Archive of ‘Project Based Learning’ category

grant for VR

Iowa District to Use $54K Google Grant for VR Hardware

By Sri Ravipati 11/29/16

https://thejournal.com/articles/2016/11/29/iowa-district-to-use-$54k-google-grant-for-vr-hardware.aspx

Council Bluffs Community School District (CBCSD) in Council Bluffs, IA has received a $54,500 grant from Google’s Charitable Giving Fund of the Tides Foundation. With the funding, the district will purchase 28 kits (each with 15 headsets) that cost about $4,500 per kit, according to a report from the Omaha World-Herald and other sources.

The hardware will enable teachers to incorporate VR into their curriculum, like VR tours on Google Expeditions, Alchemy VR, Discovery VR, zSpace and other platforms.

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

eportfolio conference

Re-Bundling Higher Education:

High Impact ePortfolio Practice and the New Digital Ecosystem

A regional ePortfolio conference jointly sponsored by AAEEBL,  City University of New York and Pace University, ReBundling Higher Education will offer sessions that highlight best practices, evidence of impact, and exciting innovations.

In March, 2017, the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL), the City University of New York (CUNY) and Pace University invite you to a conference exploring and discussing ePortfolio practice and its role in the future of higher education.  Use the links above to review the Call for Proposals (which outlines the themes of the conference), to register for the conference or to submit a proposal.

Call for Proposals

Conference proposals are due Dec. 2, 2016, and notification will take place by January 15, 2017.

Special note:  Due to recent budget cuts to NYC area colleges, registration fees will be kept to a minimum for this conference.  Students (graduate or undergraduate) will be admitted free, and registration for all others will be $25, payable at the door.

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

campus VR tour

Students Develop VR Campus Tour of Lehigh U

By Sri Ravipati 11/28/16

https://campustechnology.com/articles/2016/11/28/students-develop-vr-campus-tour-of-lehigh-u.aspx#

To view the VR campus tour, visit the Vertra site.

“The app arose from a group project for an entrepreneurship class taught by professors Joshua Ehrig and James Peterson,” according to a report from The Brown and White,

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

storyboard in course authoring

Storyboarding: A Simple Way To Get Professional In Course Authoring

Storyboarding: A Simple Way To Get Professional In Course Authoring

7 Tip To Get Started With Storyboarding

  1. Pick the tool you will be using for creating storyboards (MS Office tools: Word, Excel, PPT).
  2. Create a sketch of the title page with the name of the course and 3-5 page mockups containing the course sets out to accomplish, e.g.
    1. What Ιs Gamification?
    2. Game Thinking.
    3. Game Elements.
    4. Motivation & Psychology.
    5. Gamification Design Framework.
  3. After you have outlined the principal structure of the course, it’s time to go deeper and describe the structure of every section of the course.
  4. Try to visualize the general layout of every page.
  5. Enumerate all screens in the storyboard, e.g. 1/16, 2/16, 3/16, and so on.
  6. Lay out the screens of your storyboard in order and try following the story they tell. Look at them through your learners’ eyes. Is all information delivered in a logical order? Did you leave out something important? Are your notes clear enough so that you will be able to build a complete course using your storyboard for reference a week later? Have you touched upon all important areas?
  7. If you need to present your storyboard to your client (student) or boss (student) for review, it pays to show it to a good friend first and ask for feedback. Ask them to read your storyboard and then retell what they took away from it in their own words.

in Geenio (https://www.geen.io/) this mode is called the Pathboard, and entering it allows you to see the structure of your whole course, the sequence in which pages and tests are presented, as well as the connections between them. Some course editors not only provide you an overview of your course’s structure, but enable you to edit the course’s structure and add additional elements to it as well.

++++++++++++++++++++++++++++++
More on storyboard importance for your hybrid/online course design
:

online learning and course design

Five tips for designing an online course:

  1. State your objective: Each lesson should have one concise, action-oriented learning objective to ensure your lesson design process is focused.
  2. Think as a private tutor: Learners today are inundated with media tailored to them and they expect learning to be tailored as well. So think about how the tools available, including new technologies, will help create meaningful learning moments for all your students.
  3. Storyboard before you build: Being able to see a complete lesson, especially one that integrates various mediums, is essential to creating a successful learning experience.
  4. Build towards high-order thinking: Technology in education can go beyond multiple-choice questions and document repositories. Don’t be afraid to integrate tools that let learners create and share.
  5. Remember you’re learning too: Reviewing learner results from a lesson shouldn’t just be about their score, but also evaluating how effectively the lesson was developed and executed so your teaching can adapt and learn as well.

+++++++++++++++++++++++++

http://blog.stcloudstate.edu/ims/2016/04/06/guide-to-project-based-learning/

tools for iOS, Android etc.

+++++++++++++++++++++++++++

elearning infographics

 

++++++++++++++++++++++++++++++

http://blog.stcloudstate.edu/ims/2014/04/20/how-to-gamify-your-classroom-in-6-easy-steps/

  • Clarify your desired learning outcomes first
  • Make them measurable
  • Choose a ‘big idea’
  • Storyboard the game. Make sure there’s room for failure and multiple courses of action.
  • Design learning activities
  • Build teams
  • THEN apply the game dynamics

+++++++++++++++++++++++++++++

Videos In Your Classroom

 

davos class

The Davos Class

http://davosclass.tni.org/

http://civicus.org/index.php/socs-2014-expert-perspectives/586-the-great-divide-exposing-the-davos-class-behind-global-economic-inequality

http://www.occupy.com/tags/davos-classhttps://en.wikipedia.org/wiki/Transnational_capitalist_class

http://www.redpepper.org.uk/who-are-the-davos-class/

http://www.nationalreview.com/corner/439803/scott-walker-davos-class-and-rest-ushttp://itsoureconomy.us/2014/01/exposing-the-davos-class/

State of Corporations – The rise of illegitimate power and the threat to democracy (PDF, 902KB)
Susan George

State of Davos – The camel’s nose in the tents of global governance (PDF, 308KB)
David Sogge

State of Surveillance –The NSA files and the global fightback (PDF, 778KB)
Ben Hayes

State of Empire – How failed foreign policy, new emerging economies, and peoples’ movements are undermining US power(PDF, 526KB)
Phyllis Bennis

https://www.theguardian.com/commentisfree/2016/nov/09/rise-of-the-davos-class-sealed-americas-fate

IoT hack

My note:
I listened to the report in my car yesterday. It is another sober reminder for being proactive rather then reactive (or punitive). We must work toward digital literacy and go beyond that comfortably numb stage of information literacy.

An Experiment Shows How Quickly The Internet Of Things Can Be Hacked

http://www.npr.org/sections/alltechconsidered/2016/11/01/500253637/an-experiment-shows-how-quickly-the-internet-of-things-can-be-hacked

We have basic security in place in modern devices that screen out the most obvious attacks. Really getting phished, if you will, is more of a problem where you are tricked in surrendering your password or username to a common service. If you plug in your webcam into your router or to your Wi-Fi, you’re relatively safe.

I think the biggest security concern for folks at home would be if their router actually is old, it might have an easily guessed password that someone could gain control. Most modern devices don’t have that problem, but that certainly is a concern for older devices.


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

Google virtual tours museums

Google Arts & Culture

https://www.google.com/culturalinstitute/beta/

Android App:
https://play.google.com/store/apps/details?id=com.google.android.apps.cultural&referrer=utm_source%3Dstella%26utm_medium%3Dhome-header

iOS App:
https://itunes.apple.com/app/arts-culture/id1050970557

++++++++++++++++++

more on virtual tours of museums in this IMS blog:
http://blog.stcloudstate.edu/ims?s=museum

Mobile Language Learning Technologies in Japan

Book Announcement: Implementing Mobile Language Learning Technologies in Japan

New book: Implementing Mobile Language Learning Technologies in Japan

by Steve McCarty, Hiroyuki Obari, and Takeshi Sato

Publisher: Springer Singapore / SpringerBriefs in Education (107 pages)

Table of Contents

Chapter 1 Introduction: Contextualizing Mobile Language Learning in Japan

Chapter 2 Mobile Language Learning Pedagogy: A Sociocultural Perspective

Chapter 3 Tokyo University of Agriculture and Technology Case Study:

Smartphone App LINE for EFL Peer Learning

Chapter 4 Osaka Jogakuin University Case Study:

Mobilizing the EFL Curriculum and Campus Infrastructure with iPods and iPads

Chapter 5 Aoyama Gakuin University Case Study:

Blended Learning and Flipped Classrooms utilizing Mobile Devices

Chapter 6 Conclusion: Implementing Language Learning in a Mobile-Oriented Society

Abstract

This book explores theoretical and practical aspects of implementing mobile language learning in university classrooms for English as a Foreign Language in Japan. The technologies utilized, such as smartphones, iPads, and wi-fi, integrate students’ hand-held devices into the campus network infrastructure. The pedagogical aims of ubiquitous mobile learning further incorporate social media, blended learning, and flipped classroom approaches into the curriculum. Chapter 1 defines mobile language learning within dimensions of e-learning and technology-assisted language learning, prior to tracing the development of mobile learning in Japan. Chapter 2 documents the sociocultural theory underpinning the authors’ humanistic approach to implementation of mobile technologies. The sociocultural pedagogy represents a global consensus of leading educators that also recognizes the agency of Asian learners and brings out their capability for autonomous learning. Case studies of universities, large and small, public and private, are organized similarly in Chapters 3 to 5. Institutional/pedagogical and technological context sections are followed by detailed content on the implementation of initiatives, assessment of effectiveness, and recommendations for other institutions. Distinct from a collection of papers, this monograph tells a story in brief book length about theorizing and realizing mobile language learning, describing pioneering and original initiatives of importance to practitioners in other educational contexts.

Authors

Steve McCarty lectures for Kansai University, Osaka Jogakuin University, KIC Graduate School of IT, and the government agency JICA.

Hiroyuki Obari, PhD in Computer Science, is a Professor at the Aoyama Gakuin University College of Economics in Tokyo.

Takeshi Sato is an Associate Professor at the Division of Language and Culture Studies, Tokyo University of Agriculture and Technology.

Ordering information from Springer

Paperback (ISBN: 978-981-10-2449-8):

http://www.springer.com/us/book/9789811024498

eBook (ISBN: 978-981-10-2451-1) or individual chapters:

http://link.springer.com/book/10.1007/978-981-10-2451-1

 

++++++++++++++++++++++

more on mobile technologies in this IMS blog
http://blog.stcloudstate.edu/ims?s=mobile+devices

1 2 3 6