Archive of ‘Digital literacy’ category
3 Tips for Managing Phone Use in Class
Setting cell phone expectations early is key to accessing the learning potential of these devices and minimizing the distraction factor.
Liz Kolb September 11, 2017
Ask your students questions such as:
- What do you like to do on your cell phone and why? (If they don’t have one, what would they like to do?)
- What are the most popular apps and websites you use?
- What do you think are inappropriate ways that cell phones have been used?
- What is poor cell phone etiquette? Why?
- How can cell phones help you learn?
- How can cell phones distract from your learning?
- How do you feel about your cell phone and the activities you do on your phone?
- What should teachers know about your cell phone use that you worry we do not understand?
- Do you know how to use your cell phone to gather information, to collaborate on academic projects, to evaluate websites?
- How can we work together to create a positive mobile mental health?
Using a Stoplight Management Approach
Post a red button on the classroom door: the cell phone parking lot.
Post a yellow button on the classroom door: Students know their cell phones should be on silent (vibrate) and placed face down in the upper right-hand corner of their desk. They will be using them in class, but not the whole time.
Post a green button on the classroom door: Students know they should have their phones turned on (either silenced or set on vibrate) and placed face up in ready position to use throughout the class.
Establishing a Class Contract
Ask your students to help you develop social norms for what is and is not appropriate cell phone use during green and yellow button times. Should they be allowed to go on their social media networks during class? Why or why not?
Ask them to brainstorm consequences and write them into a class contract.
more on the use of smart phones in the classroom in this IMS blog
News Use Across Social Media Platforms 2017
Furthermore, about three-quarters of nonwhites (74%) get news on social media sites, up from 64% in 2016.
Twitter, YouTube and Snapchat have grown in share of users who get news on each site.
Twitter, YouTube and Snapchat have grown in share of users who get news on each site
More Americans now get news on multiple social media sites
Snapchat has by far the youngest group of news users – 82% are ages 18-29. While Facebook and YouTube are still the most popular among this age group for news overall, the makeup of the app’s news audience means that about one-in-five (21%) 18- to 29-year-olds now get news on Snapchat.
Many social media news consumers still get news from more traditional platforms
more on social media in this IMS blog
Designing and Developing Digital Credentials
Part 1: September 13, 2017 | 1:00–2:30 p.m. ET
Part 2: September 19, 2017 | 1:00–2:30 p.m. ET
Part 3: September 28, 2017 | 1:00–2:30 p.m. ET
Digital badges are receiving a growing amount of attention and are beginning to disrupt the norms of what it means to earn credit or be credentialed. Badges allow the sharing of evidence of skills and knowledge acquired through a wide range of life activity, at a granular level, and at a pace that keeps up with individuals who are always learning—even outside the classroom. As such, those not traditionally in the degree-granting realm—such as associations, online communities, and even employers—are now issuing “credit” for achievement they can uniquely recognize. At the same time, higher education institutions are rethinking the type and size of activities worthy of official recognition. From massive open online courses (MOOCs), service learning, faculty development, and campus events to new ways of structuring academic programs and courses or acknowledging granular or discrete skills and competencies these programs explore, there’s much for colleges and universities to consider in the wide open frontier called badging.
During this ELI course, participants will:
- Explore core concepts that define digital badges, as well as the benefits and use in learning-related contexts
- Understand the underlying technical aspects of digital badges and how they relate to each other and the broader landscape for each learner and issuing organization
- Critically review and analyze examples of the adoption of digital credentials both inside and outside higher education
- Identify and isolate specific programs, courses, or other campus or online activities that would be meaningfully supported and acknowledged with digital badges or credentials
- Consider the benefit of each minted badge or system to the earner, issuer, and observer
- Develop a badge constellation or taxonomy for their own project
- Consider forms of assessment suitable for evaluating badge earning
- Learn about design considerations around the visual aspects of badges
- Create a badge-issuing plan
- Issue badges
NOTE: Participants will be asked to complete assignments in between the course segments that support the learning objectives stated above and will receive feedback and constructive critique from course facilitators on how to improve and shape their work.
Jonathan Finkelstein, CEO, Credly
Jonathan Finkelstein is founder and CEO of Credly, creator of the Open Credit framework, and founder of the open source BadgeOS project. Together these platforms have enabled thousands of organizations to recognize, reward, and market skills and achievement. Previously, he was founder of LearningTimes and co-founder of HorizonLive (acquired by Blackboard), helping mission-driven organizations serve millions of learners through online programs and platforms. Finkelstein is author of Learning in Real Time (Wiley), contributing author to The Digital Museum, co-author of a report for the U.S. Department of Education on the potential for digital badges, and a frequent speaker on digital credentials, open badges, and the future of learning and workforce development. Recent speaking engagements have included programs at The White House, U.S. Chamber of Commerce, Smithsonian, EDUCAUSE, IMS Global, Lumina Foundation, ASAE, and the Federal Reserve. Finkelstein is involved in several open standards initiatives, such as the IMS Global Learning Consortium, Badge Alliance, American Council on Education (ACE) Stackable Credentials Framework Advisory Group, and the Credential Registry. He graduated with honors from Harvard.
Susan Manning, University of Wisconsin-Stout
In addition to helping Credly clients design credential systems in formal and informal settings, Susan Manning comes from the teaching world. Presently she teaches for the University of Wisconsin at Stout, including courses in instructional design, universal design for learning, and the use of games for learning. Manning was recognized by the Sloan Consortium with the prestigious 2013 Excellence in Online Teaching Award. She has worked with a range of academic institutions to develop competency-based programs that integrate digital badges. Several of her publications specifically speak to digital badge systems; other work is centered on technology tools and online education.
EDUC-441 Mobile Learning Instructional Design
Repeatable for Credit: No
Mobile learning research, trends, instructional design strategies for curriculum integration and professional development.
EDUC-452 Universal Design for Learning
Repeatable for Credit: No
Instructional design strategies that support a wide range of learner differences; create barrier-free learning by applying universal design concepts.
more on badges in education in this IMS blog
2016 POD Network Conference
Studying Connections between Student Well-Being,
Performance, and Active Learning
Amy Godert, Cornell University; Teresa Pettit, Cornell University
Treasure in the Sierra Madre? Digital Badges and Educational
Chris Clark, University of Notre Dame; G. Alex Ambrose, University
of Notre Dame; Gwynn Mettetal, Indiana University South Bend;
David Pedersen, Embry-Riddle Aeronautical University; Roberta
(Robin) Sullivan, University of Buffalo, State University of New York
Learning and Teaching Centers: The Missing Link in Data
Denise Drane, Northwestern University; Susanna Calkins,
Identifying and Supporting the Needs of International Faculty
Deborah DeZure, Michigan State University; Cindi Leverich, Michigan
Online Discussions for Engaged and Meaningful Student
Danilo M. Baylen, University of West Georgia; Cheryl Fulghum,
Haywood Community College
Why Consider Online Asynchronous Educational Development?
Christopher Price, SUNY Center for Professional Development
Online, On-Demand Faculty Professional Development for Your
Roberta (Robin) Sullivan, University at Buffalo, State University of
New York; Cherie van Putten, Binghamton University, State
University of New York; Chris Price, State University of New York
The Tools of Engagement Project (http://suny.edu/toep) is an online faculty development model that encourages instructors to explore and reflect on innovative and creative uses of freely-available online educational technologies to increase student engagement and learning. TOEP is not traditional professional development but instead provides access to resources for instructors to explore at their own pace through a set of hands-on discovery activities. TOEP facilitates a learning community where participants learn from each
other and share ideas. This poster will demonstrate how you can implement TOEP at your campus by either adopting your own version or joining the existing project.
Video Captioning 101: Establishing High Standards With
Stacy Grooters, Boston College; Christina Mirshekari, Boston
College; Kimberly Humphrey, Boston College
Recent legal challenges have alerted institutions to the importance of ensuring that video content for instruction is properly captioned. However, merely meeting minimum legal standards can still fall significantly short of the best practices defined by disability rights
organizations and the principles of Universal Design for Learning. Drawing from data gathered through a year-long pilot to investigate the costs and labor required to establish “in-house” captioning support at Boston College, this hands-on session seeks to give
participants the tools and information they need to set a high bar for captioning initiatives at their own institutions.
Sessions on mindfulness
52 Cognitive Neuroscience Applications for Teaching and Learning (BoF)
53 Contemplative Practices (BoF) Facilitators: Penelope Wong, Berea College; Carl S. Moore, University of the District of Columbia
79 The Art of Mindfulness: Transforming Faculty Development by Being Present Ursula Sorensen, Utah Valley University
93 Impacting Learning through Understanding of Work Life Balance Deanna Arbuckle, Walden University
113 Classroom Mindfulness Practices to Increase Attention, Creativity, and Deep Engagement Michael Sweet, Northeastern University
132 Measuring the Impacts of Mindfulness Practices in the Classroom Kelsey Bitting, Northeastern University; Michael Sweet, Northeastern University
more on POD conferences in this IMS blog
Open Textbook Faculty Development
Purpose and Overview
Education is expensive. If we can reduce textbook costs, students may be able to take more classes, complete their programs more quickly, and be more successful. Once faculty have participated in an introductory webinar, they may review an open textbook that is located in the Open Textbook Library (open.umn.edu). Working with the Open Textbook Network and Library, faculty will receive a $200.00 honorarium once the review is completed.
|September 7, 2017
||Round 4: Deadline to register for open textbook webinar
|September 12, 2017, 1:00pm-2:30pm
||Round 4: Open textbook webinar
|September 12 – October 17, 2017
||Round 4: Faculty complete reviews
For more information: http://asa.mnscu.edu/educationalinnovations/open/facultyreviews.html or contact Karen Pikula, the Minnesota State OER Coordinator, at email@example.com
more on open textbook in this IMS blog
Sea Prayer, a new virtual reality experience
Painted with Google Tilt Brush and written by Khaled Hosseini,
more on curation in this IMS blog
more on social scheduling in this IMS blog
learning from real life experience
Today’s report on the use of Zello (http://www.marketwatch.com/story/houston-residents-and-civilians-turn-to-zello-app-to-coordinate-rescue-efforts-2017-08-29) by Houston residents during Hurricane Harvey has parallels with the organizational efforts of using Zello by the Venezuelan people (https://zello.com/channels/k/b2dDl) in 2014. (https://advox.globalvoices.org/2014/02/23/walkie-talkie-app-zello-blocked-in-venezuela/)
Zello, HeyTell and Voxer Make Your Smartphone a Walkie-Talkie (NYT, 2012) are apps for smart phones and mobile devices.
They are free.
They do much more than a physical walkie-talkie (e.g. send visuals, record messages)
They are more environment friendly, since do not require physical presence and so much battery power: https://www.compareninja.com/tables/single/60573
Yo is a similar messaging app: http://blog.stcloudstate.edu/ims/2014/07/09/social-media-yo/
Library and University use:
In 2014, we proposed to the middle management the consideration of Yo as alarm system:
From: Miltenoff, Plamen
Sent: Tuesday, July 08, 2014 9:17 PM
To: ??????, Mark A. <???????@stcloudstate.edu>
Subject: FW: Yo at LRS
Good evening Mark
Based on the article below:
The upper management might consider fire and/or tornado alarm app for SCSU students similarly to the one, which the Israelis are using to back up their alarm system.
I am confident that some other US school is already thinking about the same and developing probably the app.
Thanks for considering…
From: Miltenoff, Plamen
Sent: Tuesday, July 8, 2014 8:59 PM
To: ???????, Colette ?????????
Cc: ??????, Joseph
Subject: Yo at LRS
I am not sure if this news
will increase your interest toward “Yo” since you said that you are not interested in politics
As shared with Joe several months ago about “Zello” being used in Venezuela (http://www.huffingtonpost.ca/2014/02/21/venezuela-blocks-zello-ap_n_4830452.html ), ingenuity during political events can give us great ideas how to use social media apps in daily work
I would like to ask you again to consider testing Yo and sharing your ideas how we can apply it at LRS
It is worth checking the penetration of Yo among SCSU students and use it.
Thank you and lkng forward to hearing your opinion
benefits for the library and potentially for the campus:
- reduce financial cost: batteries for the walkie talkies and the wear off of the walkie talkie can be replaced by a virtual app (again, apps for each of the three potential candidates are free)
- environmentally friendly. Apps are virtual. Walkie talkies are physical
- improve productivity. walkie talkie allow only talk. Apps allow: audio, video (images) and text
- raise the level of critical thinking (increase productivity by proxy): the use of several media: text, visuals, audio will allow users to think in a wider diapason when troubleshooting and/or doing their tasks
- the library can be the sandbox to smooth out details of the application and lessons learned can help replace walkie talkies across campus with 21st century tools and increase productivity campus wide.
previous posts on Zello in this IMS blog
NMC/CoSN Horizon Report 2017 K–12 Edition
p. 16 Growing Focus on Measuring Learning
p. 18 Redesigning Learning Spaces
Biophilic Design for Schools : The innate tendency in human beings to focus on life and lifelike processes is biophilia
p. 20 Coding as a Literacy
Significant Challenges Impeding Technology Adoption in K–12 Education
Improving Digital Literacy.
Schools are charged with developing students’ digital citizenship, ensuring mastery of responsible and appropriate technology use, including online etiquette and digital rights and responsibilities in blended and online learning settings. Due to the multitude of elements comprising digital literacy, it is a challenge for schools to implement a comprehensive and cohesive approach to embedding it in curricula.
Rethinking the Roles of Teachers.
Pre-service teacher training programs are also challenged to equip educators with digital and social–emotional competencies, such as the ability to analyze and use student data, amid other professional requirements to ensure classroom readiness.
p. 28 Improving Digital Literacy
Digital literacy spans across subjects and grades, taking a school-wide effort to embed it in curricula. This can ensure that students are empowered to adapt in a quickly changing world
Education Overview: Digital Literacy Has to Encompass More Than Social Use
What Web Literacy Skills are Missing from Learning Standards? Are current learning standards addressing the essential web literacy skills everyone should know?https://medium.com/read-write-participate/what-essential-web-skills-are-missing-from-current-learning-standards-66e1b6e99c72
The American Library Association (ALA) defines digital literacy as “the ability to use information and communication technologies to find, evaluate, create, and communicate or share information, requiring both cognitive and technical skills.” While the ALA’s definition does align to some of the skills in “Participate”, it does not specifically mention the skills related to the “Open Practice.”
The library community’s digital and information literacy standards do not specifically include the coding, revision and remixing of digital content as skills required for creating digital information. Most digital content created for the web is “dynamic,” rather than fixed, and coding and remixing skills are needed to create new content and refresh or repurpose existing content. Leaving out these critical skills ignores the fact that library professionals need to be able to build and contribute online content to the ever-changing Internet.
p. 30 Rethinking the Roles of Teachers
Teachers implementing new games and software learn alongside students, which requires
a degree of risk on the teacher’s part as they try new methods and learn what works
p. 32 Teaching Computational Thinking
p. 36 Sustaining Innovation through Leadership Changes
shift the role of teachers from depositors of knowledge to mentors working alongside students;
p. 38 Important Developments in Educational Technology for K–12 Education
Consumer technologies are tools created for recreational and professional purposes and were not designed, at least initially, for educational use — though they may serve well as learning aids and be quite adaptable for use in schools.
Drones > Real-Time Communication Tools > Robotics > Wearable Technology
Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching and learning, whether inside or outside the classroom.
> Games and Gamification > Location Intelligence > Makerspaces > Preservation and Conservation Technologies
Enabling technologies are those technologies that have the potential to transform what we expect of our devices and tools. The link to learning in this category is less easy to make, but this group of technologies is where substantive technological innovation begins to be visible. Enabling technologies expand the reach of our tools, making them more capable and useful
Affective Computing > Analytics Technologies > Artificial Intelligence > Dynamic Spectrum and TV White Spaces > Electrovibration > Flexible Displays > Mesh Networks > Mobile Broadband > Natural User Interfaces > Near Field Communication > Next Generation Batteries > Open Hardware > Software-Defined Networking > Speech-to-Speech Translation > Virtual Assistants > Wireless Powe
Internet technologies include techniques and essential infrastructure that help to make the technologies underlying how we interact with the network more transparent, less obtrusive, and easier to use.
Bibliometrics and Citation Technologies > Blockchain > Digital Scholarship Technologies > Internet of Things > Syndication Tools
Learning technologies include both tools and resources developed expressly for the education sector, as well as pathways of development that may include tools adapted from other purposes that are matched with strategies to make them useful for learning.
Adaptive Learning Technologies > Microlearning Technologies > Mobile Learning > Online Learning > Virtual and Remote Laboratories
Social media technologies could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category.
Crowdsourcing > Online Identity > Social Networks > Virtual Worlds
Visualization technologies run the gamut from simple infographics to complex forms of visual data analysis
3D Printing > GIS/Mapping > Information Visualization > Mixed Reality > Virtual Reality
p. 46 Virtual Reality
p. 48 AI
p. 50 IoT
public domain or creative common license
9 Alternatives to Google Image Search
http://www.freetech4teachers.com/2017/08/9-alternatives-to-google-image-search.htmlAlternatives to Google Image Search – Chart-1g15shm
besides Google Images for finding images that are either in the Public Domain or are labeled with a Creative Commons license.
more on free images in this IMS blog