Posted by Plamen Miltenoff on 24th June 2014
Employers’ Challenge to Educators: Make School Relevant to Students’ Lives
while critical thinking and communication are important, Wagner said schools are in danger if they stop there. “Above all, they need to be creative problem solvers,”
a bottom-up and top-down strategy should be implemented
the bottom-up strategy will only work, if it’s accompanied by business leaders clearly articulating the outcomes they’d like to see and helping align accountability to those outcomes.
Recently elite liberal arts colleges like Hampshire and Bard have announced they won’t consider SAT or ACT scores if they’re submitted with an application, because admissions officers don’t believe the tests are a good measure of students’ potential.
The survey found that student who felt supported — that their professors cared about them as individuals, that professors made them want to learn, that they had a mentor — were three times more likely to thrive as those who did not feel supported. Only 14 percent of college graduates answered that all three of those qualities were present in their college experience.
Even fewer college graduates found their higher education experience to be relevant to life and work after college. Only six percent reported with strong affirmatives that they worked on a long term project (at least a semester), had an internship where they could apply skills, and were very engaged in an extracurricular.
Posted in learning, learning styles, student-centered learning | No Comments »
Posted by Plamen Miltenoff on 20th June 2014
Venmo Is The ‘Killer App’ That The Mobile Payments Industry Has Been Waiting For
Venmo, owned by eBay’s PayPal unit, already channels as much volume in total dollar value of transactions as Starbucks’ successful mobile payment app, according to BI Intelligence’s estimates.
Venmo allows users to easily send money back-and-forth to one another for expenses like rent, restaurant and bar checks, and event tickets. Venmo is free to use and appears to be gaining the most traction with U.S. smartphone users in their late teens and twenties. It’s very popular on college campuses.
Posted in collaboration and creativity, digital identity, mobile apps, mobile learning | No Comments »
Posted by Plamen Miltenoff on 14th June 2014
5 Tips for eLearning Voice Recording
These are the top 5 frequent e-Learning voice recording situations that I’ve come across:
Is this pronounced A-C-R-O-N-Y-M-S or ‘acronyms’? Is it read as letters or read as a word? A lot of scripts do have acronyms related to company or industry jargon. Define this in the script to avoid confusion and save re-records! You can use ALL CAPS but that may not be enough. Periods or dashes between letters (A-C-R-O-N-Y-M-S) generally indicate the word to be read as individual letters. But to be safe, put explanation notes in the margin or at the top of the script defining correct pronunciation, to reduce risk.
- Audio file – technical specifications
If you hire a voice talent to record for you, usually you ask for either mp3 or wav audio files back from her. But are you also specifying the bit rate? 16 bit resolution is the gold standard. If you get 24 bit, your audio may sound garbled but only after it’s embedded into your program. Save time and trouble upfront by stating your audio tech specs!
- Attitude or Point Of View
What kind of attitude do you want to hear in the voice recording? Think about the end listener. What will peak their interest and attentiveness more? By taking the small amount of time to define the “who is talking” and “to whom”, you can help the person recording to provide a POV (point of view) with the right attitude. Plus, it’s a great way to provide impact and underscore the project for the client. This is a gem – often unused! For example, is this a co-worker talking to her peers or (differently) is she showing a new person the ropes? Is this an SME (subject matter expert) sharing expert information? To whom – Top management or research engineers? If your project is required information, like an annual safety review or similar, it can often be very dry material. Taking a couple minutes to think about the role of who delivers such information can energize dry material. Some more general examples of attitude can be: Strong and Authoritative. Caring and Conversational. Casual like a co-worker. Blue collar vs white collar.
Another gem of a different color! A voice recording can be done further or closer to the microphone. We call that ‘proximity’. This can change or impact the way a listener responds. Compare whispering vs talking at a cubicle vs presenting to a room of people. Changing ‘proximity’ can create poignant moments that listeners will notice. Let your clients know about this technique as well. Used sparingly = high impact!
- Script Writing flow – or Writing with listening in mind
After all the information is written, review the script for a flow of words that, when read aloud, are easy to comprehend and will engage the listener. This may be hard to find time for, depending on your client’s budget – but it is one of those quality elements that can win you a client’s loyalty. When I see a line or two in a script that I think can be phrased to flow more conversationally, I might offer it as an alternate.
Posted in audio editing, e-learning, mobile learning, online learning, technology | No Comments »
Posted by Plamen Miltenoff on 9th June 2014
Highlighting Isn’t Helping You Remember Anything, and Four More Surprising Facts About Learning
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Posted by Plamen Miltenoff on 2nd June 2014
Some 30 years ago, there was only “literacy” – the ability to read and write. Then literacy proliferated into a multitude of literacies: e.g. – media (including “new media”), visual, information, computer, digital, technology, data. According to some, up to 20 literacies: http://listverse.com/2012/04/04/20-types-of-illiteracy/.
I often receive [mildly put] “unhappy” comments by students when their semester papers are turned with [a large amount of) corrections, involving their use of grammar and style. Students revolt against grammar and academic style NOT having place in a "technology" class. I counter with the fact that a technology class is still a college class and academic IS ABOUT learning how to speak and write and not only learning the "trade" (technology). There is a multitude of articles underlining the ability to write not only for English major but also computer major, e.g.:
Cilliers, C. B. (2012). Student Perception of Academic Writing Skills Activities in a Traditional Programming Course. Computers & Education, 58(4), 1028-1041.
Dankoski M, Palmer M, Gopen G, et al. Academic Writing: Supporting Faculty in a Critical Competency for Success. Journal Of Faculty Development [serial online]. May 1, 2012;26(2):47-54. Available from: ERIC, Ipswich, MA. Accessed June 1, 2014.
To make things worse (for both students and instructors), instructors are inconsistent, whereas some do evaluate students on their “technology” skills only and some (like me) insist on a “complete” academic package.
What is your take? Do you think at least two of the aforementioned literacies: technology literacy and old fashioned literacy need to co-exist in class?
Posted in Digital literacy, writing skills | No Comments »
Posted by Plamen Miltenoff on 28th May 2014
A backchannel – a digital conversation that runs concurrently with a face-to-face activity — provides students with an outlet to engage in conversation.
In a recent article by Edutopia:
The Backchannel: Giving Every Student a Voice in the Blended Mobile Classroom. (n.d.). Edutopia. Retrieved May 28, 2014, from http://www.edutopia.org/blog/backchannel-student-voice-blended-classroom-beth-holland
the author brings yet another argument in support of using the BYOD movement in K12 to promote usage of mobile devices and social media FOR the learning process, rather then seeking ways to shut them off.
It seems that Higher Ed is lagging behind in their paradigm shift toward Backchanneling.
What do you think must be done at SCSU to seek the usage of mobile devices and/or social media to involved students in the learning process?
Posted in e-learning, instructional technology, learning, learning styles, mobile learning, social media, technology literacy | No Comments »
Posted by Plamen Miltenoff on 22nd May 2014
The Myth Of Student Engagement
Teaching and Learning: The Chicken and the Egg
the heart of the student engagement myth: that adding or changing classroom elements, doing a new project, or exposing a student to a new technology or method of instruction will magically transform apathy into a white-hot fire of curiosity.
True engagement comes when a teacher knows a student’s strengths and interests beyond the classroom and uses that knowledge to deepen relationships. If we go into our rooms each day to teach but not connect, we can’t expect students to care beyond a test score, if that.
Can you answer these questions about your students? If you can, how do you apply that knowledge to connect with them?
*What home issues are affecting their work?
*Do they have a non-academic passion?
*What are their favorite shows, games, songs, or books?
*Do they have a preferred learning style?
*What is their hidden talent?
*What goals do they have for themselves in the future?
My note: easily said then done; if the instructor is overloaded with 4 classes 100 students per class, the suggestion above is rendered useless.
Posted in learning, teaching | No Comments »