Archive of ‘learning’ category

Nvivo shareware

Nvivo shareware

http://www.qsrinternational.com/trial-nvivo

information courtesy

Sandrine Zerbib

Associate Professor of Sociology
St. Cloud State University
Department of Sociology and Anthropology
266 Stewart Hall
720 Fourth Avenue South
St Cloud, MN 56301-4498
Office: (320) 308-3046

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more on Nvivo in this IMS blog:
http://blog.stcloudstate.edu/ims?s=nvivo

Lenovo VR headset

Lenovo Showcases Affordable VR Headset at CES 2017

By Sri Ravipati 01/05/17

https://thejournal.com/articles/2017/01/05/lenovo-showcases-affordable-vr-headset-at-ces-2017.aspx

Last year at the Windows 10 event, Microsoft announced a slate of upcoming Windows-compatible virtual reality (VR) headsets from Acer, ASUS, Dell, HP and other PC manufacturers that would work without desk- or wall-mounted sensors (similar to its HoloLens device). Lenovo is the first to showcase the prototype for its own self-contained VR headset, which is making its debut this week at the annual International Consumer Electronics Show (CES) in Las Vegas.

Lenovo’s prototype headset is compatible with Microsoft’s Windows Holographic platform. Like the HoloLens, its design features depth-sending cameras located on the front of the device, allowing full-room movement tracking.

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more on virtual reality in this IMS blog
http://blog.stcloudstate.edu/ims?s=virtual+reality

information literacy

Bolkan, J. (2017). Report: Librarians Say Info Literacy Is Important, They Don’t Have the Tools to Teach It -. Retrieved January 9, 2017, from https://campustechnology.com/articles/2017/01/05/report-librarians-say-info-literacy-is-important-they-dont-have-the-tools-to-teach-it.aspx
“While a number of respondents believe implementing or improving assessment tools could allow their libraries to better meet users’ information literacy instruction needs, those surveyed already have a number of other ideas on how to achieve this aim,” according to a report on the survey results. “For one, many librarians believe that better integrating information literacy within and across existing curricula would boost their users’ information literacy skills. Similarly, many respondents feel that the answer lies in working more closely with faculty and other instructors — learning about their needs, educating them on the importance of information literacy and the resources the library offers, and encouraging them to include more research-based projects in their coursework.”

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more on information literacy in this IMS blog

http://blog.stcloudstate.edu/ims?s=information+literacy

synchronous vs asynchronous

From the The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>

Can you recommend a peer-reviewed research article that addresses the learning outcomes/learning effectiveness of asynchronous vs. synchronous teaching approaches in online courses?

We have a program that has required weekly synchronous sessions (held via Bb Collaborate) that support the otherwise asynchronous courses in the program. The department is considering making that requirement optional to accommodate worldwide learners, but there are faculty who are concerned about the impact to the learning and transfer of knowledge to the students.

Any research that addresses the differences in these teaching modalities when it comes to learning outcomes?

Thanks in advance,     Kristen     Kristen Brown     Assistant Director, Online Learning     Delphi Center for Teaching and Learning

I am happy to share my own dissertation research which specifically focused on this topic as well. Please email me and I will share. andy.black@nurs.utah.edu
My note: I emailed Andy and will attach his dissertation to this blog, if interest

final-dissertation-andy-black-asynchronous-synchronous

On Behalf Of Henri Moser
Sent: Friday, January 06, 2017 8:35 AM

Here is a link to my dissertation which centered on synchronous academic support for online graduate students.Best,Henri

http://dune.une.edu/theses/56/

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more on synchronous online learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=synchronous

IWB market grows

Interactive Whiteboard Market to See Resurgence in the Face of Skepticism, Disdain

By Richard Chang 12/20/16\

https://thejournal.com/articles/2016/12/20/global-interactive-whiteboard-market-to-grow-7-percent-through-2020.aspx

The global interactive whiteboard (IWB) market is expected to make a comeback and grow at a compound annual growth rate of almost 7 percent from 2016 through 2020, according to a recent report issued by London-based tech market research firm Technavio.

Respondents to THE Journal’s two recent surveys, the 2016 Readers’ Choice Awards and “Teaching with Technology,” expressed both positive and negative sentiments about interactive whiteboards.

And according to THE Journal’s “Teaching with Technology” survey published in September, 68 percent of teachers who responded use interactive whiteboards in the classroom, while 8 percent have IWBs on their wish list, and 4 percent will be using them within one year. At the same time, however, 20 percent of respondents said that IWBs would be dead and gone within the next decade, ranking second only to desktop computers

In addition to blended learning, which includes gamification, social learning and bring-your-own-device (BYOD) policies, Technavio analysts highlighted the following factors that are contributing to the growth of the IWB market:

  • Technological advancements;
  • Need for experimental learning; and
  • Enhanced compatibility with digital content.

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more on interactive white boards in this IMS blog
http://blog.stcloudstate.edu/ims?s=interactive+boards

instructional design librarian

Conversations With Blended Librarians: The Evolving Instructional Design Librarian now available

Published on

Joelle Pitts is an Instructional Design Librarian and Associate Professor at Kansas State University Libraries. She is responsible for the creation and maintenance of web-based learning objects and environments aimed at improving the information literacy of the Kansas State University community. She leads the New Literacies Alliance, an inter-institutional information literacy consortium. Her research interests include distance education and e-learning theory and design, library user experience (UX), as well as the design and implementation of games-based learning environments.

The view the recorded session visit http://blendedlibrarian.learningtimes.net/

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more on blended librarian in this IMS blog
http://blog.stcloudstate.edu/ims?s=blended+librarian

cartoons humor learning

Creating Cartoons to Spark Engagement, Learning

http://www.toondoo.com/

my note:
Avoid using infographics for purposes, which toodoo can serve.
Infographics are for about visualization of stats, not just visualization.
#FindTheRightTool
By Vicki E. Phillips
As instructors, we are constantly looking for new ways to capture our students’ attention and increase their participation in our classes, especially in the online modalities. We spend countless hours crafting weekly announcements for classes and then inevitably receive multiple emails from our students asking the very same questions that we so carefully and completely answered in those very same announcements! The question remains, how do we get them to read our posts?
It was precisely that problem I was trying to solve when I came across several articles touting the benefits of comics in higher education classrooms. I knew I couldn’t create an entire comic book, but I wondered if I could create a content-related cartoon that would not only capture students’ attention and maybe make them laugh, but also interest them enough that they would read the entire announcement or post. In doing so, I would be freed from responding to dozens of emails asking the same questions outlined in the announcements and students could focus on the homework.
A quick Internet search led me to a plethora of free “click and drag” cartoon making software applications to try. I started posting my own cartoons on characters, themes, etc. on the weekly literature we were studying in my upper division American and Contemporary World Literature classes, as well as to offer reminders or a few words of encouragement. Here’s an example of one I posted during week 7 of the semester when students can become discouraged with their assignment load: http://www.toondoo.com/cartoon/10115361
After a positive response, I decided to provide my online students the opportunity to try their hand at cartoon creation. I created a rubric and a set of instructions for an easy to use, free program that I had used, and I opened up the “cartoon challenge” to the students. The results were nothing short of amazing—what intrigued me the most was the time and effort they took with their cartoons. Not only did they create cartoons on the story we were reading, but they also wrote additional posts explaining their ideas for the creation, discussing why they chose a particular scene, and identifying those elements pertinent to the points they were making. These posts tended to receive many more substantial comments from their peers than the traditional discussion board posts, indicating they were being read more.
When students in my face-to-face course heard about the cartoons, they asked to try this approach as well. Their cartoons, shared in class via the overhead projector, led to some of the most engaging and interesting discussions I have ever had in the residential literature classes as students explained how they came up with the elements they chose, and why they picked a certain scene from the reading. The positive student feedback has been instrumental in my continuing to offer this option in both my online and face-to-face classes.
How does one get started in making these cartoons? The good news is you do not have to be an artist to make a cartoon! There are free programs with templates, clip art, and all the elements you would need to click and drag into place all those wonderful ideas you have simmering in your brain. My favorite to use is ToonDoo, available at http://toondoo.com. I like it because there are literally hundreds of elements, a search bar, and it lets me customize what I want to say in the dialog bubbles. It is very user friendly, even for those of us with limited artistic ability.
The whole experience has been overwhelmingly positive for me, and judging from the feedback received, for the students as well. It has also reminded me of one of my teaching goals, which is to incorporate more activities which would fall under assimilating and creating aspects of Bloom’s Taxonomy (Bloom’s Revised Taxonomy, 2001). If that is your goal as well, then try inserting a cartoon in those weekly announcements and ask for feedback from your students—I think you’ll be pleasantly surprised!
References:
Armstrong, Patricia (n.d.) Bloom’s Taxonomy, Vanderbilt University, Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/#2001
Pappas, Christopher (2014) The 5 Best Free Cartoon Making Programs for Teachers. Retrieved from: https://elearningindustry.com/the-5-best-free-cartoon-making-tools-for-teachers
Vicki E. Phillips is an assistant professor of English and Literature at Rasmussen College, Ocala, Fla.

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more on effective presentations in this IMS blog
http://blog.stcloudstate.edu/ims?s=presentations

more on create infographics in this IMS blog:
http://blog.stcloudstate.edu/ims/2014/04/09/infographics-how-to-create-them/

blended and online learning

How much Online Content in Blended Learning?

http://www.hotlunchtray.com/much-online-content-blended-learning/

In 2007 The Sloan Consortium ( presently the Online Learning Consortium) asserted that when 30-79% of class content is available online that is a blended learning class.

"content

entire report here: http://www.onlinelearningsurvey.com/reports/blending-in.pdf

Choice within Online Content

Another often referenced definer of Blended Learning is The Christensen Institute.  Student control of Time, Place, and Path are important in this definition.

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more on blended learning in this IMS blog:
http://blog.stcloudstate.edu/ims?s=blended+learning

more on online learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=online

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