Mark your calendars:
second Arduino meeting
Mark your calendars:
second Arduino meeting
By Dian Schaffhauser 10/19/16
A new, free virtual reality program allows users to explore just what happens as climate change kills off coral reefs. The Stanford Ocean Acidification Experience is a free science education tool that takes students to the bottom of the sea and then fast-forwards their experience to the end of this century, when, as scientists predict, many coral reefs are expected to corrode through ocean acidification. By putting the experience in VR, the collaborators say they are hoping to change people’s behavior in the real world.
The project came out of Stanford’s Virtual Human Interaction Lab, which created a related 360-degree video project that also examines the problem of global warming and its impact on the ocean’s life forms. But it’s the VR version that allows the viewer to deep-sea dive and collect samples off of the ocean floor.
The lab created the software in partnership with marine biologists Fiorenza Micheli from Stanford and Kristy Kroeker, formerly at Stanford and now at the University of California, Santa Cruz, as well as Roy Pea, a professor at Stanford’s Graduate School of Education. The development process took two years to recreate a virtual replica of an actual rocky reef around the Italian island of Ischia
A related video, “The Crystal Reef,” filmed in 360 degrees and developed as part of a master’s degree project by a lab member, premiered during the Tribeca Film Festival earlier this year. There, people could watch the film on VR headgear. “We had a line of dozens of people for 11 hours a day, six days straight,” said Bailenson, in a Stanford article about the project.
The VR project has also gone to Washington, where lawmakers and staffers tried it out during a Capitol Hill event organized by non-profit Ocean Conservancy.
more on virtual reality in this IMS blog
New book: Implementing Mobile Language Learning Technologies in Japan
by Steve McCarty, Hiroyuki Obari, and Takeshi Sato
Publisher: Springer Singapore / SpringerBriefs in Education (107 pages)
Table of Contents
Chapter 1 Introduction: Contextualizing Mobile Language Learning in Japan
Chapter 2 Mobile Language Learning Pedagogy: A Sociocultural Perspective
Chapter 3 Tokyo University of Agriculture and Technology Case Study:
Smartphone App LINE for EFL Peer Learning
Chapter 4 Osaka Jogakuin University Case Study:
Mobilizing the EFL Curriculum and Campus Infrastructure with iPods and iPads
Chapter 5 Aoyama Gakuin University Case Study:
Blended Learning and Flipped Classrooms utilizing Mobile Devices
Chapter 6 Conclusion: Implementing Language Learning in a Mobile-Oriented Society
This book explores theoretical and practical aspects of implementing mobile language learning in university classrooms for English as a Foreign Language in Japan. The technologies utilized, such as smartphones, iPads, and wi-fi, integrate students’ hand-held devices into the campus network infrastructure. The pedagogical aims of ubiquitous mobile learning further incorporate social media, blended learning, and flipped classroom approaches into the curriculum. Chapter 1 defines mobile language learning within dimensions of e-learning and technology-assisted language learning, prior to tracing the development of mobile learning in Japan. Chapter 2 documents the sociocultural theory underpinning the authors’ humanistic approach to implementation of mobile technologies. The sociocultural pedagogy represents a global consensus of leading educators that also recognizes the agency of Asian learners and brings out their capability for autonomous learning. Case studies of universities, large and small, public and private, are organized similarly in Chapters 3 to 5. Institutional/pedagogical and technological context sections are followed by detailed content on the implementation of initiatives, assessment of effectiveness, and recommendations for other institutions. Distinct from a collection of papers, this monograph tells a story in brief book length about theorizing and realizing mobile language learning, describing pioneering and original initiatives of importance to practitioners in other educational contexts.
Steve McCarty lectures for Kansai University, Osaka Jogakuin University, KIC Graduate School of IT, and the government agency JICA.
Hiroyuki Obari, PhD in Computer Science, is a Professor at the Aoyama Gakuin University College of Economics in Tokyo.
Takeshi Sato is an Associate Professor at the Division of Language and Culture Studies, Tokyo University of Agriculture and Technology.
Ordering information from Springer
Paperback (ISBN: 978-981-10-2449-8):
eBook (ISBN: 978-981-10-2451-1) or individual chapters:
more on mobile technologies in this IMS blog
Title: Mobile Device Management – Strategies for Success
Date: Wed. 11/09 | 02:00 PM EST // 11:00 AM PDT
more on BYOD in education in this IMS blog
3. For anatomy and dissection: Said one Extreme Networks survey respondent, “Our students have been developing a VR model of a cow’s anatomy for dissection and study. You have the ability to drill down to the circulatory system, brain, muscle, skeleton, etc. Our applied tech program is using VR in conjunction with Autocad for models of projects they design.”
4. For engagement: A whopping 68 percent of survey respondents said the major benefit of using VR in education is to excite students about the subject matter. 39 percent said it’s great for encouraging creativity.
5. For field trips: Google has eliminated restrictions on Expeditions, their VR field trips program. Google Expeditions was cited in the survey as one of the most popular sources of VR content, but with the complaint that it was a restricted program.
Thomas S. McDonald ·
more on VR in this IMS blog
Leo Berane, native of Solon, Iowa, passed away Oct. 10 at the age of 10.
The same year that Neil Armstrong first walked on the moon and the Beatles gave their last live performance, the ARPANET was born.
“I never dreamed the internet would come into such widespread use, because the first users of the Arpanet were large mainframe computer owners,” said Beranek in the New York Times interview.
more on Internet history in this IMS blog:
“Teachers and administrators continue to see the No. 1 benefit of any digital tool, content or resource as enhancing student engagement. While that is interesting, it has limited value. Lots of thing can engage kids — that does not necessarily point to an academic benefit or value proposition on its own. So, I always acknowledge the engagement benefit but look deeper at other benefits that can shed new insights into how the teachers are leveraging these powerful devices to transform education — or to change the trajectory of the learning process for their students.
among the more interesting or meaningful benefits were:
more on mobile technology in this blog
|Hello OLC Colleague,
Are you preparing students for job skills required in 2020?
Attend our webinar to see how the Embellisher™ Mobile Publishing, Training and Education platform can give you a way to move your organization’s mobile collaboration and publication systems to a powerful new level.
Whether you are in the public or the private sector, you can benefit from learning how to use VR/AR as well as seeing how multimedia (ePub3) and live streaming technologies can enhance your collaborative and publishing skills.
|Student-Centered Instruction Webinar
Nov. 8, 2016 | 1 PM (UTC-7)
|We will be covering:
Bonus! All attendees will receive a free copy of Professor Jim Musgrave’s book, Running with the Big Dogs: A Creator’s Guide to Using Electronic Media. Also, if you teach online classes, he will give you an Insert-text Grammar Template to use when grading your students’ papers.
Join our free webinar on November 8, 2016 at 1 PM (UTC-7). Register today.
Who better to learn about incorporating 3D printing into instruction than from an instructor who taught the curriculum?
Join us on October 26th to hear directly from Assistant Professor Steve Chomyszak who used Stratasys 3D Printing Curriculum to teach a “Special Topics” 3D printing course at the Wentworth Institute of Technology.
During this complimentary webcast, you’ll gain valuable insight into the successes and lessons learned, including:
opportunity to user to develop a sense of ownership over the library resources.
Photo-sharing sites already have taken sharp inroads into the field of teaching-learnin encouraging a shift from teacher-led approach to user centred engagement (Kawka, et al,2012).
Introducing photo-sharing sites and integrating with other social networking sites, libraries are now making their web presence outside the “traditional web platform”. With facility of online managing and sharing of digital images, photo-sharing sites enable users to get remotely connected with others and interact with comment links. Photo-sharing sites that are commonly being used by libraries are Flickr (www.flickr.com), Instagram (instagram.com), Pinterest (in.pinterest.com), Photobucket (photobucket.com), Picasa (picasa.google.com), SmugMug (www.smugmug.com), etc (Bradley, 2007; Kroski, 2008; Salomon, 2013).
The results showed that blog and RSS are among the mostly used applications and web 0 applications are associated with overall website quality, particularly to the service quality.
Stvilia and Jörgensen (2010) suggests that controlled vocabulary terms may be
37 complemented with those user generated tags which users feel more comfortable with for information The study also reflects a growing interest among the user community to be involved in “social content creation and sharing communities in creating and enhancing the metadata of their photo collections to make the collections more accessible and visible”.
2.1 Steps to increase accessibility to photo-sharing sites
a) Improve visibility: To make photo-sharing sites of the library easily visible, a direct link to library homepage is essential
2.2 Purposes of using photo-sharing sites
a) Organising library tour
b) Community building
c) Tool for digitisation
d) Grabbing the users at their own place
e) Integrating Feeds with other application
f) Displaying new arrivals : Newly added books
g) Sharing news & events and publicize library activities
h) Archives of exhibits
i) Portal for academic and research activity: Photo-sharing sites may serve as platform tofoster teaching learning activity, particularly for those who may use these image resource sites for academic purpose
j) Experimentation : Being a relatively new approach to users service, these tools may be introduced on experimental basis to examine their proper utilisation before final implementation
k) Miscellaneous : Public library can reach out to the community physically, offer service to the traditionally underserved, homebound or people with disability, implement programmes to include marginalised section of the community and showcase its mobile outreach efforts in photo-sharing sites.
Before going to integrate photo-sharing site, a library should set the strategic objectives i.e., what purposes are to be served. “Purpose can provide clarity of vision when creating policies or guidelines” (Garofalo, 2013, p.28). The above discussedrange of purposes may help librarians to develop better understanding to makeinformed selection of photo-sharing utility and the nature of images to be posted through it. Goal setting should precede consideration of views of a sizeable section of all library stakeholders to know beforehand what they expect from the library.
• Once the purposes are outlined, a library should formulate policy/ guideline for photo-sharing practices, based on user requirement, staff resource, available time component and technological support base. Policy offers a clear guideline for the users and staff to decide the kind of images to be posted. A guideline is indeed essential for the optimum use of photo-sharing site. It also delineates the roles and responsibilities of the staff concerned and ensures regular monitoring of the posts. Policy may highlight fair use guidelines and allow re-use of images within the scope of copy-right.
• A best way to start is integrating an app, involving simple design with fewer images and let users be familiarized with the system. During the course of development more and more apps may be added, with more images to be posted to serve variety of purposes, depending on the institutional resource and user demand.
• Accessibility to photo-sharing site largely depends on its visibility to the audience. Icon of photo-sharing utility prominently located on website will increase the presentation of its visual identity. Library may set links to photo-sharing sites at home page or at drilled-down page.
• Being an emerging technology, photo-sharing site needs adequate exposure for optimum usage. Annotations associated to photo-sharing site will give an idea about the online tool and will guide users to better harness the application.
• Photo-sharing sites allow images to be organised in a variety of way. Categorising image resources under various topical headings at one location will improve resource identification and frees one from extensive searching.
• Regular posting of engaging images to photo-sharing site from the library and follow- up will attract users to tag and share images and strengthen community involvement with active user participation.
• “Social and informal photographs” of library staff will make them more approachable and strengthen patron-staff relationship.
• Library should seek user comments and suggestions to improve current photo-sharing application and to incorporate fresh element to library service provision. User feedback may be considered as a tool to evaluate the effectiveness of existing photo- sharing practices.
• To popularise the effort, usual promotional media like physical and online signs/ displays apart, library may use social media marketing platforms like blogs, Facebook, Twitter, etc., and increase awareness of photo-sharing tools.
• Imparting technology training may develop necessary knowledge; improve skill, and change the attitude and mindset of library professionals to handle issues related to using this web-based powered-tools and repurpose existing accessibility settings.
• To provide quick link to photo-sharing site from anywhere in the web, a library may use add-ons / plug-ins to embed image sharing tools.
• Photo-sharing site may be implemented to satisfy multiple approach options of users. A section of users use photo-sharing site to have a glimpse of the newly arrived documents, highlights of catalogue, rare books, etc. Some others may use it to find images of historical importance with context. New users may find it attractive to pay
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