Want to learn basic computer programming skills specifically tailored for academia?
Please consider a FREE two-day workshop on either on Python or on R.
Python is a programming language that is simple, easy to learn for beginners and experienced programmers, and emphasizes readability. At the same time, it comes with lots of modules and packages to add to your programs when you need more sophistication. Whether you need to perform data analysis, graphing, or develop a network application, or just want to have a nice calculator that remembers all your formulas and constants, Python can do it with elegance. https://www.python.org/about/
R (RStudio) is a language and environment for statistical computing and graphics. R provides a wide variety of statistical and graphical techniques. R can produce well-designed publication-quality plots, including mathematical symbols and formulae. https://www.r-project.org/about.html
Both software packages are free and operate on MS Windows, MAC/Apple and GNU/Linux OS.
Besides seamless installation on your personal computer, you can access both software in SCSU computer labs or via SCSU AppsAnywhere.
$129. Select CoSN Member or Non-member, change the “0” next to the “Symposium on Educating for Digital Citizenship ONLY” to a “1”. Click “next” and complete your registration.
CoSN and UNESCO, in partnership with the Global Education Conference, HP, ClassLink, Participate, Qatar Foundation International, Partnership for 21st Century Learning, ISTE, iEARN-USA, The Stevens Initiative at the Aspen Institute, World Savvy, Wikimedia, TakingITGlobal, Smithsonian Institute, and Project Tomorrow, are hosting this event to bring together thought leaders from across the world to explore the role of education in ensuring students are responsible digital citizens.
Internet safety has been a concern for policymakers and educators since the moment technology, particularly the Internet, was introduced to classrooms. Increasingly many school systems are evolving that focus from simply minimizing risk and blocking access, to more responsible use policies and strategies that empower the student as a digital citizen. Digital citizenship initiatives also seek to prepare students to live in a world where online hate and radicalization are all too common.
Join us for a lively and engaging exploration of what are the essential digital citizenship skills that students need, including policies and practices in response to the following questions:
How can technology be used to improve digital citizenship and to what extent is technology providing new challenges to digital citizenship?
How should we access information effectively and form good evaluate its accuracy?
How should we develop the skills to engage with others respectfully and in a sensitive and ethical manner?
Online Course | Designing a Collaborative Instructional Technology Support Model
Part 1: March 7, 2018 | 1:00–2:30 p.m. ET
Part 2: March 14, 2018 | 1:00–2:30 p.m. ET
Part 3: March 21, 2018 | 1:00–2:30 p.m. ET
Faculty need a variety of instructional technology support—instructional design, content development, technology, training, and assessment—to name a few. They don’t want to go to one place for help, find out they’re in the wrong place, and be sent somewhere else—digitally or physically. Staff don’t want to provide help in silos or duplicate what other units are doing.
So, how can academic service providers collaborate to offer the right instructional technology support services, in the right place, at the right time, in the right way? In this course, instructional technologists, instructional designers, librarians, and instructional technology staff will learn to use a tool called the Service Center Canvas that does just that.
During this course, participants will:
Explore the factors that influence how instructional technology support services are offered in higher education
Answer critical questions about how your instructional technology support services should be delivered relative to broader trends and institutional goals
Experiment with ways to prototype new services and/or new ways of delivering them
Identify potential implementation obstacles and ways to address them
NOTE: Participants will be asked to complete assignments in between the course segments that support the learning objectives stated below and will receive feedback and constructive critique from course facilitators on how to improve and shape their work.
Felix founded and leads brightspot, a strategy consultancy that reimagines places, rethinks services, and redesigns organizations on university campuses so that people are better connected to a purpose, information, and each other. Felix is accomplished strategist, facilitator, and sense-maker who has helped transform over 70 colleges and universities.
Adam Griff is a director at brightspot. He helps universities rethink their space, reinvent their service offerings, and redesign their organization to improve the experiences of their faculty, students, and staff, connecting people and processes to create simple and intuitive answers to complex questions. He has led projects with a wide range of higher education institutions including University of Wisconsin–Madison, University of North Carolina at Chapel Hill, and University of California, Berkeley.
says David Greenfield, a psychologist and assistant clinical professor of psychiatry at the University of Connecticut:When we hear a ding or little ditty alerting us to a new text, email or Facebook post, cells in our brains likely release dopamine — one of the chemical transmitters in the brain’s reward circuitry. That dopamine makes us feel pleasure
“It’s a spectrum disorder,” says Dr. Anna Lembke, a psychiatrist at Stanford University, who studies addiction. “There are mild, moderate and extreme forms.” And for many people, there’s no problem at all.
Signs you might be experiencing problematic use, Lembke says, include these:
Interacting with the device keeps you up late or otherwise interferes with your sleep.
It reduces the time you have to be with friends or family.
It interferes with your ability to finish work or homework.
It causes you to be rude, even subconsciously. “For instance,” Lembke asks, “are you in the middle of having a conversation with someone and just dropping down and scrolling through your phone?” That’s a bad sign.
It’s squelching your creativity. “I think that’s really what people don’t realize with their smartphone usage,” Lembke says. “It can really deprive you of a kind of seamless flow of creative thought that generates from your own brain.”
Consider a digital detox one day a week
Tiffany Shlain, a San Francisco Bay Area filmmaker, and her family power down all their devices every Friday evening, for a 24-hour period.
“It’s something we look forward to each week,” Shlain says. She and her husband, Ken Goldberg, a professor in the field of robotics at the University of California, Berkeley, are very tech savvy.
A recent study of high school students, published in the journal Emotion, found that too much time spent on digital devices is linked to lower self-esteem and a decrease in well-being.
The University of Wisconsin-Stout (in Menomonie, WI) will be hosting our second “E”ffordability Summit on the March 26-27. The full schedule, registration and additional information can be found at https://effordabilitysummit2018.jimdo.com/. This is shaping up to be a really great conference with keynotes by OTNers Michelle Reed, UT-Arlington and Dave Ernst. In addition to a full slate of content, we will also have Daniel Williamson, Managing Director of OpenStax, Glenda Lembisz from the National Association of College Stores and Mindy Boland, ISKME/OER Commons and much more!
A large global change in data protection law is about to hit the tech industry, thanks to the EU’s General Data Protection Regulations (GDPR). GDPR affects any company, wherever they are in the world, that handles data about European citizens. It becomes law on 25 May 2018, and as such includes UK citizens, since it precedes Brexit. It’s no surprise the EU has chosen to tighten the data protection belt: Europe has long opposed the tech industry’s expansionist tendencies, particularly through antitrust suits, and is perhaps the only regulatory body with the inclination and power to challenge Silicon Valley in the coming years.
So, no more harvesting data for unplanned analytics, future experimentation, or unspecified research. Teams must have specific uses for specific data.
What is digital literacy? Do you know how you can foster digital literacy through formal and informal learning opportunities for your library staff and users?
Supporting digital literacy still remains an important part of library staff members’ work, but sometimes we struggle to agree on a simple, meaningful definition of the term. In this four-week eCourse, training/learning specialist Paul Signorelli begins by exploring a variety of definitions, focusing on work by a few leading proponents of the need to foster digital literacy among people of all ages and backgrounds. He explores a variety of digital-literacy resources – including case studies of how we creatively approach digital-literacy learning opportunities for library staff and users, and explores a variety of digital tools that will help to encourage further understanding of this topic.
more on digital literacy in this IMS blog
In a consortium blockchain, the consensus process is controlled by a pre-selected group – a group of corporations, for example. The right to read the blockchain and submit transactions to it may be public or restricted to participants. Consortium blockchains are considered to be “permissioned blockchains” and are best suited for use in business.
Semi-private blockchains are run by a single company that grants access to any user who satisfies pre-established criteria. Although not truly decentralized, this type of permissioned blockchain is appealing for business-to-business use cases and government applications.
Private blockchains are controlled by a single organization that determines who can read it, submit transactions to it, and participate in the consensus process. Since they are 100% centralized, private blockchains are useful as sandbox environments, but not for actual production.
Anyone can read a public blockchain, send transactions to it, or participate in the consensus process. They are considered to be “permissionless.” Every transaction is public, and users can remain anonymous. Bitcoin and Ethereum are prominent examples of public blockchains.