Archive of ‘online learning’ category

Internet speed

my note: what does Ajit Pai and his war against #netneutrality have to say about it: https://www.nytimes.com/2017/12/14/technology/net-neutrality-repeal-vote.html

US Falls Out of Top 10 Average Internet Speeds Globally in 2020 While Global Speeds Faster Than Ever from r/technology

ANALYSIS: US Falls Out of Top 10 Average Internet Speeds Globally in 2020, but Global Speeds Faster Than Ever

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more on Internet speed in this IMS blog
https://blog.stcloudstate.edu/ims?s=internet+speed

MinnState Covid 19 grant

with Dr. Kannan Sivaprakasam. Accumulate resources:

Nearpod webinar

Free Nearpod webinar

Here are the details for the Nearpod workshop I will be hosting next Thursday, June 4, 2020 from 10:00 am to 12:00 pm CST.
I will be doing a presentation-style workshop next Thursday on using Nearpod. You will get the opportunity to participate in the workshop as a student as I model a pull presentation similar to attending a conference session. With that, I am planning to extend the length of the workshop a little to allow time for questions, etc. The session will begin at 10:00 am and last until 12:00 pm.
Zoom: https://memphis.zoom.us/j/96567149618

As always, please feel free to share this information with anyone who may be interested. Feel free to post on social media as well.

    Thank You!

Niki Bray, Ed.D.
Director of Academic Innovation & Student Success | Clinical Professor School of Health Studies

UofM logoThe University of Memphis
206 Elma Roane Field House
Memphis, TN 38152
901.678.3915 (O)
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more on Nearpod in this IMS blog
https://blog.stcloudstate.edu/ims?s=nearpod

higher ed fall 2020

SIX SCENARIOS: WHICH ONE WILL YOUR U.S. COLLEGE OR UNIVERSITY EXPERIENCE THIS FALL?

ANTHONY MORETTI

Six scenarios: Which one will your U.S. college or university experience this fall?

  1. Option 1: Shut down for fall
  2. Option 2: Start on ground, finish online
  3. Option 3: Start on line, finish on ground
  4. Option 4: Start on ground, finish on ground
  5. Option 5: Start online, finish online
  6. Option 6: Multiple on ground and online periods

These scenarios omit two critical components of the campus: the many men and women who can’t work from home and extracurricular activities.

Layoffs and furloughs must be the last option; pay cuts/freezes and other cost-saving opportunities must be exhausted before even one person is laid off this fall.

Extracurricular activities must be undertaken with an abundance of caution. Only those activities that are essential and can’t take place virtually must be held. Social distancing must be practiced, no matter the health conditions that exist at the particular time.

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How the Coronavirus Will Change Faculty Life Forever

As the pandemic wears on, expect heavier teaching loads, more service requirements, and more time online

By Bryan Alexander MAY 11, 2020 

https://www.chronicle.com/article/How-the-Coronavirus-Will/248750

(no access to the Chronicle? Not problem: use this link – https://bryanalexander.org/scenarios/two-competing-visions-of-fall-higher-education-plus-a-ghostly-third/)

fall 2020 tech prep by IT_EDUCAUSE


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more on higher ed options for fall 2020 in this IMS blog
https://blog.stcloudstate.edu/ims?s=covid

virtual exhibitions online classes

a tool that will allow students to collaboratively create an “exhibit” at the end of an online class.

https://www.facebook.com/groups/onlinelearningcollective/permalink/579247622705940/

I’m looking for a tool that will allow students to collaboratively create an “exhibit” at the end of an online class. Each student will be responsible for curating a selection of objects (art, photographs, music clips, and text quotes) with short explanations that we’ll put together in an exhibit on our class topic. I’ve thought of various formats—including possibly TimelineJS (I’m a historian)—but I wanted to see if anyone else had experience with this kind of assignment and recommendations of tools. My students have different levels of technology access and literacy, so my priority is simplicity and ease of use. Thank you very much for any suggestions you might have!

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more on virtual tours in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+tour

Spatial

You Can Now Attend VR Meetings—No Headset Required

Virtual-reality workspace startup Spatial is offering a free version for users. All you need is a web browser.


https://www.wired.com/story/spatial-vr-ar-collaborative-spaces/

Spatial is a startup that enables people to meet through augmented or virtual reality. It’s a little similar to the now defunct Facebook Spaces, except it has much broader support. You can use VR or mixed-reality headsets from a myriad of brands—from Microsoft’s HoloLens and Nreal’s Light to the Oculus Quest—as vehicles to meet in virtual spaces.

Spatial is announcing that it’s launching support for web browsers on desktops, Android, and iOS. Oh, and the platform is now completely free and open to everyone.

The free version temporarily gives you unlimited access to all the enterprise features. Agarawala says a free version will always exist, but limitations will be added back in (like 40-minute sessions and up to three saved project rooms) once social-distancing orders wind down.
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more on immersive reality platforms in this IMS blog
https://blog.stcloudstate.edu/ims?s=virbela
https://blog.stcloudstate.edu/ims?s=engagevr
https://blog.stcloudstate.edu/ims?s=asvr

CRITICAL PEDAGOGY IN AN AGE OF ONLINE LEARNING

CRITICAL PEDAGOGY IN AN AGE OF ONLINE LEARNING

http://libjournal.uncg.edu/ijcp/article/view/1055/892?fbclid=IwAR3SHDRFlxTbj7lMAuVJ_BsO3wLQaYEcEXEukUPQVXDDOqEnHg_XT9VJ1SE

Paulo Freire and Critical Pedagogy

Freire’s pedagogical concepts, such as problem posing, dialogue, praxis, conscientiazation and the politics of education, were devel-oped in a pre-Internet era. His work in popular education was deeply interpersonal and involved spending significant time in a community becoming familiar with the culture, linguistic patterns, and lifestyle of the people before ever embarking on teaching.

struggles to employ a critical pedagogy in the increasingly assessment-oriented, outcomes-based environment

While designed to make teaching in the online environment more efficient, these systems confront the critical pedagogue with challenges to create a teaching-learning environment that promotes critical reflection not only on the content of a course but on the very way in which content is delivered.

teaching in cyberspace requires a different teaching paradigm altogether

p. 170 Feenberg (2009) developed the Critical Theory of Technology (CTT),

p. 171 As outlined by CTT, technology creates a cyber culture that redefines human identity and the meaning and means of human interaction (Gomez, 2009). When viewed through this lens, online education is not simply another tool for the promotion of learning, but rather an all-encompassing environment managing and controlling access to information, structuring relationships, and redefining individual identities.

p. 171 While masquerading as efforts to enhance student learning, these industries are clearly profit-oriented. Knowledge has become a commodity, students have become consumers, faculty have become content providers, and schools operate as businesses

p. 172 Like Feenberg (2009), Freire would be concerned with the values and principles embedded in the technology of online learning, as well as the cyber culture it has created.

p. 173 Schools did not venture into online learning because they thought it was a better way to teach, but rather because they saw it as a way to reach unreached student populations with the promise of off-site educational offerings. Only later was attention given to developing online pedagogies.

Whereas education in the United States was originally viewed as a way to prepare students for effective citizenship, now it is seen as a way to develop loyal and capable employees of their corporate overlords

p. 174 A second area of concern is the banking nature of the LMSs. One of the underlying assumptions of an LMS like Blackboard™, Moodle™, or Brightspace™ is that the online platform is a repository of resources for teaching and learning.

Freire vehemently rejected this banking approach to education because it did not recognize or encourage the student’s creative, exploratory, and critical abilities. In the banking model the teacher is regarded as the holder and transmitter of knowledge, which is then imparted to the student. The banking model assumes the student is an empty vessel and does not value or recognize the student’s experiential and cultural knowledge

By contrast Freire argued for a problem-posing, constructivist approach that invites students to critically engage their world and one another. In the critical classroom, the student at times takes on the role of teacher and the teacher becomes a learner, inviting a sharing of power and mutual learning. While this approach can be carried out to an extent online, the LMS is set up to be the primary source of information in a course, and the teacher is assigned as the expert designer of the learning experience, thus limiting the constructivist nature and mutuality of the learning process.

p. 175 A third area of concern is the limited access to online learning to large sectors of society. While e-learning advocates tout the greater access to learning provided by online learning (Goral, 2013; Kashi & Conway, 2010), the digital divide is a reality impacting millions of students.

p. 176 A final area of concern is the disembodied nature of the online learning process. One of the major attractions of online learning to potential students is the freedom from having to be in a classroom in a particular time or place.

p. 177 Embodied learning means students must not only engage the cognitive dimension (thinking and reflection), but also partake in concrete action. This action in reflection, and reflection in action, referred to as praxis, involves acting on and in the world as one is seeking to learn about and transform the world.
To limit education to the transmission and reception of text-based knowledge without action undermines the entire learning process (Escobar et al., 1994).
Freire believed dialogue begins not with what the teacher professes to know, but with the student’s experience and knowledge.

p. 179 For Freire, the building of a learning community is essential to creating meaningful dialogue; this is also true for those who seek to teach effectively online. Palloff and Pratt (2007) contend that all online teaching must begin with building community and stress that a carefully constructed online learning community provides a space for students to test ideas, get feedback, and create a collaborative learning experience.
For Freire, learning was a social and democratic event where authoritarianism and control of the learning process are minimized.
“reading the world,” or conscientization, that is, understanding the larger political context in which experience occurs and knowledge is situated. In the current era of Facebook, Twitter, instant message, and other social media, in-depth discussion and analysis is often absent in favor of brief, often innocuous statements and personal opinions.
Through online academic databases, students have easy access to far more sources of information than previous generations. Furthermore, search engines like Google, Yahoo, and the like bring students in contact with remote sources, organizations, and individuals instantly.

p. 180 the challenge is not only the accessing of information, but also encouraging students to become discerning purveyors of information—to develop “critical digital literacy,” the capacity to effectively and critically navigate the databases and myriads of potential sources (Poore, 2011, p. 15)

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more on online teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+teaching

https://blog.stcloudstate.edu/ims?s=online+learning

Quality Matters and Online Delivery

from the Higher Ed Learning Collective
https://www.facebook.com/groups/onlinelearningcollective/permalink/572361140061255/

My institution is offering to pay for the Quality Matters course “Teaching Online-An Introduction to Online Delivery.” I’m registered for a session this summer. Have any of you taken taken it? What are your thoughts?

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more on online teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+teaching

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