Archive of ‘technology’ category
5 All-Too-Common Ways Edtech Implementations Fail
On the surface, adopting technology to support teacher needs or student challenges isn’t terribly complex: define the problem you’re trying to solve, identify the right tools for the job, and implement the tools effectively and with fidelity.
challenges. End users are too often removed from the decision-making process during procurement. Educators argue that too many products don’t actually meet the needs of teachers or students. Still others worry that it is too easy to implement new and popular technology without considering whether it is research-based and effective.
Only 33 percent of parents surveyed by the Learning Assembly said their child’s school did an excellent job using technology to tailor instruction.
Technology is just a tool, not a means in and of itself. Any school or teacher that sets out to use technology for its sake alone, and not in the service of personalizing learning or addressing specific needs, is on a mission to fail.
- Insufficient Modeling of Best Practices
A survey from Samsung found that 37 percent of teachers say they would love to use technology but don’t know how, and 76 percent say they would like a professional development day dedicated to technology.
ideos that focus on scaling and modeling best practices (produced by places like the Teaching Channel and The Learning Accelerator) can help teachers and schools do this.
Teachers face initiative fatigue: They are constantly being asked to implement new programs, integrate new technologies, and add on layers of responsibility. In one Wisconsin district, nearly half of teachers felt ongoing district initiatives were a “significant area of concern.”
Forward-thinking schools take the time to learn from the challenges of other schools, and recruit a coalition of the willing.
- Real-World Usability Challenges
Relying on multiple devices (remote, clicker, iPad, computer mouse) to launch or navigate technology can be difficult. Additionally, teachers may start to use a tool, only to realize it is not flexible enough to meet their original needs, fit into the constraints of their particular school or classroom, or allow them to integrate their own content or supplemental resources.
- The Right Data to Track Progress
Lack of useful data, problem definition, weak teacher buy-in, first impressions, and usability challenges all have the potential to torpedo smart technology products.
Beyond the Hype: 5 Ways to Think About Virtual and Augmented Reality in Schools
1. Ask Yourself: Why VR or AR
AR and VR are mediums for the transmission of information, and many people will judge these mediums by the content that is produced within them. For educators seeking to gain buy-in from administrators and other colleagues it is critical for them to justify the reasons their content requires new reality media.
2. Just Dive In
Gartner Hype Cycle’s “slope of enlightenment”—meaning the technology is just entering public acceptance.
Given the newness of these mediums, it is no surprise that few curricular resources exist to support courses around VR and AR. Professional development sessions on new reality tools are almost non-existent, which means educators seeking to use virtual or augmented reality simply need to dive into the subjects.
3. Go Beyond Storytelling
Studies using VR demonstrate the ‘Proteus Effect’—taking on the psychology of inhabiting a different body and unconsciously changing our behavior to conform to it (learning empathy through VR)
4. Master the Machines
“The equipment matters. If there is a latency between the computer and the VR set that can cause a lot of problems,”
With VR equipment ranging from about $15 to $600 educators will have to check the budget or start writing grant proposals to gain access to the higher quality machines.
5. Understand Your Student’s Needs
described as a “quantum shift” in the way we interact, learn and experience.
more on VR and AR in schools in this IMS blog
GOTTACATCHEMALL:EXPLORING POKEMON GO IN SEARCH OF LEARNING ENHANCEMENT OBJECTS
Annamaria Cacchione, Emma Procter-Legg and Sobah Abbas Petersen
Universidad Complutense de Madrid, Facultad de Filologia, Av.da Complutense sn, 28040 Madrid, Spain Independent; Abingdon, Oxon, UK SINTEF Technology and Society, Trondheim, Norway
Pokemon Go, MALL, Learning, Augmented Reality, Gamification, Situated learning
The Augmented Reality Game, Pokemon Go, took the world by storm in the summer of 2016. City landscapes were decorated with amusing, colourful objects called Pokemon, and the holiday activities were enhanced by catching these wonderful creatures. In light of this, it is inevitable for mobile language learning researchers to reflect on the impact oft his game on learning and how it may be leveraged to enhance the design of mobile and ubiquitous technologies for mobile and situated language learning. This paper analyses the game Pokemon Go and the players’ experiences accordingto a framework developed for evaluating mobile language learning and discusses how Pokemon Go can help to meetsome of the challenges faced by earlier research activities.
A comparison between PG and Geocashing will illustrate the evolution of the concept of location-based games a concept that is very close to that of situated learning that we have explored in several previous works.
Pokémon Go is a free, location-based augmented reality game developed for mobile devices. Players useGPS on their mobile device to locate, capture, battle, and train virtual creatures (a.k.a. Pokémon), whichappear on screen overlaying the image seen through the device’s camera. This makes it seem like thePokemon are in the same real-world location as the player
“Put simply, augmented reality is a technology that overlays computer generated visuals over the real worldthrough a device camera bringing your surroundings to life and interacting with sensors such as location and heart rate to provide additional information” (Ramirez, 2014).
Apply the evaluation framework developed in 2015 for mobile learning applications(Cacchione, Procter-Legg, Petersen, & Winter, 2015). The framework is composed of a set offactors of different nature neuroscientific, technological, organisational and pedagogical and aim to provide a comprehensive account of what plays a major role in ensuring effective learning via mobile devices
What: Overview of new D2L Brightspace features
When: Monday, April 9 at 10:00 AM
Please join us to learn about the new features that will be available in D2L Brightspace as of June 2, 2018. The session will be recorded.
D2L cloud is the big news. stcloudstate.learn.minnstate.edu will be the link to log into the cloud.
Here are the latest updates on Minnesota State’s move to D2L Brightspace cloud services.
Review a recording (44:07) or slides from the session. A comprehensive list of features is also available for faculty. This document will be updated again after April 10 and May 7 releases are available at our QA cloud sites.
To explore these new features on your own, go to your “quality assurance” (QA) test site in D2L’s cloud available athttps://YourCampusQA.brightspace.com. https://stcloudstate.brightspace.com
Quizzes, HTML editor and intelligent agents have videos featuring new stuff.
- HTML Editor – Edit images in the editor. See video (2:30)
- Intelligent Agents – See video (4:36)
- Quiz/Question Library – The ability to search the text of quiz questions. See video (7:00)
- Quizzes – Add a quiz due date, in addition to a start and end date.
- Quiz Taking – Students start and submit a quiz with fewer clicks.
- Manage Dates Tool – ‘Due Dates’ are now included.
- Additional features will be rolled out to the QA cloud on April 10 (version 10.8.0) and May 7 (version 10.8.1)
- ePortfolio -“A digital showcase for the learning journey. It helps you document the experience, reflect on it, and share ideas and achievements as they happen.” D2L has provided an overview video and a video to help you navigate this new tool for Minnesota State campuses. Look for an invitation to an overview session on April 18.
IP restriction, which is supposed to alleviate proctoring issues. But this will work only for oncampus quizzes. not for online classes.
The Quiz library being moved to the cloud. Does this mean that the Quiz Library can be shared across institutions? E.g. if faculty from one university is teaching biology and has developed a quiz library content, it can be shared with the content of a faculty from another university? All bells and whistles so far are only secondary to the fact that content generation remains most important for faculty and if faculty can share their test banks, I see this as the most advantageous of moving to a cloud.
eportfolio – new D2L tool. April 18 overview scheduled. so, isn’t in collision with TK20? I, personally, think that LInkedIn is the way to go. I will not mention eFolio MN, since it is a losing bet.
So, how we reconcile the existence of several platforms for eportofolio?
SSO. single sign on. Adobe Connect, Mediaspace and service desk are already on SSO. signing in one application allows to move to D2L without having to sign on again.
on that site, there are resources for faculty: https://mnscu.sharepoint.com/sites/IMS/SitePages/Faculty%20Resources.aspx
Your kids and virtual reality: What parents should know
A whopping 60 percent of parents are worried about the VR’s health effects, according to a new study from Common Sense Media, while others hope the emerging technology will have profound educational benefits because of its highly-engaging nature.
Jim Steyer, founder of Common Sense Media https://www.commonsense.org/education/
Stanford researchers partnered with Common Sense Media, which has done extensive research on children’s media use, to examine the impact of VR on children. Their report includes a national survey of 12,148 adults, 3,613 of whom were parents.
the study notes that 21 percent of households with children already have a VR device and 13 percent are planning to get one, Common Sense found that many parents are scared of exposing their children to such intense experiences.
Bailenson, founder of Stanford’s Virtual Human Interaction Lab, acknowledged the long term effects of VR on developing brains remain unknown. But short term impacts can include dizziness, headache and eye strain. https://vhil.stanford.edu/projects/
While 62 percent of parents surveyed believe that VR can provide educational experiences, only 22 percent reported their child actually used VR for learning. The vast majority play games.
VR also has the potential to encourage empathy among small children, experts say, because it builds bonds with virtual characters and settings, though parents surveyed by Common Sense remain skeptical.
more on VR in education in this IMS blog
Unleash the Power of Storytelling With These New AR and VR Tools
Teachers can bring VR stories into the classroom in many different ways for meaningful learning experiences. Imagine a scavenger hunt where students narrate a story based on what they find. Or consider using objects they see to identify vocabulary words or recognize letters. Students should have purpose in their viewing and it should directly connect to standards.
Starting with virtual reality, stories in apps such as Google Spotlight Storiesand YouTube 360 videos have been popular from the start.
Similar to the new movie, Ready Player One, they provide an intense experience where the viewer feels like they are in the center of the story.
Using a mobile device or tablet, the student can start the story and look around the scene based on their interest, rather than the cameras focus. New apps such as Baobab VR have continued to appear with more interactions and engagement.
A creative way to have your students create their own virtual stories is using the app Roundme. Upload your 360 image and add directional sound, links and content. Upload portals to walk the viewer into multiple scenes and then easily share the stories by link to the story.
Newer augmented reality apps that work with ARKit have taken another approach to storytelling. Augmented Stories and My Hungry Caterpillar.Qurious, a company that is working on a release blending gaming, making and storytelling in one app.
Storyfab, turns our students into the directors of the show
A new AR book, SpyQuest, has moved the immersive experience a big step forward as it helps define the story by bringing the images to life. Through the camera lens on a device, the stories make students the agents in an adventure into the world of espionage. The augmented reality experiences on the images use the accompanying app to scan the scene and provide further insight into the story.
more on storytelling in this IMS blog
more on VR and storytelling in this IMS blog
VizLab ARCore tour
Quick little prototype using Google's ARCore and Unity. Turn your sound up for this one. Once the benchmarks are placed, ARCore using the floor to track the phone's position through real space.
Posted by SCSU VizLab on Friday, March 30, 2018
more on augmented reality in this IMS blog
ISTE | 25 resources for bringing AR and VR to the classroom
VR for Arts: http://blvrd.com/
5 Audio Recording Tools Compared – 2018 Chart-13pizlw
more on audio recording in this IMS blog
A Brief History of Computer Programming Languages [#Infographic]
Who contributed to the code that we use every day?
by Jimmy Daly APril 19, 2013
more on coding in this IMS bog