Archive of ‘collaboration and creativity’ category

disorganization of American higher ed

Thursday, August 27, 2PM

To RSVP ahead of time, or to jump straight in at 2 pm EDT this Thursday, click here:

https://shindig.com/login/event/labaree

This week we’re exploring the disorganization of American higher education, and wondering if its chaotic nature is really academia’s superpower.  On Thursday, August 27th, from 2-3 pm EDT we’ll be joined by Stanford University professor David F. Labaree, author of A Perfect Mess: The Unlikely Ascendancy of American Higher Education.Dr. Larabee has devoted his career to the historical sociology of American education, with a particular focus on the role that consumer pressure and markets have had on schooling at all levels.

Harper’s Letter

A Letter on Justice and Open Debate

July 7, 2020

https://harpers.org/a-letter-on-justice-and-open-debate/

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A Deeply Provincial View of Free Speech

Many prominent writers and thinkers seem invested in the notion that simply facing strong public criticism is a threat to free speech.

HANNAH GIORGIS

https://www.theatlantic.com/culture/archive/2020/07/harpers-letter-free-speech/614080/

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The Harper’s Letter, Bari Weiss And Tucker Carlson: Why Are We Still Talking About ‘Cancel Culture?’

https://www.forbes.com/sites/danidiplacido/2020/07/14/the-harpers-letter-bari-weiss-and-tucker-carlson-why-are-we-still-talking-about-cancel-culture/#70e071ac39ca

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Bari Weiss, Andrew Sullivan and the Harper’s letter: the case for open debate

https://www.cnn.com/2020/07/17/opinions/harpers-letter-free-speech-bari-weiss-andrew-sullivan-avlon/index.html

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Public letter in Harper’s sparks furor

https://thehill.com/homenews/campaign/506846-public-letter-in-harpers-sparks-furor

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Cancel Culture

Illiberalism Isn’t to Blame for the Death of Good-Faith Debate

https://slate.com/news-and-politics/2020/07/illiberalism-cancel-culture-free-speech-internet-ugh.html

Haas, L. (2019). ETTU?: Notes on Cancel Culture. The New Republic, 250(7-8), 40–. https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_gale_infotracacademiconefile_A594089998

GIL TROY. (2019). Cancel the “Cancel Culture” phenomenon with sincere self-scrutiny. In The Jerusalem Post (Online) (English ed.). The Jerusalem Post Ltd.

https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_miscellaneous_2299562101

Nya Bentley. (2020). Fresh Talk: Does cancel culture even work? In Hartford Courant (Online). Tribune Publishing Company, LLC.

https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/ppvqcp/cdi_proquest_miscellaneous_2370756493

IM 690 lab

http://blog.stcloudstate.edu/ims/2020/02/07/im-690-vr-and-ar-lab/

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#IM690 #VR AND #AR #virtualreality and #augmented reality for #instructionaldesign had a lot of fun last night with the #mergecube. W Mark Gill @scsuvizlab and Yun Claire Park @scsutechinstruct @scsu_soe @scsusopa @scsucla @scsusota @scsustudentgovernment @scsu

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View this post on Instagram

#IM690 #VR AND #AR #virtualreality and #augmented reality for #instructionaldesign had a lot of fun last night with the #mergecube. W Mark Gill @scsuvizlab and Yun Claire Park @scsutechinstruct @scsu_soe @scsusopa @scsucla @scsusota @scsustudentgovernment @scsu

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IM 690 #VR and #AR for #instructionaldesign with SCSU VizLab – every Tue 5pm

Posted by InforMedia Services on Wednesday, February 19, 2020

View this post on Instagram

#IM690 #VR AND #AR #virtualreality and #augmented reality for #instructionaldesign had a lot of fun last night with the #mergecube. W Mark Gill @scsuvizlab and Yun Claire Park @scsutechinstruct @scsu_soe @scsusopa @scsucla @scsusota @scsustudentgovernment @scsu

A post shared by Digital literacy at SCSU (@scsutechinstruct) on

 

productivity and physical space

In 2019, does it matter where do we perform our work?
When I asked in 2009 to use e-conferencing tools (Skype, Adobe Connect back then) to allow better attendance at faculty meetings, there was a mountain of arguments why NOT to. Such attitude was clearly expressed during the slow and painful advent of “online” education, which still leans more to “correspondence course” mentality rather then synchronous and interactive modern education.

The worst part is that in 2019 the attitude still persists.

Plagiarism

Three Things Teachers Need to Spot—and Stop—Plagiarism

my note: I firmly disagree with the corporate push to mechanize plagiarism. Plagiarism is about teaching both faculty and students, and this industry, under the same cover is trying to make a profit by mechanizing, not teaching about plagiarism.

By Olena Sokolovska     Oct 8, 2018

https://www.edsurge.com/news/2018-10-08-three-things-teachers-need-to-spot-and-stop-plagiarism

According to the International Center for Academic Integrity, 58% of more than 70,000 students surveyed say they have plagiarized someone else’s ideas in their writing.

Plagiarism-detection software can address the most pressing needs of classroom educators faced with assessing students’ written work. Here’s how:

1. Teachers Need More Time

The Challenge: The larger the class is, and the more students that are in it, the longer it takes to review each written assignment—checking grammar, style, originality of ideas, etc. This is especially important when screening for plagiarism.

My note: this is NOT true. If the teacher is still lingering in the old habits of lecturing, this could be true. However, when a teacher gets into the habit of reviewing papers, s/he can detect as soon as in the first several paragraphs the discrepancies due to copy and paste of other work versus the student’s work.
In addition, if the teacher applies group work in her/his class, s/he can organize students to proofread each other’s work, thus teaching them actively about plagiarism, punctuation etc.

2. Evidence Must Be Reliable

The Challenge: When identifying plagiarism, teachers need to be confident in their assessment. Accusing students of academic dishonesty is a weighty claim; it can lead to their suspension or even expulsion from school.

My note: another myth perpetuated by industry searching for profit. Instead of looking at the process of plagiarism as punitive action, an educator will look at it as education and prevention. Prevention of plagiarism will never be successful, if the focus as in this article is on “suspension,” “expulsion,” etc. The goal of the teacher is NOT to catch the student, but to work with the student and understand the complexity of plagiarism.

3. Tools Must Be Easy to Use

My note: right, the goal is to make the teacher think as less as possible.

My note: PlagiarismCheck is the same as TurnitIn and all other tools, which seek profit, not education. Considering that plagiarism is a moving target (http://blog.stcloudstate.edu/ims/2016/01/10/plagiarism-or-collaboration/) and it is a concept first and secondly an action, the attempt to extract profits from the mechanization of this process is no less corrupt then the attempt to focus on profit (of education) rather then on education (itself)

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

Midpoint Reflection ID2ID

Midpoint Reflection

https://canvas.instructure.com/courses/1288387/assignments/8024238?module_item_id=16052093

While it may take time to do this reflection, it can have many important benefits: 1) research shows that reflecting on experiences creates an environment in which insights and creativity can flourish; 2) taking a moment to consider the positive experiences (and to learn from the challenging ones) generates positive emotions which can benefit everyone during highly stressful moments in the semester; and 3) your experiences in narrative form provide insights to the committee beyond what is possible through surveys. This helps us to tailor the program in the future.

Here are a few questions/topics you should consider in your reflection:

  1. How well is the program working for you so far?

I was not able to collaborate last year, but this year it has been perfect match with my ID2ID buddy Aura Lippincott. It is just marvelous to work with same-minded and driven person

  1. What have you accomplished so far?

We are well underway with one of our two projects – the VRrelax one the project each of us is teaming up with faculty and staff from our universities. We plan to roll out the test at the end of this month (October), do the research in November and compare notes and results in December. The project aims to establish if VR delivered by Oculus Go may have positive impact on stress reduction for students.

Our second project, the Open Learning one is also gathering speed; we intend to have a research topic determined by the end of the month, while we are gathering resources at the time being.

  1. What else do you need to do? Describe the progress you have made toward meeting your program goals.

Each of us is in a daily contact with faculty and staff, searching for the right people to build a team. By mid September, we were able to start forming the research questions with the team and establish responsibilities and deadlines. We keep track of the progress via Google Docs: https://docs.google.com/document/d/1kOgqC7vUaBtOEDaB6ZF-ayEyVw2yBmB0fHXWrrcFkB4/edit and https://docs.google.com/document/d/1huFe1bPE08ha9acDLTsDkCz0blaxQ2bKKSxg97woGIY/edit

  1. What obstacles have you faced that you did not anticipate?

I have difficulty to pinpoint obstacles, because with a determined ID2ID partner and team members, all obstacles start to seem minuscules. We had discussions about the video content of the VR session, or the frequency of the testing and some of these issues is impossible to reconcile for two teams on different campuses, but again, they do not seem crucial when the team is driven by conviction to finish the research

  1. What are your plans for working through them? What are your plans for the rest of the program? Many of you may have chosen to focus on one or more of the ELI Key Issues. If so, briefly summarize and reflect upon your discussions of these key issues.

In regard of the ELI Key issues
https://er.educause.edu/blogs/2018/1/presenting-the-eli-key-issues-for-2018

I see our work falling neatly under: digital and information literacy. The work through ID2ID seems as a intake of fresh air, since digital and information literacy is not considered in the stagnant 90-ish interpretation, as myopically imposed in the library where i work. Our project aims to assert digital literacy as understood by Educause.

To some degree, our work also falls under the ELI issue of “learning space design.” While we advocate for virtual learning spaces, as well as under the ELI issue “academic transformation and faculty development.” Both XR and open learning are ambitious trends, which inadvertently can meet resistance with their novelty and lack of track in former traditional methods of teaching and learning.

 

social media adoption education

Arshad, M., & Akram, M. S. (2018). Social Media Adoption by the Academic Community: Theoretical Insights and Empirical Evidence From Developing Countries. The International Review of Research in Open and Distributed Learning, 19(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/3500
Building on the social constructivist paradigm and technology acceptance model, we propose a conceptual model to assess social media adoption in academia by incorporating collaboration, communication, and resource sharing as predictors of social media adoption, whereas perceived ease of use and perceived usefulness act as mediators in this relationship.
According to the latest social media statistics, there are more than 2 billion Facebook users, more than 300 million Twitter users, more than 500 million Google+ users, and more than 400 million LinkedIn users (InternetLiveStats, 2018).
although social media is rapidly penetrating into the society, there is no consensus in the literature on the drivers of social media adoption in an academic context. Moreover, it is not clear how social media can impact academic performance.
Social media platforms have significant capability to support the social constructivist paradigm that promotes collaborative learning (Vygotsky, 1978).
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technology acceptance model (https://en.wikipedia.org/wiki/Technology_acceptance_model):
  • Perceived usefulness (PU) – This was defined by Fred Davis as “the degree to which a person believes that using a particular system would enhance his or her job performance“.
  • Perceived ease-of-use (PEOU) – Davis defined this as “the degree to which a person believes that using a particular system would be free from effort” (Davis 1989).

Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). USER ACCEPTANCE OF INFORMATION TECHNOLOGY: TOWARD A UNIFIED VIEW. MIS Quarterly27(3), 425-478.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d10758835%26site%3dehost-live%26scope%3dsite
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proposing a Social Media Adoption Model (SMAM) for the academic community

Social media platforms provide an easy alternative, to the academic community, as compared to official communications such as email and blackboard. my note: this has been established as long as back as in 2006 – https://www.chronicle.com/article/E-Mail-is-for-Old-People/4169. Around the time, when SCSU announced email as the “formal mode of communication).Thus, it is emerging as a new communication and collaboration tool among the academic community in higher education institutions (Roblyer, McDaniel, Webb, Herman, & Witty, 2010). Social media has greatly changed the communication/feedback environment by introducing technologies that have modified the educational perspective of learning and interacting (Prensky, 2001).

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Theory of Reasoned Action : https://en.wikipedia.org/wiki/Theory_of_reasoned_action
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the Theory of Reasoned Action (Fishbein & Ajzen, 1975) and the Technology Acceptance Model (Davis, 1989) have been used to assess individuals’ acceptance and use of technology. According to the Technology Acceptance Model, perceived usefulness and perceived ease are the main determinants of an individual’s behavioral intentions and actual usage (Davis, 1989).

Perceived usefulness, derived from the Technology Acceptance Model (TAM), is the particular level that an individual perceives that they can improve their job performance or create ease in attaining the targeted goals by using an information system. It is also believed to make an individual free from mental pressure (Davis, 1989).

Perceived ease of use can be defined as the level to which an individual believes that using a specific system will make a task easier (Gruzd, Staves, & Wilk, 2012) and will reduce mental exertion (Davis, 1989). Venkatesh (2000) posits this construct as a vital element in determining a user’s behavior toward technology. Though generally, there is consensus on the positive effect of perceived ease of use and perceived usefulness on users’ attitude towards social media, it is not yet clear which one of these is more relevant in explaining users’ attitude towards social media in the academic community (Lowry, 2002). Perceived ease of use is one of the eminent behavioral beliefs affecting the users’ intention toward technology acceptance (Lu et al., 2005). The literature suggests that perceived ease of use of technology develops a positive attitude toward its usage (Davis, 1989).

Collaborative learning is considered as an essential instructional method as it assists in overcoming the communication gap among the academic community (Bernard, Rubalcava, & St-Pierre, 2000). The academic community utilizes various social media platforms with the intention to socialize and communicate with others and to share common interests (Sánchez et al., 2014; Sobaih et al., 2016). The exchange of information through social media platforms help the academic community to develop an easy and effective communication among classmates and colleagues (Kaplan & Haenlein, 2010). Social media platforms can also help in developing communities of practice that may help improve collaboration and communication among members of the community (Sánchez et al., 2014). Evidence from previous work confirms that social media platforms are beneficial to college and university students for education purposes (Forkosh-Baruch & Hershkovitz, 2012). Due to the intrinsic ease of use and usefulness of social media, academics are regularly using information and communication technologies, especially social media, for collaboration with colleagues in one way or the other (Koh & Lim, 2012; Wang, 2010).

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more about social media in education in this IMS blog
http://blog.stcloudstate.edu/ims?s=social+media+education

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