Faculty searching for survey[s] reflecting students’ feelings about the level of belonging to online community.
Drouin, M., & Vartanian, L. (2010). Students’ feelings of and desire for sense of community in face-to-face and online courses.(Survey). Quarterly Review of Distance Education, 11(3).
Keengwe, J., & Wilsey, B. (2012). Online graduate students’ perceptions of face-to-face classroom instruction.(Report). International Journal of Information and Communication Technology Education, 8(3), 45–54. https://doi.org/10.4018/jicte.2012070106
Singh, A., & Srivastava, S. (2014). Development and Validation of Student Engagement Scale in the Indian Context. Global Business Review, 15(3), 505–515. https://doi.org/10.1177/0972150914535137
Set Your Goals
a few apps below to begin.
- Merge Cubes.
- CoSpaces EDU.
- AR Portal (iOS only).
more on VR in this IMS blog
VR Review: Here’s How Oculus Quest Compares With Go — Apps and All
When the Oculus Go was first released, the educational apps were limited.
many more educational apps flooding the Oculus Experiences market
The Oculus Quest is mainly being marketed as an all-in-one VR gaming system, but I see much potential for classroom lessons.
The Oculus Go delivered a VR view, but the Oculus Quest provides us with interactions.
One major difference between the Quest and the Go is the lack of motion sickness with the new device.
The 6 degrees of freedom (6DoF) provides mobility for the student to walk forward, backward, left, right, jump up and squat down. In other words, they can move around just like they would in real life.
The affordable starting price of $399 for 64 GB is comparable to other classroom devices, such as Chromebooks, laptops and iPads.
between the Quest and the Go is the high cost of the apps. By contrast, the majority of my Oculus Go apps were free.
more on Oculus in this IMS blog
As Charters Face Growing Opposition, NewSchools Summit Makes Its Case
for the past 21 years its organizer, the Oakland, Calif.-based nonprofit known as NewSchools Venture Fund, has also put millions of dollars into novel schools in public districts
Charter schools operate with public funding, and sometimes philanthropic support, but are managed by an outside organization that is independent from local district oversight. In California, they are run by nonprofit organizations with self-elected boards. (For-profit charters are outlawed.)
Their supporters and operators—who make up the vast majority of the 1,300-plus attendees at this year’s Summit—say the model offers the flexibility needed to introduce, test and adopt new curriculum, tools and pedagogical approaches that could better serve students, particularly in low-income and minority communities.
Rocketship Education was an early showcase for blended learning, where students rotate between working on computers and in small groups with teachers. Summit Public Schools, a network of charters that now claims a nationwide footprint, promotes project-based learning assisted by an online learning platform.
But charters have also attracted an increasingly vocal opposition, who charge them with funneling students, teachers and funds from traditional district schools. Aside from raising teacher salaries, a sticking point in the recent California teachers’ strikes in Los Angeles and Oakland has been stopping the growth of charter schools.
Detractors can point to fully-virtual charters, run by for-profit companies, that have been fined for misleading claims and graduating students at rates far below those at traditional schools. At the same time, research suggests that students attending charter schools in urban regions outperform their peers in traditional school settings.
While the first decade of this century saw double-digit percentage increase in the number of such schools, it has almost entirely plateaued (at 1 percent growth) in the 2017-2018 school year, according to data from the National Alliance for Public Charter Schools.
more on charter schools in this IMS blog
Digital Game-Based Learning in Higher Ed Moves Beyond the Hype
Toolwire and Muzzy Lane, two digital game-based learning (DGBL) vendors that are making significant strides in higher education through their “serious game” products. The state of DGBL in higher ed is not nearly as prevalent and accepted as it is in K-12, but growing quickly.
Serious games feature evidenced-centered design, whereby data is collected, analyzed and adapted to the knowledge level of the player
Andy Phelps, director of the Rochester Institute of Technology Center for Media, Arts, Games, Interaction and Creativity (MAGIC) and executive committee member of the Higher Education Video Game Alliance (HEVGA),adds that “game-based learning has the opportunity to really challenge our assumptions about linear modes of educational interaction.”
Muzzy Lane, s higher-education-oriented Practice Series games, in partnership with McGraw Hill, feature titles in Marketing, Spanish, Medical Office and Operations.
The Challenge of Creating Worthy GamesBoth Toolwire and Muzzy Lane DGBL products are not of the “Triple A” PlayStation 4 and Xbox One variety, meaning they do not have all the high-fidelity, digital-media bells and whistles that are inside the heavily advertised war games and sports games geared toward the more than $99 billion global video game consumer marketplace, according to gaming market intelligence company Newzoo.
the state of DGBL in higher education consists of very effective digital games of less-than-Triple A fidelity coming out of private companies like Toolwire and Muzzy Lane, as well as from a good number of college and university game design innovation centers similar to RIT’s MAGIC. These include the Games+Learning+Society (GLS) Center at the University of Wisconsin-Madison; the University of Southern California Interactive Media and Games Division, the Carnegie Mellon University Entertainment Technology Center and the New York University Game Center.
more on DGBL in this IMS blog
Fact or Myth?
Device Implementation Is Possible Without the Headache!
Presented by the Classcraft Learning Team
Eric Davis & Kinshasa Marshall @classcraftgame firstname.lastname@example.org email@example.com
https://www.edweb.net/.5b97fbb8/ Gaming 03-28-19 Slides1-1qgto1x
! Tasks with motivational gamified mechanics → improvement in 21st-century learning skills, technical competencies,
independence, and personal accountability for devices and their readiness
! Student-led, independent, and sophisticated use of devices increased roughly 100%
! “Gamification as a motivational tool and platform for online delivery of learning activities and resources is a critical element of
integrating technology into schools”
! Students placed a greater value on their devices being present and ready to use in order to enjoy gamified content
! The use of gamification capitalized on the curiosity aspect being at the center of intrinsic motivation — encouraging students to
explore what their devices can do for them in general and what they are capable of given the task, some direction, and a
Planning, care FOR and ABOUT the device