflicting demands from the administration, co-workers, users, and stakeholders? Mitchell tackles this challenge head on and points out the weapons that we have at hand—from data to documentation; and discusses how to wield those weapons effectively to win (almost) any fight in order to build a great website. Grab lots of insights and ideas from this experienced panel.

C102: Digital Literacy & Coding Program Models

11:15 a.m. – 12:00 p.m.

Karen Walker, E-Services & Digital Access Manager, Jacksonville Public Library
Brandy McNeil, Associate Director – Tech Education & Training, The New York Public Library
Steven Deolus, Technology Training Program Coordinator, TechConnect (Technology Training Program Department), The New York Public Library

This session looks at how one library created a technology class and programming model that spans a 21-branch, 844-square-mile library system. It discusses mobile classrooms and how Chromebooks, MacBooks, tablets, and other equipment are used to create “classrooms” throughout the system. It shares how the library is focusing on members and programming for the community, for instance, the development of Spanish language, 50+ and immigrant/refugee programming. It looks at developing new programs and instructors using the 3D model from printer to pens, from tablets to coding, from core expertise to everyone. NYPL speakers discuss how coding is the new black! They discuss how to launch a coding program at your library, how to expand the age range of current coding programs, how to promote events related to your program to gain participants, how to get staff buy-in, how to educate staff, and how to create partnerships with some of the biggest names in the game. The NYPL Tech- Connect program will help you plan out all your needs to take your existing or non-existing coding programs further.

My note: one more proof that digital literacy is not “information literacy dressed in the new verbal cloth” of “digital literacy,” but entails way more topics, skills and knowledge. Information Literacy is a 1990s concept. Time to upgrade to 2016 concepts and recognize that digital literacy requires skills beyond handling information. Moreover, information today is way more complex then the skills being taught, since information from social media is more complex then information from news media and it entails technology skills, which one does not have to preside upon for handling news media

E104: From Textbook to Activism: Engaging Students in Social Issues They Care About

2:15 p.m. – 3:00 p.m.

Janie Pickett, Head Librarian, Eureka High School, Eureka, Mo.
Anna Gray, Social Studies Teacher, Eureka High School, Eureka, Mo.

recent collaborative effort between a high school social studies teacher and a school librarian transformed a “same-old” unit on social movements in the 20th century into a dynamic study of effective social activism—and how students can become effective activists. Using both primary and secondary resources, students learned to analyze social issues, then to identify the type of activism that proved effective for those issues. Next, students selected social situations important to them, analyzed the changes they sought to effect, and determined a means of activism to effect that change in practical—and often surprising—ways. The project’s design and implementation is straightforward and replicable. This session provides concrete steps to follow, specific patterns for locating learning resources, and reproducible forms that educators can carry back to their own campuses.

B202: Managing Tech & Innovation

11:45 a.m. – 12:30 p.m.

Jen Baum Sevec, Senior Metadata and Acquisitions Librarian, Library Of Congress
Brett Williams, Systems & Liaison Librarian, University of Toronto Mississauga

Sevec offers leaders at any level the opportunity to up their game by learning current management strategies for technology and innovation. Library leaders and constituents engage in the nearly constant interplay of enabling technology and innovations to explore a wealth of information and greater depth of data in the Information Age. A framework for managing this interplay is provided as well as an understanding of the dynamic lifecycle inherent in technological innovations and constituent demands. Williams provides an introduction to Wardley Value Chain Mapping, an innovative IT planning processes discussed by Simon Wardley on his blog Bits and Pieces. He shares specific examples of how this tool can be used by systems librarians, library administrators, and library IT decision makers.

B203: Finding Your Social Media Voice

1:45 p.m. – 2:30 p.m.

Meghan Kowalski, Head, Preservation, The Catholic University of America
Kirsten Mentzer, Technology Specialist, Northern Virginia Community College’s Medical Education Campus
Alexandra Radocchia Zealand, Web Editor, New Media Developer and Video Producer, Web Team, Arlington Public Library PLA, VLA, ALA, LLAMA
Lennea R. Bower, Program Specialist, Virtual Services, Montgomery County Public Libraries

This session provides an in-depth look at how to speak in social media. Each institution and organization’s social media accounts has a personality. How you say something is just as important as what you say and why you say it. Your voice on social media says a lot to your followers. If done well, your tone will help to attract and keep an audience. The wrong kind of voice will turn people away. Finding the right voice can be difficult and involves a lot of trial and error. Speakers provide tips for finding the right voice and presenting the best personality for your intended followers. Social media is no longer the “new kid on the block,” and the panel highlights the best ways to communicate content, being real, tone, and more. They showcase what kinds of tones can be used and how to find the “real voice” for your accounts, why those voices are (or are not) successful for those accounts; and how to make your chosen voice sustainable and consistent across your accounts.

C203: Migrating & Developing With Drupal

1:45 p.m. – 2:30 p.m.

June Yang, Senior Librarian, International Monetary Fund
Linda Venable, Systems Librarian, International Monetary Fund
Elizabeth Zoby, Information Specialist, PAE, National Institute of Corrections (NIC)
Billy Mathews, Web Developer, PAE, National Institute of Corrections (NIC)

Migrating to a new ILS system is not easy, and it is even more challenging when faced with a very tight deadline. Presenters share the recent experience of migrating from SirsiDynix Symphony to Alma within 5 months: what worked, what didn’t, lessons learned, and what to prepare in advance of the migration. They also share some insight about post migration work related to data cleanup, workflows review, etc. Zoby and Mathews share their development of the NIC micro-sites using Drupal, an open-source content management software, to create dynamic websites that make accessing material easy and user-friendly. Instead of having to download and shift through large PDF documents, users can access the content on easily searchable websites which can be edited by authorized users. See how the NIC Information Center is using these sites to help customers and the public access information in innovative ways.

D202: Funding Opps for Digital Library Initiatives

11:45 a.m. – 12:30 p.m.

Trevor Owens, Digital Archivist, Office of Strategic Initiatives, Library Of Congress
Nicole Ferraiolo, Program Officer, Scholarly Resources, Council on Library & Information Resources
Joel Wurl, Senior Program Officer, National Endowment for the Humanities

Discovering and deciphering guidelines for grant programs is a daunting and challenging process. This session provides an opportunity to directly hear from and ask questions about grant opportunities for digital libraries’ initiatives to program officers from different government and private funders. Following brief overviews of the relevant funding opportunities at their organizations, panelists discuss the kinds of projects that best fit their specific programs. Get suggestions on how to develop a competitive proposal and insights on the application and review process. Panelists consider themes and trends from the digital library projects that have received funding, such as digitization, open educational resources, linked data, crowdsourcing, open access publishing, emulation and virtualization, and data visualization. By bringing together representatives from different funders, this session offers a unique opportunity to connect directly with program officers and identify new opportunities and approaches for funding.

A301: Augmented Reality & Learning

10:45 a.m. – 11:30 a.m.

Ashley Todd-Diaz, Head, Special Collections & University Archives, Towson University
Earl Givens, Head, Systems & Technology, Catawba College
Art Gutierrez, Head, Technical Services, Emporia State University
Bethanie O’Dell, Virtual Learning Librarian, Emporia State University

Just when you thought the battle of augmented reality (AR) was over with Pokémon GO, libraries across the nation have been exploring additional AR options in order to meet the needs of the mobile learners walking through their doors. With the use of free AR software, four individuals team up to become the ultimate masters of AR. Hear from a panel of closely networked professionals, each with a unique story of embedding AR into specific library services directed for higher education. These stories range from embedding AR with liaison departments to incorporating AR into information literacy sessions (both online and face-to-face).

A304: Multimodal Learning: From Textbooks to Playlists

2:45 p.m. – 3:30 p.m.

Laurie Burruss, Professor, Pasadena City College

Colleges, universities, and libraries are considering adding video making, or visual literacy, as a core skill. Preparing individuals for a highly visual communication landscape requires critical thinking to offset consumerism as well as multimodal learning and cognitive skills. Researching, creating, and sharing video playlists are important ways to create personalized learning pathways and promote continuous learning. Explore a number of case studies that demonstrate the positive learning outcomes of multimodal learning in academic and corporate settings and discover how to create playlists that can be annotated, edited, and shared across teams.

B304: Raspberry Pi

2:45 p.m. – 3:30 p.m.

David Bennett, Systems Librarian, Robert Morris University

Raspberry Pi is an inexpensive computing tool that is ideal for new projects within libraries. It’s a powerful single board computer that plays high-definition video, yet it’s only the size of a credit card. The Raspberry Pi 3 was released in February of 2016, and the built-in networking options make it an exciting fit for library applications. Learn how Raspberry Pi can be used as a people counter, a dedicated OPAC, a social media tool, and more.

D302: Upping Our “Gamification”: Speaking Millennials’ Language

11:45 a.m. – 12:30 p.m.

David Folmar, Emerging Technology Librarian, Main Branch, Richmond Public Library Author, Game It Up! Using Gamification to Incentivize Your Library

Be tech-smart and culture-savvy by using game-design thinking and gaming activities to connect with current users in a fun way and draw in new ones. Hear from a library communicator who literally wrote the book on this topic. Online games are incredibly popular; libraries, book apps, and learning institutions are leveraging this to bring in new audiences and engage with existing ones in new ways. Why are they doing this, what is the benefit, and how do you make it work to promote your library? Get the answers here!

D303: Library Story in Video

1:45 p.m. – 2:30 p.m.

Jennifer E. Burke, President, IntelliCraft Research, LLC

Video is a powerful, emotional storytelling medium that plays well in social media, and its use is still fast-growing. Video can spread your library’s story, and you can do it without hiring an expensive pro. A tech-savvy info pro shares basic video facts, along with her favorite tools, tips, and techniques that almost anyone can use for creating short, compelling videos to promote library services, staffers, and resources.

My note: my mouth ran dry to repeat this to the SCSU library. In vain. 1. make a low-cost social-media type of movie of 30 sec each week/month. 2. post on a prominent place on the library web page. 3. Have web form harvest info from patrons on the issu[s] reflected in the video 4. mirror video on the social media 5. aim as ultimate goal patrons (students, faculty, staff) furbishing the video footage instead of library staff
Why is it soooo difficult to comprehend?

E302: Zero to Maker: Invention Literacy & Mobile Memory Lab

11:45 a.m. – 12:30 p.m.

Dominique China, Information Services Librarian, Brampton Library
Colleen Dearborn, Adult Services Librarian, Alsip-Merrionette Park Library, Alsip, Ill.

Invention literacy is not just about understanding how a thing is made or how it works; it is also the ability to use that knowledge to bring one’s own ideas into reality. China gives examples of how one public library is empowering children, teens, and adults to become “invention-literate” through its maker programming. Find out how a combination of high- and low-tech equipment, safe and accessible learning environments, and a unique community partnership is nurturing invention, creative confidence, innovation, and entrepreneurship. Sparked by the CIL 2016 Hawkins and Mears talk about personal digital archiving and the DCPL Memory Lab, Dearborn shares her library’s inexpensive journey to create a mobile memory lab program. She discusses the acquisition of equipment and technology, the demo classes, lesson plans about personal archiving, outreach to other community organizations, and providing classes on related topics, such as saving and uploading images, backing up files and using cloud storage, writing and self-publishing memoirs, conducting oral interviews with veterans and other family memories, coding and saving memories on a website, etc. Future plans include digitizing local history documents, a community website with links to these documents, as well as to our patrons’ digitized images, videos, interviews and memoirs.

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more on technology in library in this IMS blog
http://blog.stcloudstate.edu/ims?s=technology+library

storyboard in course authoring

Storyboarding: A Simple Way To Get Professional In Course Authoring

Storyboarding: A Simple Way To Get Professional In Course Authoring

7 Tip To Get Started With Storyboarding

  1. Pick the tool you will be using for creating storyboards (MS Office tools: Word, Excel, PPT).
  2. Create a sketch of the title page with the name of the course and 3-5 page mockups containing the course sets out to accomplish, e.g.
    1. What Ιs Gamification?
    2. Game Thinking.
    3. Game Elements.
    4. Motivation & Psychology.
    5. Gamification Design Framework.
  3. After you have outlined the principal structure of the course, it’s time to go deeper and describe the structure of every section of the course.
  4. Try to visualize the general layout of every page.
  5. Enumerate all screens in the storyboard, e.g. 1/16, 2/16, 3/16, and so on.
  6. Lay out the screens of your storyboard in order and try following the story they tell. Look at them through your learners’ eyes. Is all information delivered in a logical order? Did you leave out something important? Are your notes clear enough so that you will be able to build a complete course using your storyboard for reference a week later? Have you touched upon all important areas?
  7. If you need to present your storyboard to your client (student) or boss (student) for review, it pays to show it to a good friend first and ask for feedback. Ask them to read your storyboard and then retell what they took away from it in their own words.

in Geenio (https://www.geen.io/) this mode is called the Pathboard, and entering it allows you to see the structure of your whole course, the sequence in which pages and tests are presented, as well as the connections between them. Some course editors not only provide you an overview of your course’s structure, but enable you to edit the course’s structure and add additional elements to it as well.

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More on storyboard importance for your hybrid/online course design
:

online learning and course design

Five tips for designing an online course:

  1. State your objective: Each lesson should have one concise, action-oriented learning objective to ensure your lesson design process is focused.
  2. Think as a private tutor: Learners today are inundated with media tailored to them and they expect learning to be tailored as well. So think about how the tools available, including new technologies, will help create meaningful learning moments for all your students.
  3. Storyboard before you build: Being able to see a complete lesson, especially one that integrates various mediums, is essential to creating a successful learning experience.
  4. Build towards high-order thinking: Technology in education can go beyond multiple-choice questions and document repositories. Don’t be afraid to integrate tools that let learners create and share.
  5. Remember you’re learning too: Reviewing learner results from a lesson shouldn’t just be about their score, but also evaluating how effectively the lesson was developed and executed so your teaching can adapt and learn as well.

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http://blog.stcloudstate.edu/ims/2016/04/06/guide-to-project-based-learning/

tools for iOS, Android etc.

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elearning infographics

 

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http://blog.stcloudstate.edu/ims/2014/04/20/how-to-gamify-your-classroom-in-6-easy-steps/

  • Clarify your desired learning outcomes first
  • Make them measurable
  • Choose a ‘big idea’
  • Storyboard the game. Make sure there’s room for failure and multiple courses of action.
  • Design learning activities
  • Build teams
  • THEN apply the game dynamics

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Videos In Your Classroom

 

video captions benefit

Report: Video Captions Benefit Virtually All Students

By Leila Meyer 11/02/16

https://campustechnology.com/articles/2016/11/02/report-video-captions-benefit-virtually-all-students.aspx

The Oregon State University Ecampus Research Unit conducted the national study in collaboration with 3Play Media. The researchers surveyed 2,124 students across 15 public and private universities throughout the United States. Of all respondents, 19 percent reported hearing difficulties, and 37 reported vision difficulties. However, only 13 percent had registered with an office of disability services, and less than 12 percent reported they require academic accommodations.

The study revealed that students find closed captions and video transcripts helpful, whether the student is deaf or hard of hearing or not.

Key findings from the study:

  • Almost 100 percent of survey respondents had at least one course — either face-to-face or online — that included some video content;
  • 75 percent of students use captions as a learning aid in face-to-face and online classrooms;
  • 98.6 percent of students who use captions say they are helpful;
  • 71 percent of students without hearing difficulties use captions at least some of the time;
  • Students reference video transcripts as a learning aid 85 percent of the time;
  • 66 percent of English-as-a-second-language (ESL) students find captions extremely or very helpful;
  • 61 percent of students with learning disabilities find captions helpful;
  • More than one quarter of students were unsure about the availability of closed captions for video content in their course; and
  • Almost one-in-five students were unsure about the availability of video transcripts for their course.

Further details about the study and a link to the full report can be found on 3Play Media’s site.

ePub3 and more

Hello OLC Colleague,

Are you preparing students for job skills required in 2020?

 

Attend our webinar to see how the Embellisher™ Mobile Publishing, Training and Education platform can give you  a way to move your organization’s mobile collaboration and publication systems to a powerful new level.

 

Whether you are in the public or the private sector, you can benefit from learning how to use VR/AR as well as seeing how multimedia (ePub3) and live streaming technologies can enhance your collaborative and publishing skills.

Student-Centered Instruction Webinar
Nov. 8, 2016 | 1 PM (UTC-7)

 

We will be covering:

  • How to use live streaming video to collaborate on projects and assignments.
  • How to use AR and VR to create “empathetic” point-of-view.
  • How to give each author/teacher a publishing platform to feature live broadcasts of new books, book trailers, live chat with readers/students, and even “casting” a virtual book tour to bookstores and libraries as patrons can view on their mobile devices.
  • A guided tour of our three ePub3 Creator Studio Templates that are used for collaborative work inside our web app.

Bonus! All attendees will receive a free copy of Professor Jim Musgrave’s book, Running with the Big Dogs: A Creator’s Guide to Using Electronic Media. Also, if you teach online classes, he will give you an Insert-text Grammar Template to use when grading your students’ papers.

 

Join our free webinar on November 8, 2016 at 1 PM (UTC-7). Register today.

photo sharing and libraries

Photo-sharing Site as Library Tool : A Web-based Survey
peer-reviewed article for Digital Library Perspectives: https://mc.manuscriptcentral.com/dlp

opportunity to user to develop a sense of ownership over the library resources.

Photo-sharing sites  already  have  taken  sharp  inroads  into  the  field  of  teaching-learnin encouraging a shift from teacher-led approach to user centred engagement (Kawka, et al,2012).

Introducing photo-sharing sites and integrating with other social networking sites, libraries are now making their web presence outside the “traditional web platform”. With facility of online  managing  and  sharing  of  digital  images,  photo-sharing  sites  enable  users  to  get remotely connected with others and interact with comment links. Photo-sharing sites that are commonly being used by libraries are Flickr (www.flickr.com), Instagram (instagram.com), Pinterest  (in.pinterest.com),   Photobucket   (photobucket.com),   Picasa   (picasa.google.com), SmugMug (www.smugmug.com), etc (Bradley, 2007; Kroski, 2008; Salomon, 2013).

The results showed that blog and RSS are among the mostly used applications and web 0 applications are associated with overall website quality,  particularly to  the  service  quality.

Stvilia and  Jörgensen  (2010) suggests that  controlled  vocabulary  terms  may  be

37 complemented with those user generated tags which users feel more comfortable with for information The study also reflects a growing interest among the user community to be involved in “social content creation and sharing communities in creating and enhancing the metadata of their photo collections to make the collections more accessible and visible”.

page 7-8.
2.1 Steps to increase accessibility to photo-sharing sites
a)  Improve visibility: To make photo-sharing sites of the library easily visible, a direct link to library homepage is essential

p. 9
2.2 Purposes of using photo-sharing sites
a)   Organising library tour
b) Community building
c)   Tool for digitisation
d) Grabbing the users at their own place
e)   Integrating  Feeds  with  other  application
f)   Displaying new arrivals : Newly added books
g)   Sharing news & events and publicize library activities
h)   Archives of exhibits
i) Portal for academic and research activity:   Photo-sharing sites may serve as platform tofoster teaching learning activity, particularly for those who may use these image resource sites for academic purpose
j)  Experimentation : Being a relatively new approach to users service, these tools may be introduced on experimental basis to examine their proper utilisation before final implementation
k) Miscellaneous :  Public  library  can  reach  out  to  the  community  physically,  offer service to  the  traditionally  underserved,  homebound  or  people  with  disability, implement programmes  to  include  marginalised  section  of  the  community  and showcase its mobile outreach efforts in photo-sharing sites.

page 12-13
Before  going  to  integrate  photo-sharing  site,  a  library  should  set  the  strategic  objectives i.e., what purposes are to be served. “Purpose can provide clarity of vision when creating policies or  guidelines”  (Garofalo,  2013,  p.28).  The above discussedrange  of  purposes  may  help  librarians  to  develop  better  understanding  to  makeinformed  selection  of  photo-sharing  utility and  the  nature  of  images  to  be  posted through it. Goal setting should precede consideration of views of a sizeable section of all library stakeholders to know beforehand what they expect from the library.
•    Once the purposes are outlined, a library should formulate policy/ guideline for photo-sharing practices, based on user requirement, staff resource, available time component and technological support base. Policy offers a clear guideline for the users and staff to decide the kind of images to be posted.   A guideline is indeed essential for the optimum use of photo-sharing site. It also delineates the roles and responsibilities of the staff concerned and ensures regular monitoring of the posts. Policy may highlight fair use guidelines and allow re-use of images within the scope of copy-right.
•    A best way to start is integrating an app, involving simple design with fewer images and let users be familiarized with the system. During the course of development more and more apps may be added, with more images to be posted to serve variety of purposes, depending on the institutional resource and user demand.
•    Accessibility to photo-sharing site largely depends on its visibility to the audience. Icon  of  photo-sharing  utility  prominently  located  on  website  will  increase  the presentation of its visual identity. Library may set links to photo-sharing sites at home page or at drilled-down page.
•    Being  an  emerging  technology,  photo-sharing  site  needs  adequate  exposure  for optimum usage. Annotations associated to photo-sharing site will give an idea about the online tool and will guide users to better harness the application.
•    Photo-sharing sites allow images to be organised in a variety of way. Categorising image resources under various topical headings at one location will improve resource identification and frees one from extensive searching.
•    Regular posting of engaging images to photo-sharing site from the library and follow- up will attract users to tag and share images and strengthen community involvement with active user participation.
•    “Social and informal photographs” of library staff will make them more approachable and strengthen patron-staff relationship.
•    Library should seek user comments and suggestions to improve current photo-sharing application  and  to  incorporate  fresh  element  to  library  service  provision.  User feedback may be considered as a tool to evaluate the effectiveness of existing photo- sharing practices.
•    To  popularise  the  effort,  usual  promotional  media  like  physical  and  online  signs/ displays  apart,   library  may  use   social   media  marketing  platforms   like   blogs, Facebook, Twitter, etc., and increase awareness of photo-sharing tools.
•    Imparting technology training may develop necessary knowledge; improve skill, and change the attitude and mindset of library professionals to handle issues related to using this web-based powered-tools and repurpose existing accessibility settings.
•    To provide quick link to photo-sharing site from anywhere in the web, a library may use add-ons / plug-ins to embed image sharing tools.
•    Photo-sharing site may be implemented to satisfy multiple approach options of users. A section  of  users  use  photo-sharing site  to have  a glimpse  of  the  newly arrived documents, highlights of catalogue, rare books, etc.   Some others may use it to find images of historical importance with context. New users may find it attractive to pay

 

bibliography on Arduino use in education

Bibliography on Arduino use in education:

peer-reviewed
http://scsu.mn/2e8mdNh – permanent link to the SCSU online database search (Arduino + Education)

Almeida Cavalcante, M. (2013). Novas tecnologias no estudo de ondas sonoras. Caderno Brasileiro De Ensino De Física, 30(3), 579-613.

Almeida Cavalcante, M., Tavares Rodrigues, T. T., & Andrea Bueno, D. (2013). CONTROLE REMOTO: PRINCIPIO DE FUNCIONAMENTO (parte 1 de 2). Caderno Brasileiro De Ensino De Física, 30(3), 554-565.

Atkin, K. (2016). Construction of a simple low-cost teslameter and its use with arduino and MakerPlot software. Physics Education, 51(2), 1-1.

Galeriu, C., Edwards, S., & Esper, G. (2014). An arduino investigation of simple harmonic motion. Physics Teacher, 52(3), 157-159.

Galeriu, C., Letson, C., & Esper, G. (2015). An arduino investigation of the RC circuit. Physics Teacher, 53(5), 285-288.

Grinias, J. P., Whitfield, J. T., Guetschow, E. D., & Kennedy, R. T. (2016). An inexpensive, open-source USB arduino data acquisition device for chemical instrumentation. Journal of Chemical Education, 93(7), 1316-1319.

Kuan, W., Tseng, C., Chen, S., & Wong, C. (2016). Development of a computer-assisted instrumentation curriculum for physics students: Using LabVIEW and arduino platform. Journal of Science Education and Technology, 25(3), 427-438.

Kubínová, Š., & Šlégr, J. (2015). Physics demonstrations with the arduino board. Physics Education, 50(4), 472-474.

Kubínová, Š., & Šlégr, J. (2015). ChemDuino: Adapting arduino for low-cost chemical measurements in lecture and laboratory. Journal of Chemical Education, 92(10), 1751-1753.

Kubínova´, S., & S?le´gr, J. (2015). ChemDuino: Adapting arduino for low-cost chemical measurements in lecture and laboratory. Journal of Chemical Education, 92(10), 1751-1753.

López-Rodríguez, F. M., & Cuesta, F. (2016). Andruino-A1: Low-cost educational mobile robot based on android and arduino. Journal of Intelligent & Robotic Systems, 81(1), 63-76.

McClain, R. L. (2014). Construction of a photometer as an instructional tool for electronics and instrumentation. Journal of Chemical Education, 91(5), 747-750.

Musik, P. (2010). Development of computer-based experiment in physics for charging and discharging of a capacitor. Annual International Conference on Computer Science Education: Innovation & Technology, , I111-I116.

Pagliuca, G., Arduino, L. S., Barca, L., & Burani, C. (2008). Fully transparent orthography, yet lexical reading aloud: The lexicality effect in italian. Language and Cognitive Processes, 23(3), 422-433.

Park, S., Kim, W., & Seo, S. (2015). Development of the educational arduino module using the helium gas airship. Modern Physics Letters B, 29(6), -1.

Pereira, A. M., Santos, A. C. F., & Amorim, H. S. (2016). Estatística de contagem com a plataforma arduino. Caderno Brasileiro De Ensino De Física, 38(4), 1-8.

Sulpizio, S., Arduino, L. S., Paizi, D., & Burani, C. (2013). Stress assignment in reading italian polysyllabic pseudowords. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(1), 51-68.

Teikari, P., Najjar, R. P., Malkki, H., Knoblauch, K., Dumortier, D., Gronfier, C., et al. (2012). An inexpensive arduino-based LED stimulator system for vision research. Journal of Neuroscience Methods, 211(2), 227-236.

Walzik, M. P., Vollmar, V., Lachnit, T., Dietz, H., Haug, S., Bachmann, H., et al. (2015). A portable low-cost long-term live-cell imaging platform for biomedical research and education. Biosensors & Bioelectronics, 64, 639-649.

Zachariadou, K., Yiasemides, K., & Trougkakos, N. (2012). A low-cost computer-controlled arduino-based educational laboratory system for teaching the fundamentals of photovoltaic cells. European Journal of Physics, 33(6), 1599-1610.

Zubrycki, I., & Granosik, G. (2014). Introducing modern robotics with ros and arduino, including case studies. Journal of Automation, Mobile Robotics & Intelligent Systems, 8(1), 69-75.

Пионкевич, В. А. (2016). ИНСТРУМЕНТЫ ДЛЯ ОБУЧЕНИЯ СОВРЕМЕННЫМ СРЕДСТВАМ ЦИФРОВЫХ СИСТЕМ АВТОМАТИЧЕСКОГО УПРАВЛЕНИЯ НЕТРАДИЦИОННЫМИ ИСТОЧНИКАМИ ЭЛЕКТРИЧЕСКОЙ ЭНЕРГИИ НА ОСНОВЕ МИКРОКОНТРОЛЛЕРОВ. Bulletin of Irkutsk State Technical University / Vestnik of Irkutsk State Technical University, (6), 136-145.

——————————-

popular literature:

http://playground.arduino.cc/Projects/Ideas

http://www.instructables.com/id/20-Unbelievable-Arduino-Projects/

20 Projects To Celebrate Arduino Day

https://www.quora.com/What-would-be-a-good-idea-for-an-Arduino-innovative-project

https://www.element14.com/community/groups/arduino/blog/2014/06/06/10-awesome-arduino-projects

+++++++++++++++++++

more on Arduino in this IMS blog

http://blog.stcloudstate.edu/ims?s=arduino

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