InforMedia Services (IMS)

Technology Instruction for St. Cloud State University

Archive for the 'student-centered learning' Category

electronic portfolio: resources

Posted by Plamen Miltenoff on 29th October 2014

ePortfolio for the Assessment of Learning 

http://www.futured.com/documents/FuturEdePortfolioforAssessmentWhitePaper.pdf

http://www.myefolio.com/
http://chalkandwire.com/index.php/product

A Survey of the Electronic Portfolio Market Sector: Analysis and Surprising Trends

http://campustechnology.com/articles/2011/10/12/a-survey-of-the-electronic-portfolio-market-sector.aspx

FolioTek, Columbia, Missouri, ePortfolio launch in 2001. Sells in U.S. with interest in expanding globally.

Livetext, LaGrange, IL, founded in 1998. New product: Field Experience Module. Smart phone app: iPad, iPhone, Android. Mostly U.S., but expanding in South America and the Middle East. Easy tie-in to accreditation agencies and their standards. Individual accounts. New release start of 2012. Started in K-12, moved focus to higher education, now exploring K-12 once again, starting with teacher education.

RCampus, produced by Reazon Systems, Santa Ana, CA. Software development started in 1999,

Desire2Learn, Kitchener, Ontario also Baltimore, MD, with offices around the world, founded in 1999. Sells worldwide, latest release for the electronic portfolio (ver. 3.5) was in August 2011. Electronic portfolio and the D2L LMS are bundled; each leverages functionalities from the other. ePortfolio moving to hosting service and individual accounts soon.

Digication, Providence, RI and Palo Alto, CA, founded 2002. Is in partnership with Google Apps. Individual accounts; institution keeps assessment data; individual keeps ePortfolio functionality. Through Google Apps: free digital accounts with Digication (no assessment management functions with these accounts). “Three or four clicks and Digication is enabled.” Almost daily updates. Smart phone app: IOS and Android. Contact jyan@digication.com.

Learning Objects, producers of Campus Pack, in Washington, DC, with employees around the world, founded in 2003.

TaskStream, New York City, organized 1998, founded 2000, markets internationally, versions available in a variety of languages. Offers separate platforms, AMS (Accountability Management System) and LAT (Learning Achievement Tools); each is multi-component.

Longsight, based in Ohio with offices in NY, IN, OH, WI, and CA, founded in 1978, a service provider for open source solutions. Supports both the Open Source Portfolio (OSP) and Sakai, within which OSP is embedded.

Chalk & Wire, Ridgeway, Ontario, Canada;

NobleHour, produced by TreeTop Software, in Lakeland, FL, founded in 2011

Sherston, Tag Developments, the assessment division of Sherston Software, Ltd., providers of Red Pen Tool: http://www.maps-ict.com/redpentool.mov, of LiveAssess: http://www.maps-ict.com/liveassess.mov, and of MAPS 3: http://www.maps-ict.com/maps3.mov.

PebblePad from PebbleLearning, in Telford, UK, with office in Australia, founded in 2003. Most popular ePortfolio in the U.K. and Australia,

Symplicity, in Arlington, VA, offers an electronic portfolio (http://www.symplicity.com/reflection) but it is only one among dozens of products that Symplicity offers–all of them are management tools for higher education (see http://www.symplicity.com/products). Good example of separating products to support a single function.

Blackboard

eFolioWorld, technology from Avenet, the Minnesota Colleges and Universities portfolio system,

iWebFolio, from Nuventive. Also known for TracDat, marketed since the 1990s, Nuventive founded 2000.

Epsilen,

Mahara,

eLumen,

A survey of e-pdp and e-portfolio practice in UK Higher Education

http://www.islamicstudiesnetwork.ac.uk/assets/documents/pdp/survey_of_epdp_and_eportfolio_practice_in_uk_higher_education.pdf

p. 10 and p. 18 offer questionnaires for assessment

Exploring Faculty Perceptions of ePortfolio Use and Its Relationship to Faculty Teaching Beliefs

http://ncepr.org/finalreports/WSUfinalreport.pdf

p. 3 questionnaire  p. 5

Posted in e-learning, student-centered learning, technology | No Comments »

online course design

Posted by Plamen Miltenoff on 24th October 2014

From the LinkedIn discussion group Higher Education Teaching and Learning

STUCK IN THE 90S: ONLINE COURSE DESIGN IN TRADITIONAL HIGHER EDUCATION

http://higheredmanagement.net/2014/10/22/stuck-in-the-90s-online-course-design-in-traditional-higher-education/

Of course, not all aspects of online course design require a team of specialists, a longer development time, and more funding. Some things can be done quickly, cheaply and by individuals with focused skill sets.

But technology can, when built with a deep understanding of how students learn, meet both of these needs. We can build online courses that provide students with hundreds of opportunities to test their knowledge. Using scientifically-based learning analytics, we can provide each learner with immediate, context-specific feedback. We can build software that constantly responds to each student’s cognitive and educational differences and serves up activities that address these differences.

  • Michael Berta, Ed.D.Michael

    Michael Berta, Ed.D.

    Educator, technologist, researcher, and innovator in edtech, distance education, and faculty development

    “Placing the burden on lone educators with minuscule (or non-existent) funding and who are not hired for their strengths in instructional media development is neither logical, nor fair. But more to the point, it’s a lost opportunity to leverage high-quality course design to drive improvements in learning outcomes.”

    I could not agree more with this statement and the remainder of the article. I’ve long supported an instructional design partnership model where faculty occupy a leading role along with other professionals capable of making the interactions, activities, and rich-media meet the quality needs of an increasingly complex learning environment (and world).

  • Judith

    Judith Killion

    Editor at Individual Basis

    We need to start imagining new models for building, acquiring and sharing instructional media.

    This has always been an issue. My students love activities that provide them with immediate feedback. I spend extra hours building a wide variety of different activities into each Learning module. It takes time and effort and if I am going to address different learning styles that is an entirely different issue. To create effective interactive learning tools that will not waste my students time and will challenge their skill level consumes more time than planning for a face to face class with different activities. I would love to talk to someone-be able to explain what I want my students to learn, suggest a few interactive choices, and come back later to find age related learning activities that fit different learning styles.

  • Alex TolleyAlex

    Alex Tolley

    Owner, MyMeemz

    There is going to be a fight because this model is more like a business product that educators contribute to, rather than own. Perhaps this is the true industrialization of education, replacing the craft model of individual teaching with standardized, high quality product?

  • Maria LaverghettaMaria

    Maria Laverghetta

    Enrollment Advisor – Pearson Embanet

    I have forwarded this article on to members of the course development team within Pearson for their feedback. I am curious to see their impression of the article versus mine, considering I predominantly am a part of recruitment services for Pearson specifically. Within our academic partnerships platform, we do contend with faculty, should they employ our course development team, to this vein because the ownership usually rests with the instructor solely. Editing course content or abridging related material so that it could be received potentially as more either user-friendly or technologically savvy can be a source of major contention with faculty members. I do agree that this is an industrialization of education to an extent, but it also pushes the ownership of traditional education past the instructor, a predominantly sole proprietorship environment, to an completely different team effort. The natural technological growing pains coupled with role expansion and differentiation are also issues needing to be addressed as well.

  • Alex TolleyAlex

    Alex Tolley

    Owner, MyMeemz

    Suppose one was to take this seriously. What might such a course look like – for a subject like Biology? Could it be built on existing LMS platforms, or is a new platform required?

  • Judith

    Judith Killion

    Editor at Individual Basis

    I think that both individual ownership and team collaboration are important to the development of successful online learning. We (hopefully) use the concepts of group and team learning in our classroom environments. We should not be afraid to open ourselves up to some of the positive opportunities that could develop from participating in these practices. It does not mean giving up our ownership of content and presentation. I see it as a marketplace of choice where instructors can decide what kinds of activities, helps, prompts, extra materials, and resources they want to add to their class content. The choices could be categorized by learning styles or how they fit into learning paradigms. I think we must face the reality that some parts of education will have to be more industrialized than others just because of the delivery method. This does not have to be a negative issue if there are enough choices to help instructors develop the rigorous content they want to deliver without sacrificing their entire life to the project.

Posted in distance learning, distributive learning, e-learning, educational technology, hybrid learning, information technology, instructional technology, mobile learning, online learning, student-centered learning | No Comments »

Standards, Assessments and Rubrics

Posted by Plamen Miltenoff on 13th October 2014

Standards, Assessments and Rubrics

http://gazette.teachers.net/gazette/wordpress/hal-portner/standards-assessments-rubrics/

Standards

Communicating Students convey information, describe process, and express ideas in accurate, engaging, and understandable ways.

Researching Students identify and access a variety of resources through which they retrieve and organize data they have determined to be authentic and potentially relevant to their task.

Thinking Critically Students use structured methods to weigh the relevance and impact of their decisions and actions against desired outcomes and adjust accordingly.

Thinking Creatively Students comprehend and employ principles of creative and productive problem solving to understand and mitigate real-world problems.
Keep in mind, however, that standards don’t prepare students for anything. They are a framework of expectations and educational objectives. Without the organization and processes to achieve them, they are worthless.

Student Assessment

Significance An instructionally useful assessment measures students’ attainment of a worthwhile curricular aim—for instance, a high-level cognitive skill or a substantial body of important knowledge.

Teachability An instructionally useful assessment measures something teachable. Teachability means that most teachers, if they deliver reasonably effective instruction aimed at the assessment’s targets, can get most of their students to master what the test measures.

Describability A useful assessment provides or is directly based on sufficiently clear descriptions of the skills and knowledge it measures so that teachers can design properly focused instructional activities.

Reportability An instructionally useful assessment yields results at a specific enough level to inform teachers about the effectiveness of the instruction they provide.

Nonintrusiveness In clear recognition that testing time takes away from teaching time, an instructionally useful assessment shouldn’t take too long to administer—it should not intrude excessively on instructional activities.

Performance Assessment

Rubrics

Posted in evaluation, learning, student-centered learning, teaching | No Comments »

disruptive technologies: from swarming to mesh networking

Posted by Plamen Miltenoff on 30th September 2014

How Hong Kong Protesters Are Connecting, Without Cell Or Wi-Fi Networks

http://www.npr.org/blogs/alltechconsidered/2014/09/29/352476454/how-hong-kong-protesters-are-connecting-without-cell-or-wi-fi-networks

messaging one another through a network that doesn’t require cell towers or Wi-Fi nodes. They’re using an app called FireChat that launched in March and is underpinned by mesh networking, which lets phones unite to form a temporary Internet.

My note: seems that civil disobedience provides excellent innovations in using technology; examples are-

  1. the 1999 World Trade Organization Protests in Seattle, where the “swarming” idea was implemented and later transformed by Bryan Alexander into “swarming for education” (http://www.educause.edu/ero/article/going-nomadic-mobile-learning-higher-education)  and depicted on this blog in September 2013
    http://blog.stcloudstate.edu/ims/tag/bryan-alexander/
    to be continued by Britt in Learning Swarms? (http://bwatwood.edublogs.org/2010/08/05/learning-swarms/) and Howard Rheingold in his interview with Bryn Alexander in 2004 (http://www.thefeaturearchives.com/topic/Culture/M-Learning_4_Generation_Txt_.html and as Howard calls it “moblogging” and lately is becoming finally popular (at least in K12 if not in higher ed) as “backchanneling.”
  2. In a very similar scenario as the 1999 Seattle unrest, people in Venezuela (#venezuelalibre - Zello)  and Ukraine (Ukrainian roots shine through at WhatsApp) are turning to mobile apps to organize themselves and defy governments blocking of traditional social media (Protesters in Venezuela, Ukraine turn to peer-to  - CNN.com)The ideas using Zello and WhatsApp in education poured in:WhatsApp for education?, How to use Whatsapp Chat Messenger for Education

Mesh networking is still only an IT term. Internet and dbase search has no returns on mesh networking as a tool for education and/or civil disobedience. Will it be the continuation of moblogging, backchanneling and swarming?

related IMS blog post: http://blog.stcloudstate.edu/ims/2014/09/19/mobile-elearning/

FireChat

Posted in e-learning, mobile learning, social media, student-centered learning | 2 Comments »

Math, Science, History: Games Break Boundaries Between Subjects

Posted by Plamen Miltenoff on 1st September 2014

Math, Science, History: Games Break Boundaries Between Subjects

http://blogs.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/

possibilities for a formal Renaissance-Man-Liberal-Arts education remain limited to the elite. The average, or common, student is encouraged to choose majors and institutions that track into a specialized vocation.

MincraftEDU and SimCityEDU provide flexible options for integrating familiar games with traditional classroom curriculum.

The ability to apply knowledge across disciplines is important, but it is not enough. It is important to combine that knowledge with strong social and emotional skills that serve as the foundation for good citizenship in the 21st Century.

The MindShift Guide to Games and Learning

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

Posted in gamification, gaming, learning, learning styles, mobile learning, Multiple intelligences, online learning, open learning, Project Based Learning, student-centered learning | No Comments »

The 70 Best Apps For Teachers And Students

Posted by Plamen Miltenoff on 13th July 2014

The 70 Best Apps For Teachers And Students

http://pinterest.com/pin/29766047512288264/

70 Best Apps For Teachers And Students

Posted in Digital literacy, distributive learning, educational technology, gamification, gaming, hybrid learning, information technology, instructional technology, learning, mobile apps, mobile learning, open learning, pedagogy, student-centered learning, technology literacy | 3 Comments »

Posted by Plamen Miltenoff on 24th June 2014

Employers’ Challenge to Educators: Make School Relevant to Students’ Lives

http://blogs.kqed.org/mindshift/2014/06/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 »

MANAGING ONLINE COURSE WORKLOAD

Posted by Plamen Miltenoff on 8th May 2014

MANAGING ONLINE COURSE WORKLOAD

http://www.academicimpressions.com/PDF/pdf_serve.php?i=1804&q=24756q203944kR102

Posted in Digital literacy, distance learning, distributive learning, e-learning, hybrid learning, mobile learning, online learning, student-centered learning, technology literacy | No Comments »

For Students, Why the Question is More Important Than the Answer

Posted by Plamen Miltenoff on 21st April 2014

For Students, Why the Question is More Important Than the Answer

http://blogs.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/

It’s a bit like the Socratic method flipped on its head.

Rule 1: Ask As Many Questions as You Can (Gives License to Ask). There are a number of potential stumbling blocks related to this rule, including:

  • Students struggle trying to produce the questions:
  • Students ask for examples:
  • Groups are working at different pace:
  • Some students are not participating or one student is producing all the questions:

Rule 2: Do Not Stop to Discuss, Judge, or Answer Any Question (Creates Safe Space and Protection).

Rule 3: Write Down Every Question Exactly as It Is Stated (Levels the Playing Field So All Questions and Voices Are Respected.)

Rule 4: Change Any Statement into a Question (Insists on the Discipline of Phrasing, Asking, and Thinking in Questions, Not Statement). Potential challenges that may arise with rule 4 include:

  • Students get off task and start talking:
  • Students are confused about the instructions:
  • The QFocus is not working:

Posted in learning, learning styles, student-centered learning, teaching | No Comments »

Peer to peer online tutoring: practical and empirical results

Posted by Plamen Miltenoff on 19th April 2014

https://www.brainfuse.com/home/peers.asp

http://www.magazine.utoronto.ca/life-on-campus/donny-ouyang-online-peer-tutoring/

https://peers.aristotlecircle.com/page/1-to-1-in-home-tutoring

http://study-guide-services-review.toptenreviews.com/what-is-peer-to-peer-tutoring.html

http://www.azcentral.com/news/arizona/articles/20130426education-nation-peer-tutoring-gets-high-tech-makeover.html

http://jobs.aol.com/videos/job-search/rayku-p2p-online-tutoring-program-startup-presentation/517175995/

Peer reviewed (please consider LRS online dbase to retrieve):
Westera, W., De Bakker, G., & Wagemans, L. (2009). Self-arrangement of fleeting student pairs: a Web 2.0 approach for peer tutoring. Interactive Learning Environments17(4), 341-349. doi:10.1080/10494820903195249

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d45141111%26site%3deds-live%26scope%3dsite

http://ascilite.org.au/ajet/ajet26/mcloughlin.html
http://www.sciencedirect.com/science/article/pii/S036013150600090X

http://www.sciencedirect.com/science/article/pii/S0740818807000448

http://www.sciencedirect.com/science/article/pii/S8755461507000734

http://www.tandfonline.com/doi/abs/10.1080/02602930410001689144#.U1J_MvldWSo

Interesting conference proceedings:
Gaofeng, R., & Yeyu, L. (2007). An Online Peer Assisted Learning Community Model and its Application in ZJNU.Online Submission,

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dED500172%26site%3deds-live%26scope%3dsite

A model to consider, if you have a higher ed instution in the vicinity and replace freshman students with K12 ones. I like how the authors further classified the tutors into 3 categories:

De Smet, M., Van Keer, H., & Valcke, M. (2008). Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour. Computers & Education50207-223. doi:10.1016/j.compedu.2006.05.001

http://eds.b.ebscohost.com.libproxy.stcloudstate.edu/eds/detail?vid=4&sid=2fae304e-fee9-4a4f-8119-386670956bbb%40sessionmgr111&hid=106&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=edselp&AN=S036013150600090X

This is the foundation, which the startup companies from Sillicon Valley are using to make money:
Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. (2013). Cognitive load and knowledge sharing in Learning Networks. Interactive Learning Environments21(1), 89-100. doi:10.1080/10494820.2010.548068

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this is old, but you can take the concepts and apply them right toward your research of using CAI
Dewey, D. P., & Cannon, A. E. (2006). Supporting technology instruction through peer tutoring, discussion boards and electronic journals. IALLT Journal Of Language Learning Technologies38(2), 17.

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this one goes towad
Mengping, T. (2014). Mathematics Synchronous Peer Tutoring System for Students with Learning Disabilities.Journal Of Educational Technology & Society17(1), 115-127.

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Tsuei, M. (2012). Using Synchronous Peer Tutoring System to Promote Elementary Students’ Learning in Mathematics. Computers & Education58(4), 1171-1182.

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Posted in Digital literacy, distance learning, distributive learning, e-learning, educational technology, information literacy, information technology, instructional technology, learning, learning styles, mobile learning, Multiple intelligences, online learning, student-centered learning, teaching, technology, technology literacy | No Comments »