InforMedia Services (IMS)

Technology Instruction for St. Cloud State University

Archive for the 'mobile learning' Category

Mobile Video Advertising

Posted by Plamen Miltenoff on 2nd November 2014

Mobile Video Advertising Still The Hot Ticket

http://www.mediapost.com/publications/article/236980/mobile-video-advertising-still-the-hot-ticket.html

Traffic Share (Mobile Phone Operating System)
Operating System Share of Traffic Share of Revenue
Android

57.64%

41.77%

iOS

30.2

51.20

Other

6.37

5.91

Symbian

4.37

0.47

BlackBerry

1.20

0.49

Windows

0.22

0.12

Source: Opera Mediaworks, October 2014

Social Networking is still the most popular category in mobile advertising, accounting for about 1 in 5 ad impressions. At the same time, Music, Video and Media sites and apps drive the most revenue, with 23%

Posted in mobile learning, social media, technology literacy | 1 Comment »

Five Apps To Test Your Physics Skills

Posted by Plamen Miltenoff on 28th October 2014

Beyond Angry Birds, Five Apps That Test Your Physics Skills

http://blogs.kqed.org/mindshift/2014/01/beyond-angry-birds-five-apps-that-test-your-physics-skills/

1. Crayon Physics Deluxe worldofgoo

2.  World of Goo                  coaster_crafter

3. Coaster Crafter               602196_434936999916746_2105602860_n-1

4. Amazing Alex                  tinkerbox

5. Tinkerbox

All the above games have physics in common but they’re also all in 2D. If students love these games, consider challenging them with 3D and even 4D games that put physics knowledge to the test. Valve’s Portal series is a great choice, or look into the equally mind-bending first-person games Antichamber or Quantum Conundrum, both of which go beyond the boundaries of Newtonian physics and Euclidean geometry.

Posted in Digital literacy, gamification, gaming, learning styles, mobile apps, mobile devices, mobile learning | No Comments »

mobile learning at schools

Posted by Plamen Miltenoff on 24th October 2014

Mobile Learning: Resource Roundup

Smartphones, tablets, e-readers — today’s students have a variety of mobile technologies at their fingertips. Here’s a look at some mobile-learning resources from Edutopia and around the web.

Posted in e-learning, learning, mobile learning | No Comments »

the education of tomorrow

Posted by Plamen Miltenoff on 24th October 2014

Teaching and the University of Tomorrow

https://chroniclevitae.com/news/768-teaching-and-the-university-of-tomorrow

MOOC promoters continually claim that their products provide technologies that have never appeared in face-to-face classrooms. While I don’t disagree that my courses have lacked fun ways to draw molecules (because I teach in the humanities), I do find their insistence that traditional higher ed lacks technological advances to be odd. If you took the MOOC prophets seriously, it would seem that all real-time professors do is lecture to bored students. – See more at: https://chroniclevitae.com/news/768-teaching-and-the-university-of-tomorrow#sthash.RuCJxbAU.dpuf

What I believe Kelly Backer [intentionally?] misses to say is that MOOC claims to be progressive, meaning “a new mode/model” of teaching, but it relays on the old (from medieval times) values: the attempt to put “skin in the game” or pay for certificates, fails, since, according to Backer, the employers don’t care about those certificates. It is not sufficient to “move” the teaching process in the “future,” if the evaluation process remains in the medieval terms. 

Posted in e-learning, educational technology, learning, mobile learning, mooc, open learning | No Comments »

online course design

Posted by Plamen Miltenoff on 24th October 2014

From the LinkedIn discussion group Higher Education Teaching and Learning

STUCK IN THE 90S: ONLINE COURSE DESIGN IN TRADITIONAL HIGHER EDUCATION

http://higheredmanagement.net/2014/10/22/stuck-in-the-90s-online-course-design-in-traditional-higher-education/

Of course, not all aspects of online course design require a team of specialists, a longer development time, and more funding. Some things can be done quickly, cheaply and by individuals with focused skill sets.

But technology can, when built with a deep understanding of how students learn, meet both of these needs. We can build online courses that provide students with hundreds of opportunities to test their knowledge. Using scientifically-based learning analytics, we can provide each learner with immediate, context-specific feedback. We can build software that constantly responds to each student’s cognitive and educational differences and serves up activities that address these differences.

  • Michael Berta, Ed.D.Michael

    Michael Berta, Ed.D.

    Educator, technologist, researcher, and innovator in edtech, distance education, and faculty development

    “Placing the burden on lone educators with minuscule (or non-existent) funding and who are not hired for their strengths in instructional media development is neither logical, nor fair. But more to the point, it’s a lost opportunity to leverage high-quality course design to drive improvements in learning outcomes.”

    I could not agree more with this statement and the remainder of the article. I’ve long supported an instructional design partnership model where faculty occupy a leading role along with other professionals capable of making the interactions, activities, and rich-media meet the quality needs of an increasingly complex learning environment (and world).

  • Judith

    Judith Killion

    Editor at Individual Basis

    We need to start imagining new models for building, acquiring and sharing instructional media.

    This has always been an issue. My students love activities that provide them with immediate feedback. I spend extra hours building a wide variety of different activities into each Learning module. It takes time and effort and if I am going to address different learning styles that is an entirely different issue. To create effective interactive learning tools that will not waste my students time and will challenge their skill level consumes more time than planning for a face to face class with different activities. I would love to talk to someone-be able to explain what I want my students to learn, suggest a few interactive choices, and come back later to find age related learning activities that fit different learning styles.

  • Alex TolleyAlex

    Alex Tolley

    Owner, MyMeemz

    There is going to be a fight because this model is more like a business product that educators contribute to, rather than own. Perhaps this is the true industrialization of education, replacing the craft model of individual teaching with standardized, high quality product?

  • Maria LaverghettaMaria

    Maria Laverghetta

    Enrollment Advisor – Pearson Embanet

    I have forwarded this article on to members of the course development team within Pearson for their feedback. I am curious to see their impression of the article versus mine, considering I predominantly am a part of recruitment services for Pearson specifically. Within our academic partnerships platform, we do contend with faculty, should they employ our course development team, to this vein because the ownership usually rests with the instructor solely. Editing course content or abridging related material so that it could be received potentially as more either user-friendly or technologically savvy can be a source of major contention with faculty members. I do agree that this is an industrialization of education to an extent, but it also pushes the ownership of traditional education past the instructor, a predominantly sole proprietorship environment, to an completely different team effort. The natural technological growing pains coupled with role expansion and differentiation are also issues needing to be addressed as well.

  • Alex TolleyAlex

    Alex Tolley

    Owner, MyMeemz

    Suppose one was to take this seriously. What might such a course look like – for a subject like Biology? Could it be built on existing LMS platforms, or is a new platform required?

  • Judith

    Judith Killion

    Editor at Individual Basis

    I think that both individual ownership and team collaboration are important to the development of successful online learning. We (hopefully) use the concepts of group and team learning in our classroom environments. We should not be afraid to open ourselves up to some of the positive opportunities that could develop from participating in these practices. It does not mean giving up our ownership of content and presentation. I see it as a marketplace of choice where instructors can decide what kinds of activities, helps, prompts, extra materials, and resources they want to add to their class content. The choices could be categorized by learning styles or how they fit into learning paradigms. I think we must face the reality that some parts of education will have to be more industrialized than others just because of the delivery method. This does not have to be a negative issue if there are enough choices to help instructors develop the rigorous content they want to deliver without sacrificing their entire life to the project.

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

drones

Posted by Plamen Miltenoff on 15th October 2014

If you are interested in sharing ideas about DJI dronesplease do consider sharing them under this blog entry

Here is more on drones at our blog:

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

Posted in educational technology, mobile learning, technology literacy | 4 Comments »

communities of practice

Posted by Plamen Miltenoff on 2nd October 2014

The role of communities of practice in a digital age

Definition: 

Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.

 communities of practice

 

Posted in digital citizenship, digital divide, distributive learning, e-learning, hybrid learning, mobile learning | No Comments »

Posted by Plamen Miltenoff on 2nd October 2014

Announcing the NMC Horizon Report Europe > 2014 Schools Edition

http://www.nmc.org/news/announcing-horizon-report-europe-2014-schools-edition

Key Trends Accelerating Educational Technology Adoption in European Schools

“Growing Ubiquity of Social Media” and “Rethinking the Roles of Teacher” as fast trends accelerating the adoption of educational technology in European schools over the next one to two years.

Full report:

http://cdn.nmc.org/media/2014-nmc-horizon-report-EU-EN.pdf

Posted in gamification, gaming, information technology, learning, mobile learning | 1 Comment »

disruptive technologies: from swarming to mesh networking

Posted by Plamen Miltenoff on 30th September 2014

How Hong Kong Protesters Are Connecting, Without Cell Or Wi-Fi Networks

http://www.npr.org/blogs/alltechconsidered/2014/09/29/352476454/how-hong-kong-protesters-are-connecting-without-cell-or-wi-fi-networks

messaging one another through a network that doesn’t require cell towers or Wi-Fi nodes. They’re using an app called FireChat that launched in March and is underpinned by mesh networking, which lets phones unite to form a temporary Internet.

My note: seems that civil disobedience provides excellent innovations in using technology; examples are-

  1. the 1999 World Trade Organization Protests in Seattle, where the “swarming” idea was implemented and later transformed by Bryan Alexander into “swarming for education” (http://www.educause.edu/ero/article/going-nomadic-mobile-learning-higher-education)  and depicted on this blog in September 2013
    http://blog.stcloudstate.edu/ims/tag/bryan-alexander/
    to be continued by Britt in Learning Swarms? (http://bwatwood.edublogs.org/2010/08/05/learning-swarms/) and Howard Rheingold in his interview with Bryn Alexander in 2004 (http://www.thefeaturearchives.com/topic/Culture/M-Learning_4_Generation_Txt_.html and as Howard calls it “moblogging” and lately is becoming finally popular (at least in K12 if not in higher ed) as “backchanneling.”
  2. In a very similar scenario as the 1999 Seattle unrest, people in Venezuela (#venezuelalibre - Zello)  and Ukraine (Ukrainian roots shine through at WhatsApp) are turning to mobile apps to organize themselves and defy governments blocking of traditional social media (Protesters in Venezuela, Ukraine turn to peer-to  - CNN.com)The ideas using Zello and WhatsApp in education poured in:WhatsApp for education?, How to use Whatsapp Chat Messenger for Education

Mesh networking is still only an IT term. Internet and dbase search has no returns on mesh networking as a tool for education and/or civil disobedience. Will it be the continuation of moblogging, backchanneling and swarming?

related IMS blog post: http://blog.stcloudstate.edu/ims/2014/09/19/mobile-elearning/

FireChat

Posted in e-learning, mobile learning, social media, student-centered learning | 3 Comments »

Online Learning Effective

Posted by Plamen Miltenoff on 26th September 2014

Online Learning is Just as Effective as Traditional Education, According to a New MIT Study

http://bostinno.streetwise.co/2014/09/24/mit-study-how-do-online-courses-compare-to-traditional-learning/

MIT recently released its final report on what the school’s future will look like, education-wise.

As with any disruptive technology, MOOCs have been viewed with enthusiasm in many quarters and skepticism in some. However, the underlying facts are inarguable: that the rising cost of education, combined with the transformative potential of online teaching and learning technologies, presents a long-term challenge that no university can afford to ignore.

Posted in distance learning, distributive learning, e-learning, hybrid learning, learning, mobile learning, mooc | No Comments »