Great River Children’s Exploratorium
Where play and learning meet
A non-profit organization developing a children’s museum to serve the greater St. Cloud community and Central Minnesota. Explore ways you can get involved in making this dream a reality.
Pearson Is Selling Its US K-12 Business—Despite Posting a Profit and Digital Growth
By Tony Wan Feb 26, 2018
Pearson’s digital textbook transformation will likely face stiff competition. Earlier this month, McGraw-Hill, Barnes & Noble Education and Chegg teamed up for a new digital textbook rental program that the trio claims can help students save as much as 70 percent from buying print copies. In August, Cengage will launch a buffet-style offering where students pay $119.99 a semester to access all of the company’s digital higher-ed materials.
more on OER in this IMS blog
Why Teachers Say Practicing Mindfulness Is Transforming The Work
Christa Turksma, is one of the co-founders of Cultivating Awareness and Resilience for Educators, or CARE for Teachers.
In the last few years, teacher job satisfaction has reportedly plummeted to a 25-year low, and turnover is high — almost 50 percent for new teachers.
In a soon-to-be published study, Jennings and her co-authors provided an extended version of CARE training to 224 teachers in high-poverty schools in New York City, with several two-day sessions spaced over the course of a year.
CARE TECHNIQUES TO TRY IN THE CLASSROOM
Mindfulness for students and teachers
1. Calmer Transitions
2. Take 5
3. Quiet Corner Or Peace Corner
4. Mindful Walking And Centering
A Comprehensive Guide To Digital Badges
A Comprehensive Guide To Digital Badges
An introduction to digital badges and a brief history
Simply put, a digital badge is an indicator of accomplishment or skill that can be displayed, accessed, and verified online. These badges can be earned in a wide variety of environments, an increasing number of which are online.
The anatomy of digital badges
In addition to the image-based design we think of as a digital badge, badges have meta-data to communicate details of the badge to anyone wishing to verify it, or learn more about the context of the achievement it signifies.
The many functions of digital badges
Just like their real-world counterparts, digital badges serve a wide variety of purposes depending on the issuing body and the individual. For the most part, badges’ functions can be bucketed into one of five categories.
Badges are issued by individual organizations who set criteria for what constitutes earning a badge. They’re most often issued through an online credential or badging platform.
Criticism of digital badges
There are various arguments to be made against the implementation of digital badges, including the common issuance of seemingly “meaningless” badges.
The future of digital badges
With the rise of online education and the increasing availability of high quality massive open online courses, there will be an increasing need for verifiable digital badges and digital credentials.
more on badges in this IMS blog
(per Mary Soroko)
more on badges in this IMS blog
Notes from the webinar: https://umn.webex.com/umn/j.php?MTID=m2f3186267dababf407f36d3c2060f34c
Virginia Connell. Concordia
seems that the “library portion” was only regarding information literacy. I am wondering if the metaliteracy (e.g. visual literacy – how to present) was included and/or is intended to be included
from Plamen Miltenoff to everyone:
I am also wondering if the book can be “templated” and offered to other campuses to be adapted
from Louann to everyone:
I think the value in this could be in faculty exposure –and potential faculty advocates spreading the word
Kathy Johnson from St John’s how much work does it entail. Difficult to quantify. Resize photographs.
Virginia Connell, if there is a WordPress person (myself) and content specialist, it is manageable.
was there already projects going on on the campus. Library-sponsored
Shane Nackerud: need for support when using WordPress,
Terri Fishel to everyone:
Would there be a way to develop a shared FAQ document with issues such as this for the group?
Losing the White Working Class, Too
Survey of voting bloc that favored Trump finds skepticism about value of higher education.
more on employment in this IMS blog
Scott Jaschik. (2016). Freshman announces he’s dropping out of Kansas State and sets off debate on general education. Retrieved from https://www.insidehighered.com/news/2016/12/21/freshman-announces-hes-dropping-out-kansas-state-and-sets-debate-general-education
Aaron Ernst. (2014). Anti-college activism: The growing movement against the 4-year degree | Al Jazeera America. Retrieved from http://america.aljazeera.com/watch/shows/america-tonight/articles/2014/10/3/uncollege-alternativecollege.html
more on unschooling in this IMS blog
and on LInkedIn CEO about skills not degree
Here are four key things to remember when assessing whether the next new company is likely to disrupt your business:
These differences are laid out in Disruptive Strategy with Clayton Christensen. Low-end disruption refers to businesses that come in at the bottom of the market and serve customers in a way that is “good enough.”
When innovative new products or services – iPhone, Tesla’s electric cars, Uber, and the like – launch and grab the attention of the press and consumers, do they qualify as disruptors in their industries? Writing in Harvard Business Review, Christensen cautions us that it takes time to determine whether an innovator’s business model will succeed.
If you are a current incumbent and want to be on the lookout for a possibly disruptive emerging business, the clarification of what disruption is certainly helps.
more on disruption in this IMS blog
Zhang, X., Chen, H., Pablos, P. O. de, Lytras, M. D., & Sun, Y. (2016). Coordinated Implicitly? An Empirical Study on the Role of Social Media in Collaborative Learning. The International Review of Research in Open and Distributed Learning
Vlachopoulos, D. (2016). Assuring Quality in E-Learning Course Design: The Roadmap. The International Review of Research in Open and Distributed Learning
Ungerer, L. M. (2016). Digital Curation as a Core Competency in Current Learning and Literacy: A Higher Education Perspective. The International Review of Research in Open and Distributed Learning
Technology considerably impacts on current literacy requirements (Reinking, as cited in Sharma & Deschaine, 2016). Being literate in the 21st century requires being able to decode and comprehend multimodal texts and digital format and also engage with these texts in a purposeful manner. Literacy is not merely based on a specific skill, but consists of a process that embraces the dynamic, social, and collaborative facets of digital technology (Lewis & Fabos, as cited in Mills, 2013).
Mackey and Jacobson (2011) suggest reframing the concept of information literacy as metaliteracy (supporting multiple literacy types) because of a tremendous growth in social media and collaborative online communities. They propose that information literacy currently involves more than a set of discrete skills, since active knowledge production and distribution in collaborative online communities are also necessary.
Mackey and Jacobson (2011) position metaliteracy as an overarching and comprehensive framework that informs other literacy types. It serves as the basis for media literacy, digital literacy, ICT literacy, and visual literacy.
According to Mills (2013, p. 47), digital curation is the sifting and aggregation of internet and other digital resources into a manageable collection of what teachers and students find relevant, personalized and dynamic. It incorporates the vibrancy of components of the Internet and provides a repository that is easily accessible and usable.
Pedagogies of Abundance
According to Weller (2011), a pedagogy of abundance should consider a number of assumptions such as that content often is freely available and abundant. Content further takes on various forms and it is often easy and inexpensive to share information. Content is socially based and since people filter and share content, a social approach to learning is advisable. Further, establishing and preserving connections in a network is easy and they do not have to be maintained on a one-to-one basis. Successful informal groupings occur frequently, reducing the need to formally manage groups.
Resource-based learning. Ryan (as cited in Weller, 2011) defines resource-based learning as “an integrated set of strategies to promote student centred learning in a mass education context, through a combination of specially designed learning resources and interactive media and technologies.”
Problem-based learning. Problem-based learning takes place when learners experience the process of working toward resolving a problem encountered early in the learning process (Barrows & Tamblyn, as cited in Weller, 2011). Students often collaborate in small groups to identify solutions to ill-defined problems, while the teacher acts as facilitator and assists groups if they need help. Problem-based learning meets a number of important requirements such as being learner-directed, using diverse resources and taking an open-ended approach.
Communities of practice. Lave and Wenger’s (as cited in Weller, 2011) concept of situated learning and Wenger’s (as cited in Weller, 2011) idea of communities of practice highlight the importance of apprenticeship and the social role in learning.
My note: this article spells out what needs to be done and how. it is just flabeghasting that research guides are employed so religiously by librarians. They are exactly the opposite concept of the one presented in this article: they are closed, controlled by one or several librarians, without a constant and easy access of the instructor, not to mention the students’ participation
more on teaching w social media in this IMS blog