Student’s relationship with technology is complex. They recognize its value but still need guidance when it comes to better using it for academics.
|Educause’s ECAR Study, 2013|
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21 Top Presentation Tools for Teachers
As repeated by me for years, PPT should not be the one and only. Here are some choices. Please consider that IMS delivers workshops, one-on-one sessions and class sessions on the applications listed below:
What Works on What Device
|Tool||Windows||Mac||iPad||iPad App||Chromebook||Chromebook App||Android
More on this topic at the IMS blog:
Mobile video advertising is growing three times as fast as spending on desktop video
I am repeating the fact below since as soon as the iPAD came out on the market. Pity that campus does not listen. Well, it is not the first fact I am sharing on campus and nobody listens.
“The functions of an interactive whiteboard can be mimicked with a large screen TV and a Chromecast device, which also allows teachers to use any device available whether it’s a document camera, phone, iPad or other tablet.”
Video Storytelling in Social Media Marketing
#1: Post Stories From Your Customers
#2: Create a Fictional Series
#3: Tell Personal Stories
#4: Shoot Documentary-Style Video
#5: Interview Guests
#6: Take Viewers Behind the Scenes
#7: Create Animated Stories
#8: Show Viewers How to Do Something
Other Stories to Tell With Video
There are a lot of interesting ways to integrate storytelling into your social videos. In addition to those featured above, here are some other stories that are well suited for video:
- Create a single video or a series of videos to highlight humorous situations related to your business or industry.
- If your company’s beginnings would make an interesting story, have the founder tell that story on video.
- Are your employees involved in interesting activities or challenges? Consider featuring those stories in your social videos.
- Tell a fictional but realistic story on video to educate viewers about your industry.
- Find a way to combine reality TV–style video with something relevant to your audience.
Digital game-based learning levels up digital literacies
My note: excellent Australian article, which presents a very strong point on digital literacies (metaliteracies, see URL below) from educators (versus library) perspective. Connected with game-based learning, it clearly renders the traditional perspective of information literacy as miniscules and the notion of digital literacy being “information literacy on steroids” as obsolete. It clearly shows that the “xxx-literacies” are clearly not a domain of the librarians and if the librarians do not wised up and allow other faculty who are “not librarians” to equally participate, they might well count with those faculty going on their own (as it is transparent from this article).
connections will be made between digital game-based learning and digital literacies to show that digital game-based learning is a powerful pedagogy that incorporates the elements of digital literacies. Through the adoption of game-based learning, digital literacies can be taught in context. Digital literacies are the skills that connect the learning content (curriculum) and digital games are the platform that these digital literacies can be practised within a meaningful context.
Digital literacies is an umbrella term that includes a combination of literacies – visual literacy, media literacy, collaborative literacy, ICT literacy, information literacy – that are needed to take an active, participatory role in life, now and in the future (Hague & Payton, 2010, p. 2).
Bawden (2008), cites Gilster (1997), who defines digital literacy as “an ability to understand and use information from a variety of digital sources and regard it as literacy in the digital age” (p.18).
Jisc, identify in their Digital Literacy Guide that it is a concept that is contextual and it is not static. Change is imminent as new technologies develop “at breakneck speeds” (Becker, 2011, p. 76), therefore, it can be inferred the digital literacies required to use these new technologies need to be adaptable and flexible to these changes (Haste, 2009).
Cooper, Lockyer & Brown (2013), highlight this plurality by using the term “multiliteracies” which can be understood as synonymous with digital literacies. Cooper et al. (2013), explain multiliteracies is required as a “broader view of literacy” (p. 94), is needed as a result of the diverse range of communications tools, therefore, context is implied. Ng (2012) also highlights this idea that digital literacy is “the multiplicity of literacies associated with the use of digital technologies” (p. 1066). The combination of multiliteracies and technologies would also suggest that multimodality is an important element of digital literacy (McLoughlin, 2011) .
7 elements of digital literacy in their Developing Digital Literacies Guide (2014), which can be seen below.
digital games (Pivec & Pivec, 2011), which can also be called computer games (Whitton, 2011), video games (Turkay, Hoffman, Kinzer, Chantes & Vicari, 2014) or serious games (Arnab et al., 2012) rather than gamification.
Digital game-based learning then is using digital games in the learning environment with the purpose of achieving learning aligned with learning theory.
Cognitive constructivism is a learning theory that game-based learning could be aligned (Orr & McGuinness, 2014; St-Pierre, 2011). This learning theory builds upon the theories of Piaget and Bruner, therefore, an important consideration in the digital game-based classroom would be that choosing games needs to fit the age and level of intellectual development the students are at (St-Pierre, 2011).
A major focus of the socio-constructivist learning theory is that of Vygotsky’s Zone of Proximal Development (St-Pierre, 2011). The learning is designed “just beyond what the learner can do” (Orr & McGuinness, 2014, p. 223) and takes them beyond where their knowledge already exists.
More on digital literacy (metaliteracy) and DGBL in this IMS blog:
Researchers use an app to predict GPA based on smartphone use
Dartmouth College and the University of Texas at Austin have developed an app that tracks smartphone activity to compute a grade point average that’s within 0.17 of a point.
More on Big Data in education in this blog:
After yesterday’s post about making the most of Google Keep I received a few emails from readers wanting to know a bit more about how Google Keep works. To answer those questions I recorded the short video that you see embedded below (click here if you cannot see the video).
The U.S. Department of Education’s Small Business Innovation Research program, operated out of the Institute of Education Sciences (IES), funds projects to develop education technology products designed to support student learning and teacher practice in general or special education.
Recently, ED/IES SBIR announced its 2015 awards. There are 21 awards in all, covering a range of topics and forms of technology. For example, Zaption is designing a mobile app to help teachers integrate video into science instruction; Speak Agent is building an app to help students with speech disabilities to communicate; and Lingo Jingo is developing a platform to help teachers guide English learners. (To view short video demos of the eight new Phase II projects, see this playlist.)
The 2015 awards highlight two trends that have emerged in the ED/IES SBIR portfolio in recent years –games for learning and bridging the research-to-practice gap in education.
Trend #1: Games for Learning
- Strange Loop Games to build a virtual world to engage students in learning about ecosystems,
- Kiko Labs to develop mini games to strengthen young children’s thinking and memory skills, and
- Schell Games to create a futuristic “ball and stick” molecular modeling kit and app to augment chemistry learning.
For a playlist including videos of these games and 19 others out of the ED/IES SBIR program, see here.
The games for learning trend echoes the movement surrounding games in the field, and is highlighted by recent ED sponsored events including ED Games Week in Washington, DC, last September and the Games for Learning Summit in New York City, in April. Both events convened stakeholders to showcase games and discuss the potential barriers and opportunities for collaboration necessary to accelerate the creation of highly effective games for learning. Stay tuned for more information and initiatives on games for learning out of ED’s Office of Technology.
Trend #2: Bridging the Research-to-Practice Gap
- Mindset Works, which built on results from prior research including a 2002 IES research grant, to successfully propose a 2010 ED/IES SBIR project to develop SchoolKit. This multimedia platform enables broad distribution of the growth mindset intervention which teaches students to understand that intelligence can be developed through effort and learning. SchoolKit is now in use in more than 500 schools across the country, including half the middle schools in Washington, DC.
- Teachley, which received a 2013 ED/IES SBIR award to develop math game apps and a teacher implementation dashboard building on findings from prior research including a 2010 IES research grant. The intervention is now used in hundreds of schools around the country, and the apps have been downloaded more than 500,000 times.
- Learning Ovations is building on two prior IES research grants in their 2014 ED/IES SBIR project. The prior IES funding supported the research team as they developed and evaluated an intervention to improve children’s reading outcomes,. This award is supporting the development of an implementation platform to enable large-scale use of this evidence-based intervention across settings. The project is scheduled to end in 2016, after which the platform will be launched.
The new ED/IES SBIR 2015 awards continue the research-to-practice trend. An award to Foundations in Learning furthers basic research from a 2013 National Science Foundation grant (NSF); an award to SimInsights builds on 2005 and 2008 IES research projects and a 2011 Defense Advanced Research Project Agency (DARPA) research project; and an award to Apprendris advances a prior 2012 IES research project and prior 2010 and 2013 NSF research projects.
More on Zaption in this blog:
More on games and gamification in this blog: