InforMedia Services (IMS)

Technology Instruction for St. Cloud State University

Archive for the 'information technology' Category

big data and student academic performance

Posted by Plamen Miltenoff on 31st May 2015

Researchers use an app to predict GPA based on smartphone use

http://www.engadget.com/2015/05/26/researchers-predict-gpa-with-an-app/

Dartmouth College and the University of Texas at Austin have developed an app that tracks smartphone activity to compute a grade point average that’s within 0.17 of a point.

More on Big Data in education in this blog:

http://blog.stcloudstate.edu/ims/2015/03/30/big-data-and-education/

Posted in assessment, information technology, learning, learning analytics, mobile learning, student-centered learning | No Comments »

Google Keep

Posted by Plamen Miltenoff on 30th May 2015

Google Keep

http://www.freetech4teachers.com/2015/05/how-to-create-edit-and-share-notes-on.htm

After yesterday’s post about making the most of Google Keep I received a few emails from readers wanting to know a bit more about how Google Keep works. To answer those questions I recorded the short video that you see embedded below (click here if you cannot see the video).

Posted in Android, Digital literacy, e-learning, educational technology, information technology, instructional technology, iPAD, mobile apps, mobile learning, student-centered learning, technology literacy | 2 Comments »

handbook of mobile learning

Posted by Plamen Miltenoff on 27th May 2015

Routledge. (n.d.). Handbook of Mobile Learning (Hardback) – Routledge [Text]. Retrieved May 27, 2015, from http://www.routledge.com/books/details/9780415503693/

Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. Retrieved June 2, 2015, from https://www.academia.edu/5601076/A_historical_overview_of_mobile_learning_Toward_learner-centered_education

Crompton, Muilenburg and Berge’s definition for m-learning is “learning across multiple contexts, through social and content interactions, using personal electronic devices.”
The “context”in this definition encompasses m-learnng that is formalself-directed, and spontaneous learning, as well as learning that is context aware and context neutral.
therefore, m-learning can occur inside or outside the classroom, participating in a formal lesson on a mobile device; it can be self-directed, as a person determines his or her own approach to satisfy a learning goal; or spontaneous learning, as a person can use the devices to look up something that has just prompted an interest (Crompton, 2013, p. 83). (Gaming article Tallinn)Constructivist Learnings in the 1980s – Following Piage’s (1929), Brunner’s (1996) and Jonassen’s (1999) educational philosophies, constructivists proffer that knowledge acquisition develops through interactions with the environment. (p. 85). The computer was no longer a conduit for the presentation of information: it was a tool for the active manipulation of that information” (Naismith, Lonsdale, Vavoula, & Sharples, 2004, p. 12)Constructionist Learning in the 1980s – Constructionism differed from constructivism as Papert (1980) posited an additional component to constructivism: students learned best when they were actively involved in constructing social objects. The tutee position. Teaching the computer to perform tasks.Problem-Based learning in the 1990s – In the PBL, students often worked in small groups of five or six to pool knowledge and resources to solve problems. Launched the sociocultural revolution, focusing on learning in out of school contexts and the acquisition of knowledge through social interaction

Socio-Constructivist Learning in the 1990s. SCL believe that social and individual processes are independent in the co-construction of knowledge (Sullivan-Palinscar, 1998; Vygotsky, 1978).

96-97). Keegan (2002) believed that e-learning was distance learning, which has been converted to e-learning through the use of technologies such as the WWW. Which electronic media and tools constituted e-learning: e.g., did it matter if the learning took place through a networked technology, or was it simply learning with an electronic device?

99-100. Traxler (2011) described five ways in which m-learning offers new learning opportunities: 1. Contingent learning, allowing learners to respond and react to the environment and changing experiences; 2. Situated learning, in which learning takes place in the surroundings applicable to the learning; 3. Authentic learning;

Diel, W. (2013). M-Learning as a subfield of open and distance education. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.

  1. 15) Historical context in relation to the field of distance education (embedded librarian)
  2. 16 definition of independent study (workshop on mlearning and distance education
  3. 17. Theory of transactional distance (Moore)

Cochrane, T. (2013). A Summary and Critique of M-Learning Research and Practice. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
( Galin class, workshop)

P 24

According to Cook and Sharples (2010) the development of M learning research has been characterized by three general faces a focus upon Devices Focus on learning outside the classroom He focus on the mobility of the learner

  1. 25

Baby I am learning studies focus upon content delivery for small screen devices and the PDA capabilities of mobile devices rather than leveraging the potential of mobile devices for collaborative learning as recommended by hope Joyner Mill Road and sharp P. 26 Large scale am learning project Several larger am learning projects have tended to focus on specific groups of learners rather than developing pedagogical strategies for the integration of am mlearning with him tertiary education in general

27

m learning research funding

In comparison am learning research projects in countries with smaller population sizes such as Australia and New Zealand are typiclly funded on a shoe string budget

28

M-learning research methodologies

I am learning research has been predominantly characterized by short term case studies focused upon The implementation of rapidly changing technologies with early adopters but with little evaluation reflection or emphasis on mainstream tertiary-education integration

 

p. 29 identifying the gaps in M learning research

 

lack of explicit underlying pedagogical theory Lack of transferable design frameworks

 

Cochrane, T. (2011).Proceedings ascilite 2011 Hobart:Full Paper 250 mLearning: Why? What? Where? How? http://www.ascilite.org/conferences/hobart11/downloads/papers/Cochrane-full.pdf
(Exploring mobile learning success factors http://files.eric.ed.gov/fulltext/EJ893351.pdf
https://prezi.com/kr94rajmvk9u/mlearning/
https://thomcochrane.wikispaces.com/MLearning+Praxis

Pachler, N., Bachmair, B., and Cook, J. (2013). A Sociocultural Ecological Frame for Mobile Learning. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
(Tom video studio)

35 a line of argumentation that defines mobile devices such as mobile phones as cultural resources. Mobile cultural resources emerge within what we call a “bile complex‘, which consist of specifics structures, agency and cultural practices.

36 pedagogy looks for learning in the context of identify formation of learners within a wider societal context However at the beginning of the twentieth first century and economy oriented service function of learning driven by targets and international comparisons has started to occupy education systems and schools within them Dunning 2000 describes the lengthy transformation process from natural assets Land unskilled labor to tangible assets machinery to intangible created assets such as knowledge and information of all kinds Araya and Peters 2010 describe the development of the last 20 years in terms of faces from the post industrial economy to d information economy to the digital economy to the knowledge economy to the creative economy Cultural ecology can refer to the debate about natural resources we argue for a critical debate about the new cultural resources namely mobile devices and the services for us the focus must not be on the exploitation of mobile devices and services for learning but instead on the assimilation of learning with mobiles in informal contacts of everyday life into formal education

37

Ecology comes into being is there exists a reciprocity between perceiver and environment translated to M learning processes this means that there is a reciprocity between the mobile devices in the activity context of everyday life and the formal learning

45

Rather than focusing on the acquisition of knowledge in relation to externally defined notions of relevance increasingly in a market-oriented system individual faces the challenge of shape his/her knowledge out of his/her own sense of his/her world information is material which is selected by individuals to be transformed by them into knowledge to solve a problem in the life world

Crompton, H. (2013). A Sociocultural Ecological Frame for Mobile Learning. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.

p. 47 As philosophies and practice move toward learner-centered pedagogies, technology in a parallel move, is now able to provide new affordances to the learner, such as learning that is personalized, contextualized, and unrestricted by temporal and spatial constrains.

The necessity for m-learning to have a theory of its own, describing exactly what makes m-learning unique from conventional, tethered electronic learning and traditional learning.

48 . Definition and devices. Four central constructs. Learning pedagogies, technological devices, context and social interactions.

“learning across multiple contexts, through social and content interactions, using personal electronic devices.”

It is difficult, and ill advisable, to determine specifically which devices should be included in a definition of m-learning, as technologies are constantly being invented or redesigned. (my note against the notion that since D2L is a MnSCU mandated tool, it must be the one and only). One should consider m-learning as the utilization of electronic devices that are easily transported and used anytime and anywhere.

49 e-learning does not have to be networked learning: therefore, e-learnng activities could be used in the classroom setting, as the often are.

Why m-learning needs a different theory beyond e-learning. Conventional e-learning is tethered, in that students are anchored to one place while learning. What sets m-learning apart from conventional e-learning is the very lack of those special and temporal constrains; learning has portability, ubiquitous access and social connectivity.

50 dominant terms for m-learning should include spontaneous, intimate, situated, connected, informal, and personal, whereas conventional e-learning should include the terms computer, multimedia, interactive, hyperlinked, and media-rich environment.

51 Criteria for M-Learning
second consideration is that one must be cognizant of the substantial amount of learning taking place beyond the academic and workplace setting.

52 proposed theories

Activity theory: Vygotsky and Engestroem

Conversation theory: Pask 1975, cybernetic and dialectic framework for how knowledge is constructed. Laurillard (2007) although conversation is common for all forms of learning, m-learning can build in more opportunities for students to have ownership and control over what they are learning through digitally facilitated, location-specific activities.

53 multiple theories;

54 Context is central construct of mobile learning. Traxler (2011) described the role of context in m-learning as “context in the wider context”, as the notion of context becomes progressively richer. This theme fits with Nasimith et al situated theory, which describes the m-learning activities promoting authentic context and culture.

55. Connectivity
unlike e-learning, the learner is not anchored to a set place. it links to Vygotsky’s sociocultural approach.
Learning happens within various social groups and locations, providing a diverse range of connected  learning experiences. furthermore, connectivity is without temporal restraints, such as the schedules of educators.

55. Time
m-larning as “learning dispersed in time”

55. personalization
my note student-centered learning

Moura, A., Carvalho, A. (2013). Framework For Mobile Learning Integration Into Educational Contexts. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.

p. 58 framework is based on constructivist approach, Activity theory, and the attention, relevance and confidence satisfaction (ARCS) model http://www.arcsmodel.com/#!
http://torreytrust.com/images/ITH_Trust.pdf

to set a didacticmodel that can be applied to m-learning requires looking at the characteristics of specific devi

https://www.researchgate.net/profile/Nadire_Cavus/publication/235912545_Basic_elements_and_characteristics_of_mobile_learning/links/02e7e526c1c0647142000000.pdf
https://eleed.campussource.de/archive/9/3704

Posted in distance learning, distributive learning, e-learning, educational technology, information technology, instructional technology, mobile learning | No Comments »

why necessary to know how to code

Posted by Plamen Miltenoff on 20th May 2015

Why People Are Obsessed With Teaching Kids How To Code

http://www.forbes.com/sites/quora/2014/12/05/why-people-are-obsessed-with-teaching-kids-how-to-code

Computers and the software they run are not magic. Nor should they be perceived as such.
Learning to code is not valuable because everyone needs to program computers, but because such an integral part of modern life needs to be understood at a basic, comprehensible level.

https://www.quora.com/Why-is-it-important-to-know-how-to-code

More on coding and education in this blog:

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

Posted in digital identity, Digital literacy, digital naitives, information technology, Millennials, Project Based Learning, technology literacy | No Comments »

Bluepulse

Posted by Plamen Miltenoff on 11th May 2015

I am including a couple whitepapers you can review and forward to all staff who may be curious about our teaching and learning tool and would be attending the demo on May 11th at 1.00pm

Please see the go to meeting instructions for our Bluepulse v1.5 walkthrough.

https://global.gotomeeting.com/join/822849653

United States: +1 (312) 757-3126

Access Code: 822-849-653

As you mentioned faculty may be very interested in using Bluepulse, I wanted to include the link for our instructor video: https://www.youtube.com/watch?v=XgdpQT3jkBQ&feature=youtu.be

If you have any questions about the integration, training or implementation, please do not hesitate to email or call and as always I am more than happy to help.

Warm regards,

Nick Sankar

Bluepulse Account Manager

MY NOTES:

http://www.explorance.com/

harvest students; feedback – anonymous way to ask questions. D2L surveys offer already this opportunity; Twitter and other the free options for polling apps give the same option, e.g. Polleverywhere gives a word cloud option

the follow up q/n as demonstrated is limited to 160 characters. Why?

i like that it compartmentalize the anonymity but I really ask myself: would SCSU faculty go to such length?

presumptions: non-tenured faculty is interested in the top layers students and wants to find out what works for them best. this loaded, since, if there ARE different learning styles, then what worked for the top layer might be exactly what did not work for the bottom layer, but this approach will gave the faculty a justification to keep stratifying students, instead of thinking of diverse ways to approach all layers. this part of sale, not pedagogy. sorry.

weakness; the entire presentation is trying to sell a product, which might be good for different campus, but not for SCSU, where faculty are overworked, the class load is so great that going to such details might be questionable.

exporting CSV for data massaging is not big deal. indeed the easy of this particular software is admirable, but if the faculty has time to go into such details, they can export the data from D2L or Google Forms and open it in SPSS

Greg’s question: mobility.

libraries and services. pole users without being tied to course. again, that all can be done with other services in the library. if the library cares about it at all.

Posted in announcement, information technology, instructional technology, mobile devices | No Comments »

educational resources

Posted by Plamen Miltenoff on 11th May 2015

Guide to the Best Homeschooling and Unschooling Resources

http://ww2.kqed.org/mindshift/2014/06/17/guide-to-the-best-homeschooling-and-unschooling-resources/

* Khanacademy.org

* Hippocampus.org

* Free online college courses can be found on many sites, with directories available at sites like MIT’s Open Coursework Consortium. Big players in the open-educational resources movement include Coursera and EdX, which offer MOOCs. FutureLearn is UK-based, with free online courses from UK and international universities. More information about these can be found in MindShift’s guide to free quality higher education, plusprevious collections of open educational sites and resources.

* iTunes University

* Audiobooks Free public-domain audiobooks, read by volunteers, can be found at librivox.org. (Print versions of public-domain books are available at Project Gutenberg.)

 

 

 

Posted in Digital literacy, distance learning, distributive learning, e-learning, ebook, hybrid learning, information technology, instructional technology, mobile learning, student-centered learning | No Comments »

Anniversary of Allies march in Germany

Posted by Plamen Miltenoff on 6th May 2015

The Day of the Century: how Germans experienced World War II

http://www.spiegel.de/international/europe/world-war-ii-in-cologne-delusion-a-1032115.html
(please go to the site for a full show)

 

http://twistedsifter.com/videos/remarkable-hd-footage-of-berlin-from-july-1945/

 

Posted in digital storytelling, information technology, Project Based Learning, student-centered learning, video | No Comments »

Displaynote

Posted by Plamen Miltenoff on 6th May 2015

DisplayNote

http://displaynote.com/

is an interactive tool that allows participants in a meeting or students in a classroom to share and view documents and notes on the screens of all participating PCs or tablets. Compatible with multiple operating systems such as Windows, Mac OS, Android, and iOS.

More on interactive presentations and wifi presentations in this IMS blog:

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

Posted in Digital literacy, information technology, instructional technology | No Comments »

LodeStar

Posted by Plamen Miltenoff on 30th April 2015

LodeStar

free to download: http://lodestarlearning.com/downloads/lodeStar7.2/en/LodeStar-7.0.exe

From: Robert “Bob” Bilyk [mailto:Robert.Bilyk@LodeStarLearning.com]

I would choose LodeStar if I wanted to do decision-making scenarios or branched interactions that included visuals and, optionally, voice. I would choose LodeStar if I wanted to mash up html presentations with a dozen activity types and have it all come out in an html 5 compliant fashion.

Having written that, LodeStar was redesigned from the ground up on a framework that will allow more media control in the future. The next step for LodeStar 7 is to restore vector graphics editing and the opportunity to link graphics with interactive properties such as assembling machine parts or maps or a science experiment. LodeStar was redesigned on a platform that allows vector graphics to be first class citizens along with components. That work will take another six months. After that, I may revisit the synchronization of visuals with voice-over. We’ll see.

Incidentally, the recent move of LodeStar to a new look and feel has left vestiges of wonkiness with the dialog box fonts. I can see that in your screen capture. The purpose of the audio dialog is simple — but made unclear by the oversized fonts. Currently, you select an audio file to match the page. Currently, because of an IP issue that got resolved for the browser companies, you can select MP3 and it will run everywhere. The purpose of the .wav file was for a fall back. That is no longer necessary. IE, Firefox, Opera, Chrome, and Safari now natively support MP3. The instructor also has the choice of the audio running automatically or displaying a control that enables the student

to start and stop audio. One page, one audio file.   Instructors, especially language instructors, use this successfully.

Robert “Bob” Bilyk

LodeStar Learning Corporation

http://www.LodeStarLearning.com

Follow us on Facebook

https://www.facebook.com/LodeStarLearn

Related IMS blog entries:

http://blog.stcloudstate.edu/ims/2015/04/28/voice-over-presentation-solutions/

Posted in announcement, Digital literacy, e-learning, information technology, instructional technology, technology literacy | No Comments »

drones and privacy

Posted by Plamen Miltenoff on 28th April 2015

Weighing in on drone privacy rules

http://fcw.com/articles/2015/04/27/drone-privacy-rules.aspx

National Telecommunications and Information Administration’s “multi-stakeholder process” to develop privacy policies for commercial and private use of unmanned aircraft systems.

The Future of Privacy Forum said privacy threats aren’t equal and a lot can depend on exactly what technologies a given UAS is carrying.

More on drones in this blog:
http://blog.stcloudstate.edu/ims/?s=drones

 

Posted in Drones, information technology, instructional technology, technology literacy | No Comments »