12
Apr
2019

Fulbright Bulgaria June 2019

categories: Bring Your Own Device BYOD

Short link to this blog entry: http://bit.ly/byodfulbright

Seminar for U.S. Fulbright Grantees Burgas, June 6 – 9, 2019

June 7, 9:15 am – 10:45 am,  Plamen Miltenoff, St. Cloud State University, MN, USA

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Sharing Best Practices for Enabling BYOD (Bring Your Own Device) in Education | Споделяне на учебни практики за усвояване на мобилни електроники в обучението


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Stress and Teacher Burnout: Impact of Mindfulness Strategies | Стрес и прегаряне: стратегии и практики на внимателността

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Visuals from the slides available also here:

https://blog.stcloudstate.edu/ims/2018/04/13/instruments-methods-formative-assessment/

 https://www.igi-global.com/chapter/using-mobile-technology-for-formative-assessment-in-the-classroom/186187
https://byod101.weebly.com/tech-tools-for-assessment.html

11
Apr
2019

Innovative Pedagogy

categories: academic library, Digital literacy, digital storytelling, teaching
Rebecca Ferguson
  • Senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK
  • Senior fellow of the Higher Education Academy
TODAY, Thursday at 1:00 PM CT
JOIN HERE
This Week:
An interactive discussion on the Innovating Pedagogy 2019 report from The Open University
About the Guest
Rebecca is a senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK and a senior fellow of the Higher Education Academy. Her primary research interests are educational futures, and how people learn together online and I supervise doctoral students in both these areas.
Rebecca worked for several years as a researcher and educator on the Schome project, which focuses on educational futures, and was also the research lead on the SocialLearn online learning platform, and learning analytics lead on the Open Science Lab (Outstanding ICT Initiative of the Year: THE Awards 2014). She is currently a pedagogic adviser to the FutureLearn MOOC platform, and evaluation lead on The Open University’s FutureLearn MOOCs. She is an active member of the Society for Learning Analytics Research, and have co-chaired many learning analytics events, included several associated with the Learning Analytics Community Exchange (LACE), European Project funded under Framework 7.
Rebecca’s most recent book, Augmented Education, was published by Palgrave in spring 2014.
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My notes
innovative assessment is needed for innovative pedagogy.
Analytics. what is I want to know about my learning (from the learner’s perspective)
Ray Garcelon
How is “stealth assessment” unique compared to formative assessment?
students teaching robots
learning analytics, Rebecca is an authority.
how to assess resources are trustworthy, fake news and social media, navigating post-truth society
how to advance the cause of empathy through technological means
gamification. XR safer environment. digital storytelling and empathy.
poll : learning with robots –
digital literacy and importance for curriculum primary, secondary and post secondary level.
digital literacy is changing every year;
drones
Buckingham Shum, S., & Ferguson, R. (2012). Social Learning Analytics. Educational Technology & Society, 15(3), 3–26.https://mnpals-scs.primo.exlibrisgroup.com/discovery/fulldisplay?docid=ericEJ992500&context=PC&vid=01MNPALS_SCS:SCS&search_scope=MyInst_and_CI&tab=Everything&lang=en
Mor, Y., Ferguson, R., & Wasson, B. (2015). Editorial: Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology, 46(2), 221–229. https://doi.org/10.1111/bjet.12273
Rebecca Ferguson. (2014). Learning Analytics: drivers, developments and challenges. TD Tecnologie Didattiche, 22(3), 138–147. https://doi.org/10.17471/2499-4324/183
Hansen, C., Emin, V., Wasson, B., Mor, Y., Rodriguez-Triana, M., Dascalu, M., … Pernin, J. (2013). Towards an Integrated Model of Teacher Inquiry into Student Learning, Learning Design and Learning Analytics. Scaling up Learning for Sustained Impact – Proceedings of EC-TEL 2013, 8095, 605–606. https://doi.org/10.1007/978-3-642-40814-4_73
how to decolonize educational technology: MOOCs coming from the big colonial powers, not from small countries. Video games: many have very colonial perspective
strategies for innovative pedagogies: only certainly groups or aspects taking into account; rarely focus on support by management, scheduling, time tabling, tech support.

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

09
Apr
2019

The Post-LMS World

categories: Desire2Learn (D2L)

The Post-LMS World: Social, Simple, Modern, Mobile and Student-centric

 FROM AMBI

By Saad El Yamani     Apr 7, 2019

https://www.edsurge.com/news/2019-04-07-the-post-lms-world-social-simple-modern-mobile-and-student-centric

My note: the author repeats a LinkedIn post from 2017 https://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/

Despite its name, the Learning Management System (LMS) is not about learning. The LMS was originally the CMS—Course Management System.

The LMS succeeds as a core productivity tool for educators because it allows institutions to extend their academic capacity and transcend the constraints of time and space. However, the Learning Management System was never able to deliver on the promise of its new name because it was created for a completely different purpose: course management. Learning doesn’t happen within the digital space of the LMS; it happens beyond its borders.

Today’s generation of students is deeply social and collaborative. They rely on real-time online interaction, collaboration and sharing to feel supported, confident and successful. Having grown up on iPhone, Snapchat and Instagram, this generation expects seamless experiences that are deeply social and collaborative.

In the post-LMS world, learning technology is student-centric in its design because today’s students are vocal, creative and eager to share their blue sky ideals and ideas.

The post-LMS world is also social by nature. in the post-LMS world, learning technology is simple, modern and mobile.

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more on learning environments in this IMS blog
https://blog.stcloudstate.edu/ims/2017/07/06/next-gen-digital-learning-environment/

https://blog.stcloudstate.edu/ims/2016/02/01/trends-tomorrows-teaching-and-learning-environments/

https://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/

09
Apr
2019

online discussions activities

categories: announcement

What Makes a Question Effective?

Thursday, April 18, 3:00–4:00 p.m. CDT

We answer the question we are asked. Asking good questions improves instructor/student communications and designing successful discussions begin by drafting good questions. Many of us are looking for ways to improve online discussion activities: let’s start with the questions we ask. Through a presentation and a facilitated discussion, we will explore how to get the type of responses we are looking for by looking at what makes a question effective.

About the presenter: Treden Wagoner, Instructional Designer, has an MA in Education and over 20 years’ teaching experience. He has specialized in education technology since 2002. As an instructional designer, Treden works with CEHD instructors to develop effective course sites and the integration of technology for teaching and learning. His interest in asking good questions began when he was an art museum educator.

Webinar details

Webinar link

Date: Thursday, April 18, 2019, 3:00−4:00 p.m. CDT

Code: 746 250 839

Password: MNLC@2019

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previous webinars’ recordings:

youtube iconLearning Commons YouTube Channel
https://www.youtube.com/channel/UCL5D8pOXtaGRV512wUQt5Qg

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

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