Digital Literacy for St. Cloud State University
https://www.facebook.com/techinsider/videos/784689798396045/
Google offers now #BooleanSearch as do your campus-subscribed dbases
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more on search techniques in this IMS blog
https://blog.stcloudstate.edu/ims?s=search+techniques
more on digital literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy
By Rhea Kelly 06/05/17
https://campustechnology.com/articles/2017/06/05/survey-iot-overtakes-mobile-as-security-threat.aspx
a report from ISACA, a nonprofit association focused on knowledge and practices for information systems. The 2017 State of Cyber Security Study surveyed IT security leaders around the globe on security issues, the emerging threat landscape, workforce challenges and more.
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By Sri Ravipati 06/09/17
analysis comes from Cisco’s recent Visual Networking Index for the 2016-2021 forecast period.
To learn more, view the full report.
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https://blog.stcloudstate.edu/ims?s=internet+of+things
https://blog.stcloudstate.edu/ims?s=iot
Friezem, Y. (2017). THE MEDIA PRODUCTION HIVE: USING MEDIA EDUCATION FOR DIFFERENTIATED INSTRUCTION. Media Education, 8(1), 123-140
keywords: Media production, media literacy, Universal Design for Learning (UDL), executive
functioning, Media Production Hive
the theoretical framework of Universal Design for Learning (Rose & Meyer, 2002), teaching the same material via various strategies that cumulatively address needs and learning types of each student in the classroom (p. 126). acknowledge all the various types of learners in his class, such as visual learners, auditory learners, write-read learners, and kinesthetic learners, following Gardner’s (1983) multiple intelligence theory.
various ways of receiving, processing, and expressing information by different learners
various ways students can chose to engage in the process of learning
(p. 127) multiple means of representation guarantees each learner processes information in the best way they can, but it also provides repetition of the topic in various ways to deepen understanding
Students need to organize recently acquired knowledge in a strategic way and communicate their understanding to the teacher. Rose and Meyer (2002) created a detailed pathway for teachers to apply UDL using assistive technology.
Media education practices involve demystifying media messages and learning to use
media wisely through activities of evaluation, composition, introspection, and civic engagement. the links between the instructional design of lessons for all students and
the critical analysis, expression, and reflection on media messages are gradually
explored (Dalton, 2017).
Dalton, E. M. (2017). Universal design for learning: Guiding principles to reduce
barriers to digital & media literacy competence. Journal of Media Literacy Education, 9(2).
p. 128 Media production is the process of composing a message via a single or various media platforms. Media production includes creating videos, podcasts, presentations, posters, drawings, and books. With the increasing use of digital devices and applications, students are engaged in various ways to convey their messages using multiple ways of expression and multiple types of representations.
digital and media literacy competencies (Hobbs, 2010)
p. 137 challenges
Group dynamics often reveal power struggles among team members (Friesem, 2014). The responsibility of the media educator, who is not a mediator by training, is to find the way to mitigate the tension caused by differences among group members (Friesem, 2010). In addition, students have the tendency to use media production as a transgressive practice (Moore, 2011; Grace & Tubin, 1998). Facilitating the process of production involves constant reflection on the classroom power relationship using critical and pragmatic lenses.
Grace, D., & Tobin, J. (1998). Butt jokes and mean-teacher parodies: Video production
in the elementary classroom. In D. Buckingham (Ed.), Teaching popular culture: Beyond radical pedagogy (pp. 42-62). London, UK: University College London Press.
The discourse about the implementations of UDL with digital technology has been broad and used for several research studies (Rose & Meyer, 2002).
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal
design for learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
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more on media literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=media+literacy
more on instructional desing in this IMS blog
https://blog.stcloudstate.edu/ims?s=instructional+design
By Dian Schaffhauser 05/22/17
a recent research project by Quality Matters and Eduventures, the “Changing Landscape of Online Education (CHLOE)” offers a “baseline” examination of program development, quality measures and other structural issues.
95 percent of larger programs (those with 2,500 or more online program students) are “wholly asynchronous” while 1.5 percent are mainly or completely synchronous. About three-quarters (73 percent) of mid-sized programs (schools with between 500 and 2,499 online program students) and 62 percent of smaller programs are fully asynchronous.
The asynchronous nature of this kind of education may explain why threaded discussions turned up as the most commonly named teaching and learning technique, mentioned by 27.4 percent of respondents, closely followed by practice-based learning, listed by 27.3 percent of survey participants.
Blackboard and Instructure Canvas dominated. Audio- and videoconferencing come in a “distant second,” according to the researchers. The primary brands that surfaced for those functions were Adobe Connect, Cisco WebEx, Zoom, Kaltura, Panopto, TechSmith Camtasia and Echo360.
While the LMS plays a significant role in online programming, the report pointed to a distinct lack of references to “much-hyped innovations,” such as adaptive learning, competency-based education systems, simulation or game-based learning tools. (my note: my mouth run dry of repeating every time people start becoming orgasmic about LMS, D2L in particular)
four in 10 require the use of instructional design support, three in 10 use a team approach for online course design and one in 10 outsources the work. Overall, some 80 percent of larger programs use instructional design expertise.
In the smallest programs, instructional design support is treated as a “faculty option” for 53 percent of institutions. Another 18 percent expect faculty to develop their online courses independently. For 13 percent of mid-sized programs, the faculty do their development work independently; another 64 percent may choose whether or not to bring in instructional design help. (my note: this is the SCSU ‘case’)
Among the many possible quality metrics suggested by the researchers, the five adopted most frequently for internal monitoring were:
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https://blog.stcloudstate.edu/ims?s=online+learning
By David Raths 05/22/17
nonprofit Ithaka S+R. The study, Ithaka S+R Library Survey 2016, highlighted a number of challenges facing library directors in an era of increased digitization. Future Trends Forum video chat May 19 hosted by Bryan Alexander.
Alexander zeroed in on the finding that library directors feel increasingly less valued by supervisors such as chief academic officers.
Not surprisingly, the survey illustrates a broad shift toward electronic resources, Wolff-Eisenberg noted, with an increasing number of libraries developing policies for de-accessioning print materials that are also available digitally.
library directors are increasingly recognizing that discovery does not always happen in the library. Compared to the 2013 survey results, fewer library directors believe that it is important that the library is seen by its users as the first place that they go to discover content, and fewer believe that the library is always the best place for researchers at their institution to start their research.
There is also a substantial gap between how faculty members and library directors perceive the library’s contribution in supporting student learning. Both tend to agree that students have poor research skills, Wolff-Eisenberg noted. The faculty members see it as more of a problem, but they are less likely than library directors to see librarians contributing to student learning by helping them to develop research skills
The positions for which respondents anticipate the most growth in the next five years are related to instructional design (my note: this is IMS), information literacy and specialized faculty research support involving digital humanities, geographical information systems (GIS) and data management.
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more on digitization in academic libraries in this IMS blog
https://blog.stcloudstate.edu/ims?s=digitization+library
Wang, Q., Quek, C., & Hu, H. (2017). Designing and Improving a Blended Synchronous Learning Environment : An Educational Design Research. International Review of Research in Open and Distributed Learning, 18(3), 99-118
http://www.irrodl.org/index.php/irrodl/article/view/3034/4142
Definition: blended synchronous learning has attracted much attention and it is often labelled with synchronous hybrid learning (Cain & Henriksen 2013); synchronous blended learning (Okita, 201 3 ); multi – access learning (Irvine, Code, & Richards, 2013); or simultaneous delivery of course s to on – campus and off – campus students (White et al ., 2010). Adapted from the definition given by Bower , Dalgarno, Kennedy, Lee, and Kenney (2015), blended synchronous learning in this paper is defined as a learning method that enables online students to participate in classroom learning activities simultaneously via comput er – mediated communication technologies such as video conferencing . By following this approach , on – campus students attend F2F le ssons in the physical classroom. M eanwhile, online students who are situated at multiple sites participate in the identical class room learning activities via two – way video conferencing in real time .
With regard to educational benefits , blended synchronous learning can help to establish rich teaching presence, social presence, and cognitive presence ( Garrison, Anderson, & Archer, 200 0 ; Szeto, 2015 ). A BSLE provides a mimic classroom environment (White et al. , 2010) , where teachers ’ direct instruction and facilitation can be easily carried out a nd the teaching presence is hence naturally established.
Cory Turner offers a primer on how private school vouchers work, why they’re controversial, and the arguments for and against them
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more on vouchers and charter schools in this IMS blog
https://blog.stcloudstate.edu/ims?s=voucher
By Dian Schaffhauser 05/17/17
https://campustechnology.com/articles/2017/05/17/8-tips-for-lecture-capture-on-a-shoestring.aspx
Whether you’re flipping your courses, creating videos to help your students understand specific concepts or recording lectures for exam review, these tips can help you optimize your production setup on a tight budget.
“online video platforms,”
TechSmith Relay, Panopto, Tegrity and Kaltura
Record your video and upload it to YouTube. YouTube will apply its machine transcription to the audio as a starting point. Then you can download the captions into your caption editor and improve on the captions from there. Afterward, you can delete the video from YouTube and add it to your institution’s platform.
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lecture capture in this IMS blog
https://blog.stcloudstate.edu/ims?s=lecture+capture
By Lani Aquino
Visual Literacy. Using Instagram to select a single photo to capture an overall concept would transfer to so many subject areas.
People, in general, love Twitter, Facebook, Pinterest and other networks, because they want to share their pictures, videos and thoughts with the world; this sort of sharing makes people feel important. When kids feel important about what they share, they, in turn, believe that what they learn is important. This is truly what 21st-century learning is about.
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more on social media in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=social+media+education
Plamen Miltenoff – http://web.stcloudstate.edu/pmiltenoff/faculty/
with Heather Abrahamson, Becker High School Social Studies, 763-261-4501 (Ext. 3507)
9:50-11:15; 11:20-11:45; 12:20-1:20 |
link to this blog entry: https://blog.stcloudstate.edu/ims/2017/05/01/history-becker/
short link – http://bit.ly/histbecker
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list of web sites with images for the students’ projects:
https://www.ushmm.org/collections/the-museums-collections/about/photo-archives
http://www.jewishvirtuallibrary.org/holocaust-photographs
https://go.fold3.com/holocaust_records/
https://www.wienerlibrary.co.uk/Photographs
https://www.thoughtco.com/large-collection-of-holocaust-pictures-1779703
http://www.yadvashem.org/yv/en/holocaust/resource_center/item.asp?gate=4-2
http://www.gettyimages.com/photos/cold-war
http://www.coldwar.org/museum/photo_gallery.asp
http://www.cnn.com/2014/03/04/world/gallery/cold-war-history/
http://time.com/3879870/berlin-wall-photos-early-days-cold-war-symbol/
http://digitalarchive.wilsoncenter.org/theme/cold-war-history
http://archive.millercenter.org/academic/dgs/primaryresources/cold_war
http://www.gettyimages.com/editorialimages/archival
https://www.archives.gov/research/alic/reference/photography.html
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Defining my interests. Narrowing a topic. How do I collect information? How do I search for information?
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https://www.google.com/; https://scholar.google.com/ (3 min); http://academic.research.microsoft.com/; http://www.dialog.com/; http://www.quetzal-search.info; http://www.arXiv.org; http://www.journalogy.com/ |
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http://digg.com/, https://www.reddit.com/, https://www.quora.com/ StackExchange http://stackexchange.com/Kngine.com; AskScience https://www.reddit.com/r/askscience/, , and similar, https://medium.com/ (5 min) |
| YouTube, SlideShare https://www.slideshare.net/ and similar | https://www.slideshare.net/search/slideshow?searchfrom=header&q=modern+history |
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(10 min) |
| Wikipedia | https://en.wikipedia.org/wiki/Modern_history |
| blogs, listservs | http://www.bestcollegesonline.com/blog/100-awesome-blogs-for-history-junkies/ |
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| LinkedIn Groups https://www.linkedin.com/groups/my-groups |  |
| team work | using your social media accounts (e.g. Facebook, Twitter), search for information related to your topic of interest (5 min) |
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https://www.semanticscholar.org/ |
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(20 min) |
| every university library has subject guides for different disciplines. here are the ones from SCSU http://stcloud.lib.mnscu.edu/subjects/guide.php?subject=HIST-WOR | Kahoot game (5 min) |
| basic electronic (library) search information and strategies. Library research services (5 min)
using the library database, do a search on a topic of your interest. compare the returns on your search. make an attempt to refine the search. retrieve the following information about the book of interest: is it relevant to your topic (check the subjects); is it timely (check the published date); is it available |
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| Strategies for conducting advanced searches (setting up filters and search criteria) | |
| Articles and databases (10 min) |     |
| Kahoot competition | use your smart phones to find the best researcher among you https://play.kahoot.it/#/k/c376c27a-d39a-4825-8541-1c1ae728e1bc https://play.kahoot.it/#/k/5e6d126f-be4d-47d0-9b6e-dfc3f2c90e61 https://play.kahoot.it/#/k/89706729-3663-4ec3-a351-173bf1bf4ed7history: https://play.kahoot.it/#/k/7510e6d8-170f-4c0c-b7bd-6d7dd60c3f6e |
| Reference and Facts | |
| Streaming and Video | http://www.stcloudstate.edu/library/research/video.aspx |
| Journal Title and Citation Finder | |
| shall more info be needed and or “proper” session with a reference librarian be requested | http://stcloud.lib.mnscu.edu/subjects/guide.php?subject=EDAD-D |
| Institutional Repository | http://repository.stcloudstate.edu/ |
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| Academic.com and ResearchGate |
 academia |
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http://bit.ly/360lib and http://bit.ly/360lib2; http://bit.ly/VRlib (15 min) |
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| Refworks | https://www.refworks.com/refworks2/default.aspx?r=authentication::init& |
| Zotero, Mendeley, Endnote | |
| Fast and easy bibliographic tools: | https://blog.stcloudstate.edu/ims/2013/12/06/bibliographic-tools-fast-and-easy/ |
| Primary and secondary sources video | |
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more on history in this IMS blog
https://blog.stcloudstate.edu/ims?s=history