textbook or not

Zaghab, R. W., & Beckenholdt, P. (2014, June). Textbook-Free Learning: A Framework for Critical Analysis. In Proceedings of the 9th International Conference on e-Learning: ICEL 2014 (p. 190). Academic Conferences Limited.

https://books.google.com/books?hl=en&lr=&id=ElMJBAAAQBAJ&oi=fnd&pg=PA190&dq=textbook-free+Zaghab&ots=IDuokCrhcq&sig=hpg16tUnRLP00CgHJo9z7fY8uqM#v=onepage&q=textbook-free%20Zaghab&f=false

short link: http://scsu.mn/1XlEcLE

Abstract:

Textbooks are losing relevance in the higher education classrooms partially due to the high costs and slow speed of textbook publication in the midst of the growing supply of open electronic resources. With trends toward online course delivery, more colleges are considered online resources as a matter of policy without an adequate framework for decision making during times of rapid transformation. The purpose of this paper is to improve the balance and deliberateness of university decision making in considering Textbook-free approaches. The proposed line of inquiry responds to a critical and timely question: Under what conditions might Textbook-free online course resources offer the best approach to a quality higher education learning experience? A three-part analytical framework is proposed to consider resource quality, institutional commitments, and external trends. By distilling the literature, the authors propose: 1) universal quality indicators for online and open education resource selection for a course or classroom; 2) institutional factors and resources that impact the quality of the Textbook-free approach; and 3) the selection of instructional resources based on environmental factors and transformational change influencing fields of study. Punctuated equilibrium theory helps to inform the framework. With the assumption that classrooms prepare students for the world of work, the proposed framework identifies challenges to the identification of educational resources for fields undergoing disruptive change.

detachable tablets

iPad Shipments Plummet as Detachable Tablets Double

By David Nagel 02/09/16

Why the sudden popularity of detachables?

According to IDC: “One of the biggest reasons why detachables are growing so fast is because end users are seeing those devices as PC replacements,” said Jean Philippe Bouchard, Research Director, Tablets at IDC.

http://icharts.net/chartchannel/top-5-ww-tablet-vendors-unit-shipments-millions-2015q4_mh7ryshbc

More about tablets and laptops in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=tablet&submit=Search

online collaborative tools

Google+ posting: https://plus.google.com/+TessPajaron/posts/BiDw1cUNvTo

7 Tools for Hosting Online Brainstorming Sessions

http://www.freetech4teachers.com/2016/02/7-tools-for-hosting-online.html#.VrlFHEZa2zB
Simple Surface is a browser-based tool for collaboratively creating outlines and mind maps.To get started with Simple Surface just click on “use for free now,” double click on the surface, and then start typing. To create an additional thought box just double click anywhere on your board. To make sibling and child thought boxes use the enter and tab keys. You can edit the color and size of fonts. Your boxes can be linked to URLs too. Right-click on your surface to open the full menu of editing options.

NoteBookCast is a free whiteboard tool that will work in the web browser on a laptop, iPad, Android tablet, and Windows tablet. NoteBookCast is a collaborative whiteboard tool. You can invite others to join your whiteboard by entering the code assigned to your whiteboard. You can chat while drawing on NoteBookCast whiteboards. While you can create an account on NoteBookCast, it is not a requirement for using the service. You can create a whiteboard by simply clicking “create a whiteboard” then entering a nickname for yourself to use on the whiteboard. If you do create a NoteBookCast account you can save your whiteboards and create whiteboard templates to re-use.

iBrainstorm is a free brainstorming application for the iPad and the iPhone. The app allows you to record brainstorming sessions using a combination of free hand drawings and sticky notes. You can share and collaborate with other users of iBrainstorm. Sharing notes and drawings between users in a local setting is a simple matter of “flicking” an item to another user.

Realtime Board is a platform for hosting online, collaborative brainstorming sessions. Realtime Board is built with HTML5 which means that it works equally well on your laptop and on your iPad or Android tablet. Realtime Board provides a blank canvas on which you can type, draw, and post pictures. You can connect elements on your boards through a simple linking tool. The boards that you create on Realtime Board can be shared publicly or privately. To help you communicate with your collaborators Realtime Board has a chat function built into every board. Realtime Board grants teachers and students access to all premium features for free. In order to get the premium features for free you do need to complete the form here.

Stoodle is an online whiteboard service supported in part by the CK-12 Foundation. Through Stoodle you can quickly create a collaborative whiteboard space. On your whiteboard you can type, draw, and upload images. You can connect Stoodle to your computer’s microphone and talk your collaborators while drawing, typing, or sharing images. Stoodle does not require you to create an account. Stoodle will work in the web browser on your iPad or Android tablet.

More on online collaborative tools in this IMS blog:
http://blog.stcloudstate.edu/ims/2013/10/30/collaborative-cloud-based-tools-to-consider/

student engagement in online classes

per SCSU faculty request, please have compiled literature (books and peer-reviewed articles) on:

Here some names who are well regarded in the community of online learning as specialists in online discussions:

  1. Susan Ko
    https://mplus.mnpals.net/vufind/Record/007248228
  2. Palloff and Pratt:
    https://www.goodreads.com/author/show/159169.Keith_Pratt (not sure if you are a goodreads user, I am)
    https://mplus.mnpals.net/vufind/Record/007494813

the most recent peer-reviewed literature on keywords: “engag*” + “student*” + “online” = 13K+ titles for the period 2010-2016:

http://scsu.mn/1W6Y7wF

and about 20 articles from the link above with the general search:

Record: 1

A Digital Badging Dataset Focused on Performance, Engagement and Behavior-Related Variables from Observations in Web-Based University Courses By: McDaniel, Rudy; Fanfarelli, Joseph R.. British Journal of Educational Technology, v46 n5 p937-941 Sep 2015. (EJ1071635)

Database:

ERIC

Record: 2

A Student-Centered Guest Lecturing: A Constructivism Approach to Promote Student Engagement By: Li, Lei; Guo, Rong. Journal of Instructional Pedagogies, v15 Oct 2015. (EJ1060070)
Full Text from ERIC

Database:

ERIC

Record: 3

Creating Effective Student Engagement in Online Courses: What Do Students Find Engaging? By: Dixson, Marcia D.. Journal of the Scholarship of Teaching and Learning, v10 n2 p1-13 Jun 2010. (EJ890707)
Full Text from ERIC

Database:

ERIC

Record: 4

Effects From Student Engagement Online. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p67-73. 7p. DOI: 10.1002/aehe.20018.

Database:

EBSCO MegaFILE

Record: 5

Engaging Students in Online Courses By: Jacobs, Pearl. Research in Higher Education Journal, v26 Oct 2014. (EJ1055325)
Full Text from ERIC

Database:

ERIC

Record: 6

Engaging Students via Social Media: Is It Worth the Effort? By: Mostafa, Rania B.. Journal of Marketing Education, v37 n3 p144-159 Dec 2015. (EJ1080980)

Database:

ERIC

Record: 7

Engaging Students with Social Media By: Bal, Anjali S.; Grewal, Dhruv; Mills, Adam. Journal of Marketing Education, v37 n3 p190-203 Dec 2015. (EJ1081047)

Database:

ERIC

Record: 8

HOW TO BETTER ENGAGE ONLINE STUDENTS WITH ONLINE STRATEGIES. By: BRITT, DR. MARGARET. College Student Journal. Fall2015, Vol. 49 Issue 3, p399-404. 6p.

Database:

EBSCO MegaFILE

Record: 9

Instructor scaffolding for interaction and students’ academic engagement in online learning: Mediating role of perceived online class goal structures. By: Cho, Moon-Heum; Cho, YoonJung. Internet & Higher Education. Apr2014, Vol. 21, p25-30. 6p. DOI: 10.1016/j.iheduc.2013.10.008.

Database:

EBSCO MegaFILE

Record: 10

Measuring Student Engagement in an Online Program By: Bigatel, Paula; Williams, Vicki. Online Journal of Distance Learning Administration, v18 n2 Sum 2015. (EJ1065381)

Database:

ERIC

Record: 11

Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE) By: Dixson, Marcia D.. Online Learning, v19 n4 Sep 2015. (EJ1079585)
Full Text from ERIC

Database:

ERIC

Record: 12

On-Line Course Development: Engaging and Retaining Students By: Bruster, Benita G.. SRATE Journal, v24 n2 p1-7 Sum 2015. (EJ1083122)
Full Text from ERIC

Database:

ERIC

Record: 13

Promoting Online Students’ Engagement and Learning in Science and Sustainability Preservice Teacher Education By: Tomas, Louisa; Lasen, Michelle; Field, Ellen. Australian Journal of Teacher Education, v40 n11 Article 5 Nov 2015. (EJ1083370)
Full Text from ERIC

Database:

ERIC

Record: 14

Strengthening student engagement: what do students want in online courses? By: Chakraborty, Misha; Nafukho, Fredrick Muyia. European Journal of Training & Development. 2014, Vol. 38 Issue 9, p782-802. 21p. DOI: 10.1108/EJTD-11-2013-0123.

Database:

EBSCO MegaFILE

Record: 15

Student Engagement in Online Learning: What Works and Why. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p1-14. 14p. DOI: 10.1002/aehe.20018.

Database:

EBSCO MegaFILE

Record: 16

Student Perceptions of Twitters’ Effectiveness for Assessment in a Large Enrollment Online Course By: Rohr, Linda; Costello, Jane. Online Learning, v19 n4 Sep 2015. (EJ1079590)
Full Text from ERIC

Database:

ERIC

Record: 17

Techniques for Student Engagement Online. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p37-66. 30p. DOI: 10.1002/aehe.20018.

Database:

EBSCO MegaFILE

Record: 18

The civic-social media disconnect: exploring perceptions of social media for engagement in the daily life of college students. By: Mihailidis, Paul. Information, Communication & Society. Oct2014, Vol. 17 Issue 9, p1059-1071. 13p. DOI: 10.1080/1369118X.2013.877054.

Database:

EBSCO MegaFILE

Record: 19

The Online University Classroom: One Perspective for Effective Student Engagement and Teaching in an Online Environment By: Carr, Marsha. Journal of Effective Teaching, v14 n1 p99-110 2014. (EJ1060450)
Full Text from ERIC

Database:

ERIC

Record: 20

The Perils of a Lack of Student Engagement: Reflections of a “Lonely, Brave, and Rather Exposed” Online Instructor By: Stott, Philip. British Journal of Educational Technology, v47 n1 p51-64 Jan 2016. (EJ1086712)

Database:

ERIC

Record: 21

The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom: The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction By: Francescucci, Anthony; Foster, Mary. Canadian Journal of Higher Education, v43 n3 p78-91 2013. (EJ1018277)
Full Text from ERIC

Database:

ERIC

======================================================

More on “Classroom Discussion and Students Participation” in this IMS blog entry:
http://blog.stcloudstate.edu/ims/2016/01/29/classroom-discussion-and-students-participation/

ICEEEL 2017

ICEEEL 2017 : 19th International Conference on e-Education and e-Learning

https://www.waset.org/conference/2017/04/boston/ICEEEL/home

Apr 24-25, 2017
2016-12-04 00:00:00
2016-11-04 00:00:00
2016-10-04 00:00:00

e-Education: Systems, Design and Technologies
practices and cases in e-education
systems and technologies in e-education
applications and integration of e-education
e-learning evaluation and content
campus information systems
e-learning technologies, standards and systems
mobile learning
computer aided assessments
knowledge management
virtual learning environments
multimedia in e-learning
marketing and promoting e-learning
social benefits of e-learning
organization learning
technology adoption and diffusion of e-learning
other relative topics

e-Learning: Systems, Design and Technologies
e-Learning platforms
portals and Virtual learning
environments
Course design
Emerging and best practices
Partnerships in e-Learning
Evaluation of e-Learning
Cross-cultural
education
e-Learning strategies
Social benefits of e-Learning

video tools for social media

14 Video Tools for Social Media

use to create screencasts, montages and slideshows.

December 7, 2015

http://www.socialmediaexaminer.com/14-video-tools-for-social-media-marketers

Facebook gives priority to native videos (as opposed to video links to external sources) to encourage this type of content. Videos that are directly uploaded to Facebook perform better and provide a better experience. They receive 30% more video views than videos posted from other websites, and have images up to 11 times larger in the news feed.

Screencasts / Lecture Capture

  • Camtasia Studio
  • ScreenFlow (Apple/Mac)
  • Snagit
  • TechSmith Fuse works with Camtasia Studio and Snagit. Capture the images and videos on your mobile device and send them to your desktop to use in your videos.
  • Reflector by Squirrels allows you to do wireless mirroring, so you can display your smartphone screen (Android or iOS) on your desktop.

Slideshows

Video Montages on Desktop and Mobile Apps

  • Animoto
  • Magisto is a free app that automatically turns your everyday videos and photos into movies
  • Adobe Voice. The app is available only for iPad

Mobile video capture

  • Flipagram. You can record voice narration, choose from Flipagram’s music or upload 15 seconds of music you already have on your mobile device.
  • Diptic app is another video tool for making collages that has a newly added animation feature, which works with transitions
  • Boomerang is a new app from Instagram that takes a burst of photographs and stitches them together into a 1-second video and loops it forward and backward. It’s not an animated GIF, but it’s designed to look like one.

More about lecture capture in this blog: http://blog.stcloudstate.edu/ims/?s=capture&submit=Search
More about video in this blog: http://blog.stcloudstate.edu/ims/?s=video&submit=Search
More about effective presentations and slideshows in this blog: http://blog.stcloudstate.edu/ims/?s=presentations&submit=Search

 

 

 

 

forecast technology in education

Survey: Teachers Say Tech Distractions More Concerning than Privacy, Security

By Joshua Bolkan, 01/26/16

https://thejournal.com/articles/2016/01/26/survey-teachers-say-tech-distractions-more-concerning-than-privacy-security.aspx

“According to the study, U.S. educators believe technology’s potential for distraction will wane as digital culture and infrastructure mature in the next five years, giving way to other concerns like privacy and security in 2020,” according to a news release. “However, these present and future apprehensions don’t stop many U.S. educators from allowing personal electronics in their classrooms. U.S. teachers have a higher tolerance for personal devices in the classroom than do British and Australian teachers. In fact, the study shows that 48 percent of U.S. educators say students can bring technology to class for educational purposes, and one in seven U.S. educators allows any electronic device as long as it doesn’t distract other students.”

Google Glass evolving

Google just shut down all the social media accounts for Glass

The social media team behind Glass made one final posting on Google+ — pointing to a place where problems can be reported — and shut down the Twitter account.

The Google Glass name is being phased out and replaced by Glass: Enterprise Edition. Google has recently been letting more partners try Glass, according to the report, as it aims to drum up interest in its product.

Follow the history of GG through our IMS blog entries:

http://blog.stcloudstate.edu/ims/?s=google+glass&submit=Search