Archive of ‘Digital literacy’ category

Alphabet Nest and Android

Alphabet is breaking up Nest, its standalone smart-home gadgets company, and moving Nest’s software group back into Google.

enerally speaking, Google has very limited interest in making hardware in the first place. The cost of building things is high, the margins are low, and Google’s real specialty is in web services like Gmail and search anyway.

Google started signaling that Android, the most popular operating system in the world, and Chrome OS, its more niche operating system for laptops, were going to get smashed together. The result, ideally, will be a version of Android that can extend its smartphone dominance to tablets and laptops…which is why Android 7.0, the most recent release, makes split-screen multitasking such a tentpole feature.

the real business opportunity for Google is to compel a broad range of companies to create gadgets and home appliances using its software. The hardware is secondary. In fact, building its own hardware can even work against Google: The more successful Google is at selling its own hardware, the less likely other hardware makers want to use its software, since they view Google as a competitor.

Putting all its efforts behind expanding and extending Android has made Google a top player in the smartphone market, even after its late start against Apple and the iPhone.

The Journal of Emerging Learning Design special issue: The Digital Humanities

Call for Papers
The Journal of Emerging Learning Design special issue: The Digital Humanities

Submissions due date

On/before November 14, 2016.

Editors
Jerry Alan Fails (Boise State University) and AJ Kelton (Montclair State University)

Introduction
The Journal of Emerging Learning Design is pleased to announce the Call for Papers for its first Special Issue: The Digital Humanities.

With roots reaching back as far as 1940, the term Digital Humanities came into wide usage in late 2012 and has slowly risen in popularity since then. A Google Scholar search for “digital humanities” yields just under 30 results during the year 2000 and over 4,700 during 2015.  The increase in the number of published articles in 15 years is second only to the diversity of the research that is included.

About the ELDj

The Journal of Emerging Learning Design (ELDj) is an open access, peer-reviewed, online journal that provides a platform for academics and practitioners to explore emerging learning design theories, concepts, and issues and their implications at national and international levels.

An outgrowth of the annual Emerging Learning Design Conference, which makes its home at Montclair State University (MSU), the ELDj invites scholarly communication in the emerging learning design field and will present best practices in design and implementation by offering articles that present, propose, or review engaging and dynamic approaches to pedagogy and how technology can better enhance it.

More details can be found at http://eldj.montclair.edu/about/

About the Special Issue

The ELDj has purposefully kept the focus of the theme for this special issue broad.  The intent is to continue to break down traditional academic silos and allow for an open dialogue and sharing with respect to what is considered the Digital Humanities.  ELDj is intentionally taking a broad consideration for what is included in the digital humanities with the clear understanding that this issue, and the articles within, will contribute to this growing field and provide a groundwork for further reflection and research.

Timeline

Deadline for Submission: November 14, 2016

Notification of Acceptance: March 1st, 2017

Final Revised Submission: April 21, 2017

Publication: June 2, 2017

Publication and Presentation

The issue will be published prior to, and featured at, the 7th Annual Emerging Learning Design Conference (ELDc17) on June 2nd, 2017.

Based on when a submission is accepted, authors may be offered the opportunity to present their research at the 7th Annual Emerging Learning Design Conference in June, 2017.  Presentations must be given in an appropriate presentation format for the conference: panel (full conference audience), workshop (120 minutes), concurrent (45 minutes), or Sparks! (5 minutes to full conference audience).

Submission Details

Manuscripts should be the appropriate length for the material being presented.

  • Full paper manuscripts can vary from 2500-4500 words in addition to an abstract of 250 words and a works cited section of appropriate length.
  • Briefs or Trends papers have a limit of 1000 words.

A description of each type of submission and guidelines can be found at http://eldj.montclair.edu/submission-guidelines/  ELDj uses a double-blind, peer-review process. Submissions should not have been published previously or be under consideration for publication elsewhere.   Authors should review the above linked guidelines for important and relevant information.

Submissions should be sent to eldj@mail.montclair.edu: questions and information requests may be sent to the Editors at the same address.

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more on digital humanities and publications for digital humanities in this IMS blog

http://blog.stcloudstate.edu/ims?s=digital+humanities

Finding and Using E-Government Tools and Resources

Librarianship in the Modern Era

Cutting the Red Tape: Finding and Using E-Government Tools and Resources
Diane Kovacs

4-week eCourse
Beginning Monday, September 12, 2016

E-government tools and resources bring many people to your library for such activities as filing and paying taxes online, locating Medicare/Medicaid providers and reviews, checking student loan status, tracking regulatory changes for industries, monitoring ongoing legislation as well as codified law and court rulings, and much more. This hands-on eCourse also explores the information published online by the U. S. federal government through the Government Printing Office and specific agencies and government branches.
Experienced online instructor and consultant Diane Kovacs covers the best sites to begin researching for government information in general and specifically for business, healthcare, genealogy, history, current government, legal, regulatory, taxes, retirement, insurance, and state and local government information.

Augmented Reality For Special Needs Learning

Utilizing Augmented Reality For Special Needs Learning

Utilizing Augmented Reality For Special Needs Learning

Augmented reality is a variation of virtual environments, but has a few added advantages for special needs learning. With virtual environments the user is completely immersed in a virtual world and cannot see the real environment around him or her. This may cause some confusion for special needs learners and can hinder learning. In contrast, augmented reality allows the user to see the real world with virtual objects superimposed upon or composited with the real world. This provides the greatest benefit as learners remain part of the world around them and learn easily.

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more on the topic

Muñoz, Silvia Baldiris Navarro and Ramón, “Gremlings in My Mirror: An Inclusive AR-Enriched Videogame for Logical Math Skills Learning”, Advanced Learning Technologies (ICALT) 2014 IEEE 14th International Conference on, pp. 576-578, 2014.

GLOBAL COLLABORATION DAY SEPTEMBER 15TH

Students, teachers, and organizations will join together online to celebrate and demonstrate global collaboration on September 15, 2016. On Global Collaboration Day, educators and professionals from around the world will host connective projects and events and invite public participation. This event is brought to you by VIF International Education, Google for Education, iEARN-USA and Edmodo.

The primary goals of this 24-hour, worldwide event are to:

  • demonstrate the power of global connectivity in classrooms, schools, institutions of informal learning and universities around the world
  • introduce others to the collaborative tools, resources and projects that are available to educators today
  • to focus attention on the need for developing globally competent students and teachers throughout the world

Global Collaboration Day will take place on September 15 in participant time zones. Classrooms, schools, and organizations will design and host engaging online activities for others to join. Events will range from mystery location calls to professional development events to interviews with experts. All events will be collated in an online calendar viewable in participants’ individual time zones. Participants will be connected on Twitter via the hashtag #globaled16.

An optional new activity this year will be the Great Global Project Challenge. Between now and October 1, 2016, global educators will design collaborative projects using a variety of platforms in which other students and teachers may participate during the course of the 2016-2017 school year. The objective is to create and present as many globally connective projects for students and educators as possible. The final deadline for submissions into our project directory is October 1, but participants are also encouraged to do an introductory activity for their project on Global Collaboration Day as well.

Global Collaboration Day is a project of the Global Education Conference Network, a free online virtual conference that takes place every November during International Education Week. GCD, along with Global Education Day at ISTE and Global Leadership Week, are events designed to connect educators and keep global conversations going year round.

For more information about Global Collaboration Day, please visit our main web site. A digital flyer is also available for distribution.

Follow us on social media:

 

Help us spread the word. Here are some sample Tweets:

  • Join us for Global Collaboration Day! Details here: http://bit.ly/2016GCD #globaled16
  • YOUR ORG’S TWITTER HANDLE is pleased to partner with @GlobalEdCon and educators around the globe for Global Collaboration Day: http://bit.ly/2016GCD
  • Are you an education leader? Inspire global collaboration on Global Collaboration Day 9/15. http://bit.ly/2016GCD #globaled16
  • Learn more about participating in the Global Collaboration Day celebration: http://bit.ly/2016GCD #globaled16
  • Project hosts are sought for Global Collaboration Day. Details here: http://bit.ly/2016GCD #globaled16

 

Logos and Badges for Participants, Hosts, Partners and Sponsors are located here: http://bit.ly/gcdimages

Interested in serving as an outreach partner?


Send an email to Lucy Gray (lucy@globaledevents.com) indicating your interest. Include information on how you can help us get the word out to networks with 5000 members or more.

Quality Videos Quickly

By

http://www.socialmediaexaminer.com/video-production-how-to-create-quality-videos-quickly-roberto-blake/

https://www.youtube.com/c/robertoblakepsd

Adobe Premiere Pro CC : https://www.youtube.com/watch?v=AxkXrPzEGtI

Whether you’re using a smartphone or a DSLR camera, one thing Roberto recommends before recording is to check the environment. Look for and remove any distractions from the background. For example, if there’s noise from cars driving by you can change your location. If there’s a part of your office that needs to be cleaned, you can tidy up.

He also says you should think about the context of your background. For instance, when Roberto does personal vlogs as motivation for creatives and entrepreneurs who might be thinking about giving up, he uses his bookshelf as the backdrop. It’s appropriate because there is literally a collection of people behind him who put something out there and could have quit just as easily.

Roberto also notes you should consider audio, the lighting in the room, and take a photo of the shot, to check framing and composition, before you film. The photo gives you a way to make sure the video will be shot at the angle you want. Roberto shares that if he’s filming with his camera, he’ll use the remote or a timer to take a photo of him in the shot. With a smartphone, he says you can use a selfie stick, or tripod, or the timer feature.

Smartphone teleprompter apps include PromptSmart on iTunes and Teleprompter Pro on iTunes and Google Play.

Most of the smartphone apps are free or $5.

Adobe Premiere Clip, which is simple to use. All you need is a free Adobe account, which you can sign up for via email. It can upload video directly to YouTube and Facebook for you. It also has color grading filters, lets you loop background audio (they have a few tracks which are royalty free), mix down the audio, edit clips together, cut things out, and more.

Plus, if you have professional software, like Adobe Premiere Pro at home, you can do a rough cut of everything in Premiere Clip from your phone, and then save it to Creative Cloud, go back to your desktop, and then tweak and do all the advanced editing there.

If you have an iPhone, you have iMovie. There’s also FilmoraGo (iPhone and Android) and CyberLink Power Director, which is Android only.

Free video editing programs such as HitFilm 4, DaVinci Resolve, iMovie, and the Windows MovieMaker

Prisma, available on iOS and Android, takes your images, whether you take the photos in the app or import them, and applies artistic filters.

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more on video editing in this blog

http://blog.stcloudstate.edu/ims?s=video+editing

SPED rules for virtual schools

Feds Say Virtual Schools Need to Follow Special Ed Rules

By Dian Schaffhauser 08/25/16

https://thejournal.com/articles/2016/08/25/feds-say-virtual-schools-need-to-follow-special-ed-rules.aspx

Dear Colleague” letter issued to virtual schools by the U.S. Department of Education. The agency isn’t creating or imposing “new legal requirements,” is intended to help state education agencies and districts meet their existing obligations under the Individuals with Disabilities Education Act.

feedback at virtualschools@ed.gov.

The letter is available on the Education Department website here.

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