InforMedia Services (IMS)

Technology Instruction for St. Cloud State University

Archive for the 'mobile learning' Category

LMS and embedded librarianship

Posted by Plamen Miltenoff on 4th May 2015

Tumbleson, B. E., & Burke, J. (. J. (2013). Embedding librarianship in learning management systems: A how-to-do-it manual for librarians. Neal-Schuman, an imprint of the American Library Association.

https://scsu.mplus.mnpals.net/vufind/Record/007650037\

xi. the authors are convinced that LMS embedded librarianship is becoming he primary and most productive method for connecting with college and university students, who are increasingly mobile.

xii. reference librarians engage the individual, listen, discover what is wanted and seek to point the stakeholder in profitable directions.
Instruction librarians, in contrast, step into the classroom and attempt to lead a group of students in new ways of searching wanted information.
Sometimes that instruction librarian even designs curriculum and teaches their own credit course to guide information seekers in the ways of finding, evaluating, and using information published in various formats.
Librarians also work in systems, emerging technologies, and digital initiatives in order to provide infrastructure or improve access to collections and services for tend users through the library website, discovery layers, etc. Although these arenas seemingly differ, librarians work as one.

xiii. working as an LMS embedded librarian is both a proactive approach to library instruction using available technologies and enabling a 24/7 presence.

1. Embeddedness involves more that just gaining perspective. It also allows the outsider to become part of the group through shared learning experiences and goals. 3. Embedded librarianship in the LMS is all about being as close as possible to where students are receiving their assignments and gaining instruction and advice from faculty members. p. 6 When embedded librarians provide ready access to scholarly electronic collections, research databases, and Web 2.0 tools and tutorials, the research experience becomes less frustrating and more focused for students. Undergraduate associate this familiar online environment with the academic world.

p. 7 describes embedding a reference librarian, which LRS reference librarians do, “partnership with the professor.” However, there is room for “Research Consultations” (p. 8). While “One-Shot Library Instruction Sessions” and “Information Literacy Credit Courses” are addressed (p. 809), the content of these sessions remains in the old-fashioned lecturing type of delivering the information.

p. 10-11. The manuscript points out clearly the weaknesses of using a Library Web site. The authors fail to see that the efforts of the academic librarians must go beyond Web page and seek how to easy the information access by integrating the power of social media with the static information residing on the library web page.

p. 12 what becomes disturbingly clear is that faculty focus on the mechanics of the research paper over the research process. Although students are using libraries, 70 % avoid librarians. Urging academic librarians to “take an active role and initiate the dialogue with faculty to close a divide that may be growing between them and faculty and between them and students.”
Four research context with which undergraduates struggle: big picture, language, situational context and information gathering.

p. 15 ACRL standards One and Three: librarians might engage students who rely on their smartphones, while keeping in mind that “[s]tudents who retrieve information on their smartphones may also have trouble understanding or evaluating how the information on their phone is ‘produced, organized, and disseminated’ (Standard One).
Standard One by its definition seems obsolete. If information is formatted for desktops, it will be confusing when on smart phones, And by that, it is not mean to adjust the screen size, but change the information delivery from old fashioned lecturing to more constructivist forms. e.ghttp://web.stcloudstate.edu/pmiltenoff/bi/

p. 15 As for Standard Two, which deals with effective search strategies, the LMS embedded librarian must go beyond Boolean operators and controlled vocabulary, since emerging technologies incorporate new means of searching. As unsuccessfully explained to me for about two years now at LRS: hashtag search, LinkedIn groups etc, QR codes, voice recognition etc.

p. 16. Standard Five. ethical and legal use of information.

 

https://magic.piktochart.com/output/5704744-libsmart-stats-1415

Posted in Desire2Learn (D2L), Digital literacy, e-learning, Library and information science, mobile learning, online learning, technology literacy | No Comments »

Google drive for interactive presentations

Posted by Plamen Miltenoff on 29th April 2015

An Excellent Google Drive Tool for Creating Interactive Presentations

http://www.educatorstechnology.com/2015/04/create-interactive-presentations-on-google-drive.html

Pear Deck

Doceri – The Interactive Whiteboard for iPad.

Posted in Digital literacy, e-learning, educational technology, Google +, information literacy, mobile apps, mobile learning, social media, student-centered learning, technology | No Comments »

Web applications index

Posted by Plamen Miltenoff on 24th March 2015

http://www.go2web20.net/

Posted in Digital literacy, information technology, mobile apps, mobile learning, online learning, technology, technology literacy | No Comments »

differences between classroom, blended, online and open learning

Posted by Plamen Miltenoff on 10th March 2015

10 key takeaways about differences between classroom, blended, online and open learning

http://www.tonybates.ca/2015/02/21/10-key-takeaways-about-differences-between-classroom-blended-online-and-open-learning/

Tony Bates shares his thoughts on the difference

differences between classroom, blended, online and open learning

Chapter 10 of Tony Bates online open textbook, Teaching in a Digital Age:

– See more at: http://www.tonybates.ca/2015/02/21/10-key-takeaways-about-differences-between-classroom-blended-online-and-open-learning/#sthash.MOymkn9F.dpuf

More on F2F, blended/hybrid and online learning in this blog:

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

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

http://blog.stcloudstate.edu/ims/?s=online+learning

Posted in distributive learning, e-learning, flipped classrooms, hybrid learning, learning, mobile learning, MOOC, online learning, open learning | No Comments »

BYOD

Posted by Plamen Miltenoff on 10th March 2015

The Brutal Authenticity Of BYOD

http://www.teachthought.com/trends/byod-is-shortest-path-to-student-centered-learning/

By allowing students to bring in their own devices for learning–rather than insisting that they learn both content and device in school–there is an important opportunity to connect with not just their personal lives, but their natural way of doing things.

Equity

While there are students who badly want technology and can’t afford even the $50, that doesn’t seem to be a strong argument against BYOD adoption, especially in light of what it costs—in time and money—to purchase, train, integrate, and maintain—state-funded, district-purchased, school-assigned devices. This is where schools, local organizations, and communities can step in.

Money and Learning

In the United States there can be a tendency to throw money at problems that are not fully understood. As a nation, America lags behind internationally, the “learning market” being one of the few markets proving evasive in lieu of continued effort, struggle, and spending.

More on BYOD in this blog:

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

11 Sample Education BYOT Policies To Help You Create Your Own

www.teachthought.com/technology/11-sample-education-byot-policies-to-help-you-create-your-own

Posted in Digital literacy, e-learning, learning, mobile devices, mobile learning, online learning, student-centered learning, technology literacy | No Comments »

Wearable Tech

Posted by Plamen Miltenoff on 19th February 2015

Sizing Up Wearable Tech and IoT in the Enterprise

https://fiberlinkcorp.webex.com/fiberlinkcorp/onstage/g.php?d=358842843&t=a

Kayla Bittner  358 842 843 Twitter:#smartoffice

Det Ansinn speaker

Android Wear (java)
Pebble (C)
Samsung Tizen (HTML5)
Apple Watch WatchKit (Swift, Objective-C support is buggy)
WatchKit is the least mature

limitations: no keyboard, no mouse, no touch screen, battery life, limited usable screen real estate, CPU performance

opportunities: hands-free, speech for text input, sensors (gyro, camera, accelerometer), gesture-based input, BLE (bluetoothSmart)

GOod wearable Design: Recognizes immediacy, leverages context of the wearer

challenging to develop good experiences for these devices.

802.11 will eat short battery life, in addition to bluetooth. Samsung Gear S will get notification even from afar, but usually smartwatch notification is paired only in immediate proximity of the bluetoothed device.
Addon –
industrial uses of wearable: tag and quickmessages, not occupying hands.
keyboard is with swipe gestures.

Frank Schloendorn, Fiberlink, speaker

build in security is limited. Jailbroken / rooted devices are at higher risk> Open to hacking, still in infancy. No real MDM (Mobile Device Management) type solutions available

Do you currently own smartwatch

Do you currently own smartwatch

no management solutions exist today. OS: Tizen, Android, PebbleOS, Apple Watch OS etc
Cameras and other sensors cant be managed, monitored (spy scenario)
Is wearable an independent device or an extension of a smartphone

Best practices:
manage the connected device, not the wearable
be aware of what data can “leak” to a wearable device
if necessary, take more extreme measures (block bluetooth, ban devices)

new security options for mobile devices linked to wearables. bypass lock screen with presence of wearable, content sensitive security.

bricksimple.com
MaaS360.com/trial

Posted in mobile apps, mobile devices, mobile learning | No Comments »

Horizon Report 2015

Posted by Plamen Miltenoff on 13th February 2015

2015-nmc-horizon-report-HE-EN

Horizon Report > 2015 Higher Education Edition

Key Trends Accelerating Technology Adoption in Higher Education 6
Long-Term Trends: Driving Ed Tech adoption in higher education for five or more years
> Advancing Cultures of Change and Innovation 8
> Increasing Cross-Institution Collaboration 10
Mid-Term Trends: Driving Ed Tech adoption in higher education for three to five years
> Growing Focus on Measuring Learning 12
> Proliferation of Open Educational Resources 14
Short-Term Trends: Driving Ed Tech adoption in higher education for the next one to two years
> Increasing Use of Blended Learning 16
> Redesigning Learning Spaces 18
Significant Challenges Impeding Technology Adoption in Higher Education 20
Solvable Challenges: Those that we understand and know how to solve
> Blending Formal and Informal Learning 22
> Improving Digital Literacy 24
Difficult Challenges: Those we understand but for which solutions are elusive
> Personalizing Learning 26
> Teaching Complex Thinking 28
Wicked Challenges: Those that are complex to even define, much less address
> Competing Models of Education 30
> Rewarding Teaching 32
Important Developments in Educational Technology for Higher Education 34

Posted in Digital literacy, e-learning, hybrid learning, mobile learning | No Comments »

SCSU Tech Survey

Posted by Plamen Miltenoff on 13th February 2015

2015.02.13 ITS TechFeeSurvey2014 Presentation

Q14 What technology devices you currently own?

Q15 What technology devices do you plan to purchase in the next year?

Q17 How often do you use the following programs and services?

Posted in educational technology, information technology, instructional technology, mobile learning, online learning, social media, technology literacy | No Comments »

badges

Posted by Plamen Miltenoff on 4th February 2015

4 Benefits To Using Badges In Online Learning

http://elearningindustry.com/using-badges-in-online-learning

greater autonomy for students, greater levels of feedback, and a variety of assignments.

More on badges in this blog:

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

In each of the classes for which I use badges I have 24 different badges that students can earn. Each one is a “micro-assignment” which asks students to apply some concept or set of concepts we are covering in the class. Students submit their responses and if they meet the badge criteria they earn the badge. When they earn a badge they receive the points for that in their grades and also receive a badge graphic uploaded to their own personal profile which only they can see. One feature I would like to incorporate is the ability to share these badges via their social networks but I am not sure about how this would work with regard to FERPA requirements. More research on my part is needed regarding this.

If the student does not earn the badge, they are provided with detailed feedback and allowed to resubmit to try and earn the badge. They can submit as many times as they want or need to in order to earn the badge. Students need to earn a minimum of 14 badges to earn a C in the course and 18 badges to earn an A.

Posted in gamification, gaming, instructional technology, learning, mobile learning, online learning, pedagogy | 1 Comment »

research with social media

Posted by Plamen Miltenoff on 3rd February 2015

Doctoral Cohorts and Research using Social Media

Explore social media sites to find out what is the most pertinent “talk” in your scientific community. What are the latest trends and discussions, topics of research and interests. Most prominent social media sites, such as
LinkedIn, https://www.linkedin.com/
Twitter, https://twitter.com/
Facebook, https://www.facebook.com/
Pinterest https://www.pinterest.com/
Instagram, http://instagram.com/
use hashtags.
LinkedIn has “professional groups.”

Identify your hashtag strategy similarly to your keyword strategy when searching peer-reviewed articles

  E.g., if your interest is #principalship, you can seek channels and conversations by using it as a hashtag

  Search and subscribe to LinkedIn “Interests/Groups” and lurk or actively participate in the conversations.

  Consider start and maintenance of your own blog with your daily reflections on your research progress

  E.g., LinkedIn can be very much used as a blog, although you can subscribe for a free one such as Edublog

p. 141. Chapter 8 “Using Social Media in Research.”
Bell, J. (1999). Doing your research project: A guide for first-time researchers in education and social science (3rd ed.). Buckingham [England] ; Philadelphia: Open University Press. (Available on Google and at SCSU Library through ILL)

Crowdsourcing, social networking. Consider the following questions:

  1. What are your goals?
  2. Who do you want to reach?
  3. Why do you want to reach them?
  4. Which digital tool or platform will be most effective in enabling you to reach your goals?
  5. If you already spend time each day using social media for personal reasons, how much time are you able to set aside each day to use social media for research?
  6. at what time of day will you engage in social media? (time differences, if you are communicating globally)

the value of social media: Community, Content, Conversations.

 

Davis III, C.H.F., Deil-Amen, R., Rios-Aguilar, C., & González Canché, M.S. Social media and higher education: A literature review and research directions. Report printed by the University of Arizona and Claremont Graduate University. Accessed January 27, 2015 http://works.bepress.com/hfdavis/2/

 

Posted in Digital literacy, educational technology, information literacy, information technology, Library and information science, mobile apps, mobile learning, social media, technology literacy | No Comments »