Archive of ‘learning’ category
apester
+++++++++++++++++++++++
compare Apester (https://app.apester.com/) to Kahoot (https://getkahoot.com/) and EdPuzzle (https://edpuzzle.com/)
(EdPuzzle needs an account)
https://play.kahoot.it/#/k/21379a63-b67c-4897-a2cd-66e7d1c83027
(you need to let me know, if you want to test it, since Kahoot is ONLY synchronous)
Apеster (https://app.apester.com/): can be played asynchronously (yet, restricted in time). Kahoot is a simultaneous game. EdPuzzle also lke Apester can be asynchronous, but like Kahoot requires an account, whereas Apester can be played by anyone.
Apester (https://app.apester.com/) video is NOT working yet. Kahoot has a nice feature for a video intro and video response. Apester (https://app.apester.com/) Embed is working, but link sharing is NOT WORKING.
Both Apester and Kahoot are mobile devices compatible.
+++++++++++++++
more on presentation tools in this IMS blog:
https://blog.stcloudstate.edu/ims?s=effective+presentations
K12 mobile learning
CoSN Survey: Mobile Learning Top Priority for K–12 IT Leaders
By Richard Chang 04/04/17
Mobile learning is the top priority for K–12 IT leaders, according to the fifth annual K–12 IT Leadership Survey published by the Consortium for School Networking (CoSN).
It’s the first time mobile learning ranked as the highest priority in the survey. The No. 2 priority is broadband and network capacity, which ranked first last year, and the No. 3 priority is cybersecurity and privacy, with 62 percent of respondents rating them more important than last year.
- Understaffing remains a key issue for technology departments in school systems.
- Single sign-on (SSO) is the most implemented interoperability initiative
- More than one-third of IT leaders expressed no interest in bring your own device (BYOD) initiatives, up from 20 percent in 2014.
- Interest in open educational resources (OER) is high
- Education technology experience is common among IT leaders
- Strong academic backgrounds are also prevalent among IT leaders.
- Lack of diversity continues to be an issue for school district technology leaders.
CoSN is a nonprofit association for school system technology leaders. To read or download the full IT leadership survey, visit this CoSN site.
+++++++++++++++++++
more on mobile learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=mobile+learning
7 blogging tools
7 Blogging Tools for Teachers Compared and Ranked – Updated for 2017
http://www.freetech4teachers.com/2017/02/7-blogging-tools-for-teachers-compared.html
1. Blogger – It’s free and easy to set-up. It can be integrated into your Google Apps for Education account which means that you and your students can use the same usernames and passwords that they use in all other Google tools. You can make your blog private (up to 100 members invited by email). The drawback to it is that a lot of school filters flag it as “social media” and block it on those grounds.
1a. Edublogs – Probably the best option for elementary school and middle school use. Blogs and individual blog posts can be made private, password-protected, or public. You can create and manage your students’ accounts. The latest version of Edublogs allows all users to include videos in blog posts. Outstanding customer support.
2. Weebly for Education – It’s free to have up to 40 students in your account. You can manage your students’ accounts. You can have students contribute to a group blog and or let them manage their own individual blogs.
3. SeeSaw.me – SeeSaw was originally launched as a digital portfolio tool. The addition of a blogging component was made in January 2016. The blogging component of SeeSaw allows you to import and display your students’ digital artifacts publicly or privately. There is not much you can do with SeeSaw in terms of customization of layout and color scheme.
4. WordPress.org – If you have the technical accumen or the time to learn it (it’s not that hard), self-hosting a blog that runs on WordPress software will give you the ultimate in control and flexibility. You will be able to create and manage student accounts, have a nearly infinite variety of customizations, and you’ll be able to move your blog from server to server whenever you want to. That said, you will have to pay for hosting (or convince your school to give you server space) and you will be responsible for maintaining security updates and backing-up your blog regularly.
5. Kidblog – Allows you to manage your students’ accounts. Requires you to pay for a subscription in order to get the features that you really want. Those features include embedding videos and other media from third party sites. Powered by WordPress software.
6. WordPress.com – It’s easy to use and is free, but with some serious limitations at the free level. The free version displays advertising on your blog which you cannot control. The free version also doesn’t allow embedding content from many third-party sites.
++++++++++++++
more on blogging in this IMS blog
https://blog.stcloudstate.edu/ims?s=blog
use of laptops phones in the classroom
Why I’m Asking You Not to / Use Laptops
++++++++++ against: ++++++++++++++++
https://blog.stcloudstate.edu/ims/2019/08/27/reading-teenagers-electronic-devices/
Children who use smartphones, tablets, and video games for more than seven hours a day are more likely to experience premature thinning of the cortex, the outermost layer of the brain that processes thought and action, a 2018 study found. https://t.co/OJe6ZTBVkx
— EdWeek Teacher (@EdWeekTeacher) August 1, 2019
research showing how laptops can be more of a distraction than a learning enabler. Purdue University even started blocking streaming websites such as Netflix, HBO, Hulu and Pandora.
But others say banning laptops can be counterproductive, arguing these devices can create opportunity for students to discover more information during class or collaborate. And that certain tools and technologies are necessary for learners who struggle in a traditional lecture format.
+++++++++++++++
The professor is upset. The professor has taken action, by banning laptops.
Bruff, whose next book, Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching, is set to be published this fall, is among the experts who think that’s a mistake. Why? Well, for one thing, he said, students are “going to have to graduate and get jobs and use laptops without being on Facebook all day.” The classroom should help prepare them for that.
Study: Use of digital devices in class affects students’ long-term retention of information
- A new study conducted by researchers at Rutgers University reveals that students who are distracted by texts, games, or videos while taking lecture notes on digital devices are far more likely to have their long-term memory affected and to perform more poorly on exams, even if short-term memory is not impacted, EdSurge reports.
- Exam performance was not only poorer for students using the devices, but also for other students in classes that permitted the devices because of the distraction factor, the study found.
- After conducting the study, Arnold Glass, the lead researcher, changed his own policy and no longer allows his students to take notes on digital devices.
By Jack Grove Twitter: @jgro_the April 4, 2017
Using laptops in class harms academic performance, study warns. Researchers say students who use computers score half a grade lower than those who write notes
findings, published in the journal Economics of Education Review in a paper, based on an analysis of the grades of about 5,600 students at a private US liberal arts college, found that using a laptop appeared to harm the grades of male and low-performing students most significantly.
While the authors were unable to definitively say why laptop use caused a “significant negative effect in grades”, the authors believe that classroom “cyber-slacking” plays a major role in lower achievement, with wi-fi-enabled computers providing numerous distractions for students.
April 07, 2006
A Law Professor Bans Laptops From the Classroom
http://www.chronicle.com/article/A-Law-Professor-Bans-Laptops/29048
by Anne Curzan http://www.chronicle.com/blogs/linguafranca/2014/08/25/why-im-asking-you-not-to-use-laptops/
Laptop multitasking hinders classroom learning for both users and nearby peers
http://www.sciencedirect.com/science/article/pii/S0360131512002254
March 13, 2017
The Distracted Classroom
http://www.chronicle.com/article/The-Distracted-Classroom/239446
Welcome, Freshmen. Look at Me When I Talk to You.
http://www.chronicle.com/article/Welcome-Freshmen-Look-at-Me/237751
October 28, 2015
Memorization, Cheating, and Technology. What can we do to stem the increased use of phones and laptops to cheat on exams in class?
http://www.chronicle.com/article/Memorization-Cheating-and/233926
+++++++++++++++ for +++++++++++++
intrinsic motivation:
https://blog.stcloudstate.edu/ims/2019/11/13/intrinsic-motivation-digital-distractions/
The learning experience is different in schools that assign laptops, a survey finds
+++++++++++++
Blended Learning – the idea of incorporating technology into the every day experience of education – can save time, raise engagement, and increase student retention.
- Review games like Kahoot and Quizlet Live
- Content delivery from Sutori, Padlet, or ThingLink
- The near endless possibilities of GoogleForms (even making digital escape rooms!)
Lets face it, our students are addicted to their phones. Like…drugs addicted. It is not just a bad habit, it is hard wired in their brains(literally) to have the constant stimulation of their phones.
If you are interested in the research, there is a lot out there to read about how it happens and how bad it is.
a Scientific American article published about a recent study of nomophobia – on adults (yes, many of us are addicted too).
Best Practices for Laptops in the Classroom
http://www.chronicle.com/blogs/profhacker/best-practices-for-laptops-in-the-classroom/39064
September 11, 2016
No, Banning Laptops Is Not the Answer. And it’s just as pointless to condemn any ban on electronic devices in the classroom
http://www.chronicle.com/article/No-Banning-Laptops-Is-Not-the/237752
Don’t Ban Laptops in the Classroom
http://www.chronicle.com/blogs/conversation/2014/09/23/dont-ban-laptops-in-the-classroom/
Use of Laptops in the Classroom: Research and Best Practices. Tomorrow’s Teaching and Learning
https://tomprof.stanford.edu/posting/1157
On Not Banning Laptops in the Classroom
http://techist.mcclurken.org/learning/on-not-banning-laptops-in-the-classroom/
+++++++++++++ neutral / observation +++++++++++++++
F January 26, 2001
Colleges Differ on Costs and Benefits of ‘Ubiquitous’ Computing
http://www.chronicle.com/article/Colleges-Differ-on-Costs-and/17848
“Bring Your Own Device” Policies?
http://www.chronicle.com/blogs/profhacker/bring-your-own-device-policies/42732
June 13, 2014, 2:40 pm By Robert Talbert
Three issues with the case for banning laptops
3 Tips for Managing Phone Use in Class
https://www.edutopia.org/article/3-tips-managing-phone-use-class
+++++++++++++++++++++++
more on mobile learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=mobile+learning
qualitative method research
Qualitative Method Research
quote
Data treatment and analysis
Because the questionnaire data comprised both Likert scales and open questions, they were analyzed quantitatively and qualitatively. Textual data (open responses) were qualitatively analyzed by coding: each segment (e.g. a group of words) was assigned to a semantic reference category, as systematically and rigorously as possible. For example, “Using an iPad in class really motivates me to learn” was assigned to the category “positive impact on motivation.” The qualitative analysis was performed using an adapted version of the approaches developed by L’Écuyer (1990) and Huberman and Miles (1991, 1994). Thus, we adopted a content analysis approach using QDAMiner software, which is widely used in qualitative research (see Fielding, 2012; Karsenti, Komis, Depover, & Collin, 2011). For the quantitative analysis, we used SPSS 22.0 software to conduct descriptive and inferential statistics. We also conducted inferential statistics to further explore the iPad’s role in teaching and learning, along with its motivational effect. The results will be presented in a subsequent report (Fievez, & Karsenti, 2013)
Fievez, A., & Karsenti, T. (2013). The iPad in Education: uses, benefits and challenges. A survey of 6057 students and 302 teachers in Quebec, Canada (p. 51). Canada Research Chair in Technologies in Education. Retrieved from https://www.academia.edu/5366978/The_iPad_in_Education_uses_benefits_and_challenges._A_survey_of_6057_students_and_302_teachers_in_Quebec_Canada
unquote
The reason was the advent of computing power in the second half of the 20th century, which allowed exact sciences to claim “scientific” and “data-based” results.
One of the statistical package, SPSS, is today widely known and considered a magnificent tools to bring solid statistically-based argumentation, which further perpetuates the superiority of quantitative over qualitative method.
Florian Kohlbacher
http://www.qualitative-research.net/index.php/fqs/article/view/75/153
excellent guide to the structure of a qualitative research
Abbyy Fine Reader, https://www.abbyy.com/en-us/finereader/
OmniPage, http://www.nuance.com/for-individuals/by-product/omnipage/index.htm
Readirus http://www.irislink.com/EN-US/c1462/Readiris-16-for-Windows—OCR-Software.aspx
The text from the articles is processed either through NVIVO or related programs (see bottom of this blog entry). As the authors propose: ” This is immediately useful for literature review and proposal writing, and continues through the research design, data gathering, and analysis stages— where NVivo’s flexibility for many different sources of data (including audio, video, graphic, and text) are well known—of writing for publication” (p. 353).
– RQDA (the small one): http://rqda.r-forge.r-project.org/ (see on youtube the tutorials of Metin Caliskan); one active developper.
– GATE (the large one): http://gate.ac.uk/ | https://gate.ac.uk/download/
text mining: https://en.wikipedia.org/wiki/Text_mining
Text mining, also referred to as text data mining, roughly equivalent to text analytics, is the process of deriving high-quality information from text. High-quality information is typically derived through the devising of patterns and trends through means such as statistical pattern learning. Text mining usually involves the process of structuring the input text (usually parsing, along with the addition of some derived linguistic features and the removal of others, and subsequent insertion into a database), deriving patterns within the structured data, and finally evaluation and interpretation of the output.
https://ischool.syr.edu/infospace/2013/04/23/what-is-text-mining/
Qualitative data is descriptive data that cannot be measured in numbers and often includes qualities of appearance like color, texture, and textual description. Quantitative data is numerical, structured data that can be measured. However, there is often slippage between qualitative and quantitative categories. For example, a photograph might traditionally be considered “qualitative data” but when you break it down to the level of pixels, which can be measured.
word of caution, text mining doesn’t generate new facts and is not an end, in and of itself. The process is most useful when the data it generates can be further analyzed by a domain expert, who can bring additional knowledge for a more complete picture. Still, text mining creates new relationships and hypotheses for experts to explore further.
quick and easy:
intermediate:
advanced:
Introduction to GATE Developer https://youtu.be/o5uhMF15vsA
use of RapidMiner:
https://rapidminer.com/pricing/
– ATLAS.TI
– QDA Miner: http://provalisresearch.com/products/qualitative-data-analysis-software/
There is also a free version called QDA Miner Lite with limited functionalities: http://provalisresearch.com/products/qualitative-data-analysis-software/freeware/
– MAXQDA
– NVivo
– SPSS Text Analytics
– Kwalitan
– Transana (include video transcribing capability)
– XSight
– Nud*ist https://www.qsrinternational.com/
(Cited from: https://www.researchgate.net/post/Are_there_any_open-source_alternatives_to_Nvivo [accessed Apr 1, 2017].
– IBM Watson Conversation
– IBM Watson Text to Speech
– Google Translate API
– MeTA
– LingPipe
– NLP4J
– Timbl
– Colibri Core
– CRF++
– Frog
– Ucto
– CRFsuite
Sociological Research Online, vol. 3, no. 3, <http://www.socresonline.org.uk/3/3/4.html>
Pros and Cons of Computer Assisted Qualitative Data Analysis Software
more on quantitative research:
literature on quantitative research:
St. Cloud State University MC Main Collection – 2nd floor | AZ195 .B66 2015 |
mobile learning
https://www.pinterest.com/pin/233131718185907036
The busy educator’s guide to mobile learning
_+++++++++++++++++
more on mobile learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=mobile+learning
instructional design models
http://info.shiftelearning.com/blog/top-instructional-design-models-explained
https://www.pinterest.com/pin/208995238935184556
+++++++++++++++++++++++++++++
https://www.pinterest.com/pin/370632244304193135/
+++++++++++++++++++++++++++++++++++++++++++++
+++++++++++++++++++
more on instructional design in this IMS blog
https://blog.stcloudstate.edu/ims?s=instructional+design
digital learning
The Disruption of Digital Learning: Ten Things We Have Learned
Published on Featured in: Leadership & Management Josh Bersin https://www.linkedin.com/pulse/disruption-digital-learning-ten-things-we-have-learned-josh-bersin
meetings with Chief Learning Officers, talent management leaders, and vendors of next generation learning tools.
The corporate L&D industry is over $140 billion in size, and it crosses over into the $300 billion marketplace for college degrees, professional development, and secondary education around the world.
Digital Learning does not mean learning on your phone, it means “bringing learning to where employees are.” In other words, this new era is not only a shift in tools, it’s a shift toward employee-centric design. Shifting from “instructional design” to “experience design” and using design thinking are key here.
1) The traditional LMS is no longer the center of corporate learning, and it’s starting to go away.
LMS platforms were designed around the traditional content model, using a 17 year old standard called SCORM. SCORM is a technology developed in the 1980s, originally intended to help companies like track training records from their CD-ROM based training programs.
the paradigm that we built was focused on the idea of a “course catalog,” an artifact that makes sense for formal education, but no longer feels relevant for much of our learning today.
not saying the $4 billion LMS market is dead, but the center or action has moved (ie. their cheese has been moved). Today’s LMS is much more of a compliance management system, serving as a platform for record-keeping, and this function can now be replaced by new technologies.
We have come from a world of CD ROMs to online courseware (early 2000s) to an explosion of video and instructional content (YouTube and MOOCs in the last five years), to a new world of always-on, machine-curated content of all shapes and sizes. The LMS, which was largely architected in the early 2000s, simply has not kept up effectively.
2) The emergence of the X-API makes everything we do part of learning.
In the days of SCORM (the technology developed by Boeing in the 1980s to track CD Roms) we could only really track what you did in a traditional or e-learning course. Today all these other activities are trackable using the X-API (also called Tin Can or the Experience API). So just like Google and Facebook can track your activities on websites and your browser can track your clicks on your PC or phone, the X-API lets products like the learning record store keep track of all your digital activities at work.
3) As content grows in volume, it is falling into two categories: micro-learning and macro-learning.
4) Work Has Changed, Driving The Need for Continuous Learning
Why is all the micro learning content so important? Quite simply because the way we work has radically changed. We spend an inordinate amount of time looking for information at work, and we are constantly bombarded by distractions, messages, and emails.
5) Spaced Learning Has Arrived
If we consider the new world of content (micro and macro), how do we build an architecture that teaches people what to use when? Can we make it easier and avoid all this searching?
“spaced learning.”
Neurological research has proved that we don’t learn well through “binge education” like a course. We learn by being exposed to new skills and ideas over time, with spacing and questioning in between. Studies have shown that students who cram for final exams lose much of their memory within a few weeks, yet students who learn slowly with continuous reinforcement can capture skills and knowledge for decades.
6) A New Learning Architecture Has Emerged: With New Vendors To Consider
One of the keys to digital learning is building a new learning architecture. This means using the LMS as a “player” but not the “center,” and looking at a range of new tools and systems to bring content together.
On the upper left is a relatively new breed of vendors, including companies like Degreed, EdCast, Pathgather, Jam, Fuse, and others, that serve as “learning experience” platforms. They aggregate, curate, and add intelligence to content, without specifically storing content or authoring in any way. In a sense they develop a “learning experience,” and they are all modeled after magazine-like interfaces that enables users to browse, read, consume, and rate content.
The second category the “program experience platforms” or “learning delivery systems.” These companies, which include vendors like NovoEd, EdX, Intrepid, Everwise, and many others (including many LMS vendors), help you build a traditional learning “program” in an open and easy way. They offer pathways, chapters, social features, and features for assessment, scoring, and instructor interaction. While many of these features belong in an LMS, these systems are built in a modern cloud architecture, and they are effective for programs like sales training, executive development, onboarding, and more. In many ways you can consider them “open MOOC platforms” that let you build your own MOOCs.
The third category at the top I call “micro-learning platforms” or “adaptive learning platforms.” These are systems that operate more like intelligent, learning-centric content management systems that help you take lots of content, arrange it into micro-learning pathways and programs, and serve it up to learners at just the right time. Qstream, for example, has focused initially on sales training – and clients tell me it is useful at using spaced learning to help sales people stay up to speed (they are also entering the market for management development). Axonify is a fast-growing vendor that serves many markets, including safety training and compliance training, where people are reminded of important practices on a regular basis, and learning is assessed and tracked. Vendors in this category, again, offer LMS-like functionality, but in a way that tends to be far more useful and modern than traditional LMS systems. And I expect many others to enter this space.
Perhaps the most exciting part of tools today is the growth of AI and machine-learning systems, as well as the huge potential for virtual reality.
7) Traditional Coaching, Training, and Culture of Learning Has Not Gone Away
8) A New Business Model for Learning
he days of spending millions of dollars on learning platforms is starting to come to an end. We do have to make strategic decisions about what vendors to select, but given the rapid and immature state of the market, I would warn against spending too much money on any one vendor at a time. The market has yet to shake out, and many of these vendors could go out of business, be acquired, or simply become irrelevant in 3-5 years.
9) The Impact of Microsoft, Google, Facebook, and Slack Is Coming
The newest versions of Microsoft Teams, Google Hangouts and Google Drive, Workplace by Facebook, Slack, and other enterprise IT products now give employees the opportunity to share content, view videos, and find context-relevant documents in the flow of their daily work.
We can imagine that Microsoft’s acquisition of LinkedIn will result in some integration of Lynda.com content in the flow of work. (Imagine if you are trying to build a spreadsheet and a relevant Lynda course opens up). This is an example of “delivering learning to where people are.”
10) A new set of skills and capabilities in L&D
It’s no longer enough to consider yourself a “trainer” or “instructional designer” by career. While instructional design continues to play a role, we now need L&D to focus on “experience design,” “design thinking,” the development of “employee journey maps,” and much more experimental, data-driven, solutions in the flow of work.
lmost all the companies are now teaching themselves design thinking, they are using MVP (minimal viable product) approaches to new solutions, and they are focusing on understanding and addressing the “employee experience,” rather than just injecting new training programs into the company.
+++++++++++++++++++
more on elearning in this IMS blog
https://blog.stcloudstate.edu/ims?s=elearning
games teach thinking skills
SCHOOL USES VIDEO GAMES TO TEACH THINKING SKILLS
+++++++++++++++++++++++++++
More on gaming and education in this IMS blog:
https://blog.stcloudstate.edu/ims?s=games