LGBT Resource Center Program: Meditation Mondays
Who: Jerry Wellik
Where: Maple Room Atwood
When: Mondays, 9AM
What: Qi Gong / meditation
more on meditation in the classroom in this IMS blog
Code4Lib 2018 is a loosely-structured conference that provides people working at the intersection of libraries/archives/museums/cultural heritage and technology with a chance to share ideas, be inspired, and forge collaborations. For more information about the Code4Lib community, please visit http://code4lib.org/about/.
The conference will be held at the Omni Shoreham Hotel in Washington, DC, from February 13, 2018 – February 16, 2018. More information about Code4lib 2018 is available on this year’s conference website http://2018.code4lib.org.
Mark Gill and Plamen Miltenoff proposal:
Gamification of Library Orientation and Instruction
The rapid advent in the technologies of augmented and virtual reality (VR) in the last several years and the surge down in price creates possibilities for its increasing and ubiquitous application in education. A collaboration by a librarian and VR specialist led to testing opportunities to apply 360 video in academic library orientation. The team seeks to bank on the inherited interest of Millennials toward these technologies and their inextricable part of a growing gaming environment in education. A virtual introduction via 360 video aims to familiarize patrons with the library and its services: http://bit.ly/VRlib. I short Surveymonkey survey following the virtual introduction assesses learning outcomes and allows further instruction when necessary. Patrons can use any electronic devices from desktop to any size mobile devices. Patrons can also watch in panorama mode, and are provided with goggles if they would like to experience the VR mode.
The next step is an introduction to basic bibliographic instruction, followed by a gamified “scavenger hunt”-kind of exercise, which aims to gamify students’ ability to perform basic research: http://bit.ly/learnlib. The game is web-based and it can be played on any electronic devices from desktops to mobile devices. The game is followed by a short Google Form survey, which assesses learning outcomes and allows further work shall any knowledge gaps occur.
The team relies on the constructivist theory of assisting patrons in building their knowledge in their own pace and on their own terms, rather than being lectured and guided by a librarian only.
This proposal envisions half a day activities for participants to study the opportunities presented by 360 video camera and acquire the necessary skills to collect quickly useful footage and process it for the library needs. The second half of the day is allocated for learning Adobe Dreamweaver to manipulate the preexisting “templates” (HTML and jQuery code) for the game and adapt the content and the format to the needs of the participants’ libraries.
Mark Gill firstname.lastname@example.org 320-308-5605
Mr. Gill is a Visualization Engineer for the College of Science and Engineering and runs the Visualization Laboratory. He has worked for several major universities as well as Stennis Space Center and Mechdyne, Inc. He holds a Masters of Science in Software Engineering.
Plamen Miltenoff, Ph.D., MLIS email@example.com 320-308-3072
Dr. Miltenoff is part of a workgroup within the academic library, which works with faculty, students and staff on the application of new technologies in education. Dr. Miltenoff’s most recent research with Mark Gill is on the impact of Video 360 on students during library orientation: http://web.stcloudstate.edu/pmiltenoff/bi/
more about code4lib in this IMS blog
Feagin, J. R., Orum, A. M., & Sjoberg, G. (1991). A Case for the case study. Chapel Hill: University of North Carolina Press.
or ILL MSU,M Memorial Library –General Collection HM48 .C37 1991
p. 2 case study is defined as an in-depth
Multi-faceted investigation, using qualitative research methods, of a single social phenomenon.
use of several data sources.
Some case studies have made use of both qualitative and quantitative methods.
The social phenomenon can vary: it can be an organization, it can be a role, or role-occupants.
p. 3Quantitative methods: standardized set of q/s
more on students’ success in this IMS blog
8 truths about K-12 IT systems management
Consider the information they handle every day. School districts in America today are complex, sophisticated businesses, not only managing multiple applications across multiple platforms, but also managing people and equipment in the real world, like bus fleets, library systems, and cafeterias.
you will find admins working with an average of 30 onsite and online platforms. That’s 30 systems to feed with data and update. The kicker is that those systems might not be on speaking terms with each other.
Interoperability is a multi-headed issue for any IT professional, but in the K-12 education world it is especially complex. These unique complexities can be distilled down to eight truths, and may explain why vendors who have been very successful in other IT verticals never seem to meet expectations in K-12.
The Solution Cannot Be Point-to-Point
Data from many active sources is profoundly difficult to keep current, especially when considering the different protocols used for each particular point-to-point integration.
There Must Be Multiple Ways of Moving Data
A successful broker/dashboard must be able to accommodate all of these integration methods. The broker needs to support it as well as the industry’s existing standards, such as SIF and CSV.
The System Must Merge Disparate Feeds
Data comes into educational systems from a variety of feeds, including CSVs and file sharing. Handling all these feeds develops a vital function, coveted by IT professionals and system admins everywhere: a comprehensive representation of the data truth of your district.
Your Data Solution Must Be Bidirectional
Different systems don’t always talk to each other politely, and with some districts using as many as 30 applications, writing grades back to the SIS can get thorny.
We Need a Flexible Data Model
some of those free or low-cost integrations are profoundly rigid and can’t accommodate the data reality of school districts.
We Must Deal with “Dumb” End Points
In the world of district data, we are moving toward REST APIs and other unintelligent end points. There is no inherent logic in an API that tells the system how to move data. And as mentioned earlier, many legacy systems still depend on CSV’s for data.
Integration Belongs in the Cloud but Must Accommodate On-Premise Apps
know the cloud actually is an ideal setting for interoperability, especially since so many of our applications are cloud-based. It gives you maximum visibility, maximum diagnostic capability and manageability. You can manage from anywhere, anytime.
Be Multi-Tenant with Supervisory Capability
For areas where intermediate units or a Board of Cooperative Educational Standards (BOCES) provide IT services to districts, the system admins need a big picture approach. The integration platform must allow the IU or BOCES to troubleshoot, diagnose, manage, and support multiple districts in one dashboard, but only show district personnel data belonging to their organization. State education agencies also have this need.
There are several reputable companies that provide an iPaaS–in fact Gartner compared 20 of them in their 2017 Magic Quadrant for Enterprise Integration Platform as a Service. However, without a deep understanding of education data models, even these vendors may fall short, and may be expensive.
more on IT for K12 in this IMS blog
Urgent: Today’s students need a digitally fluent college website-here’s how
A good school site should:
- Demonstrate its brand
- Be easy to navigate
- Show students a clear pathway to success
- Highlight the best qualities of the school
- Provide information visitors want to find
Pay close attention to your website’s analytics. Where are visitors going? How long are they staying? When do they leave? Are they finding where they want to go while they are there?
92 percent of Americans 18-29 years old own a smartphone. They will interact with your site from their phone. If it is frustrating, they will be frustrated with the school. The site needs a responsive design that will allow it to adapt to the size of any screen.
implement A/B testing to make sure the new design is improving on functionality and not just aesthetics. Also, make sure your website is ADA compliant.
more on academic web page design in this IMS blog
The lecture-capture / course-capture group meets on October 5, 2017, 3PM in Miller Center 205:
The online/hybrid teaching group meeting will be determined after taking this poll:
(as per blog announcement: http://blog.stcloudstate.edu/blendedonline/2017/09/12/first-meeting-for-fall-2017/)
Designing and Developing Digital Credentials
Part 1: September 13, 2017 | 1:00–2:30 p.m. ET
Part 2: September 19, 2017 | 1:00–2:30 p.m. ET
Part 3: September 28, 2017 | 1:00–2:30 p.m. ET
Digital badges are receiving a growing amount of attention and are beginning to disrupt the norms of what it means to earn credit or be credentialed. Badges allow the sharing of evidence of skills and knowledge acquired through a wide range of life activity, at a granular level, and at a pace that keeps up with individuals who are always learning—even outside the classroom. As such, those not traditionally in the degree-granting realm—such as associations, online communities, and even employers—are now issuing “credit” for achievement they can uniquely recognize. At the same time, higher education institutions are rethinking the type and size of activities worthy of official recognition. From massive open online courses (MOOCs), service learning, faculty development, and campus events to new ways of structuring academic programs and courses or acknowledging granular or discrete skills and competencies these programs explore, there’s much for colleges and universities to consider in the wide open frontier called badging.
During this ELI course, participants will:
- Explore core concepts that define digital badges, as well as the benefits and use in learning-related contexts
- Understand the underlying technical aspects of digital badges and how they relate to each other and the broader landscape for each learner and issuing organization
- Critically review and analyze examples of the adoption of digital credentials both inside and outside higher education
- Identify and isolate specific programs, courses, or other campus or online activities that would be meaningfully supported and acknowledged with digital badges or credentials
- Consider the benefit of each minted badge or system to the earner, issuer, and observer
- Develop a badge constellation or taxonomy for their own project
- Consider forms of assessment suitable for evaluating badge earning
- Learn about design considerations around the visual aspects of badges
- Create a badge-issuing plan
- Issue badges
NOTE: Participants will be asked to complete assignments in between the course segments that support the learning objectives stated above and will receive feedback and constructive critique from course facilitators on how to improve and shape their work.
Jonathan Finkelstein, CEO, Credly
Jonathan Finkelstein is founder and CEO of Credly, creator of the Open Credit framework, and founder of the open source BadgeOS project. Together these platforms have enabled thousands of organizations to recognize, reward, and market skills and achievement. Previously, he was founder of LearningTimes and co-founder of HorizonLive (acquired by Blackboard), helping mission-driven organizations serve millions of learners through online programs and platforms. Finkelstein is author of Learning in Real Time (Wiley), contributing author to The Digital Museum, co-author of a report for the U.S. Department of Education on the potential for digital badges, and a frequent speaker on digital credentials, open badges, and the future of learning and workforce development. Recent speaking engagements have included programs at The White House, U.S. Chamber of Commerce, Smithsonian, EDUCAUSE, IMS Global, Lumina Foundation, ASAE, and the Federal Reserve. Finkelstein is involved in several open standards initiatives, such as the IMS Global Learning Consortium, Badge Alliance, American Council on Education (ACE) Stackable Credentials Framework Advisory Group, and the Credential Registry. He graduated with honors from Harvard.
Susan Manning, University of Wisconsin-Stout
In addition to helping Credly clients design credential systems in formal and informal settings, Susan Manning comes from the teaching world. Presently she teaches for the University of Wisconsin at Stout, including courses in instructional design, universal design for learning, and the use of games for learning. Manning was recognized by the Sloan Consortium with the prestigious 2013 Excellence in Online Teaching Award. She has worked with a range of academic institutions to develop competency-based programs that integrate digital badges. Several of her publications specifically speak to digital badge systems; other work is centered on technology tools and online education.
EDUC-441 Mobile Learning Instructional Design
Repeatable for Credit: No
Mobile learning research, trends, instructional design strategies for curriculum integration and professional development.
EDUC-452 Universal Design for Learning
Repeatable for Credit: No
Instructional design strategies that support a wide range of learner differences; create barrier-free learning by applying universal design concepts.
more on badges in education in this IMS blog