transmedia storytelling

from http://blog.stcloudstate.edu/ims/2017/04/20/serious-play-conference-2017/

Ben Ward, Kansas State University
Transmedia, unicorns, and marketing, oh my!: The not-quite epic failure of transmedia design efforts in Oz.

Transmedia storytelling, also called Alternate Reality Games, have been designed to intrigue, engage, and even engineer groups of people since the release of The Beast in 2001. A few colleges and Universities have employed them to engage their student populations and even teach them a thing or two using narrative game mechanics. Presenters will chronicle a highly successful transmedia design effort at Kansas State University, and the subsequent annual efforts to replicate the engagement and enthusiasm. Best practices and not-quite epic failures will be discussed, as will tips (and laments) for marketing to our current student populations.

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more on digital storytelling in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+storytelling

Serious Play Conference 2017

Serious Play Conference

2017 Conference Program

Ben Ward, Kansas State University
Joelle Pitts, Instructional Design Librarian and Associate Professor, Kansas State University Libraries
Stefan Yates, Instructional Design Librarian and Associate Professor, Kansas State University

Transmedia, unicorns, and marketing, oh my!: The not-quite epic failure of transmedia design efforts in Oz.

Transmedia storytelling, also called Alternate Reality Games, have been designed to intrigue, engage, and even engineer groups of people since the release of The Beast in 2001. A few colleges and Universities have employed them to engage their student populations and even teach them a thing or two using narrative game mechanics. Presenters will chronicle a highly successful transmedia design effort at Kansas State University, and the subsequent annual efforts to replicate the engagement and enthusiasm. Best practices and not-quite epic failures will be discussed, as will tips (and laments) for marketing to our current student populations.

https://en.wikipedia.org/wiki/Transmedia_storytelling

http://www.tstoryteller.com/transmedia-storytelling

http://henryjenkins.org/2007/03/transmedia_storytelling_101.html

http://athinklab.com/transmedia-storytelling/what-is-transmedia-storytelling/

Transmedia Storytelling: The Complete Guide

What is Transmedia Storytelling?

https://www.technologyreview.com/s/401760/transmedia-storytelling/

http://nerdist.com/a-look-at-transmedia-storytelling/

Glenn Larsen, National Science Foundation
SBIR and Other Funding Sources for Your Game

The National Science Foundation (NSF) awards nearly $190 million annually to startups and small businesses through the Small Business Innovation Research (SBIR)/Small Business Technology Transfer (STTR) program, transforming scientific discovery into products and services with commercial and societal impact. The equity-free funds support research and development (R&D) across almost all areas of science and technology helping companies de-risk technology for commercial success. The NSF is an independent federal agency with a budget of about $7 billion that supports fundamental research and education across all fields of science and engineering. For more information, visit http://www.nsf.gov/SBIR.

Karen Schrier, Assistant Professor/Director of Games and Emerging Media, Marist College
Design Principles for Knowledge Games

Lisa Castaneda, CEO, foundry10|
Mark Suter, Teacher, Bernards Township Schools

How Teachers Can Use VR in the Classroom: Beyond the Novelty

Over the past three years, foundry10, an education research organization, has been studying the potential of Virtual Reality in Education. The research has focused on the implementation, immersion dynamics, and integration of content across the curriculum.

Working with a variety of classroom curricular areas, with students and teachers from 30 schools, we have gathered data as well as anecdotal stories to help illustrate how VR functions in a learning environment. Students from all over the US, Canada and parts of Europe, completed pre/post surveys and educators participated in extensive qualitative interviews in order to better understand what it means to learn with virtual reality.

Please join foundry10 CEO Lisa Castaneda and teachers Steve Isaacs and Mark Suter as we share what we have learned about how to effectively utilize VR for classroom learning through content creation (both inside and outside of the virtual world), content consumption and content integration and overcoming the obstacles inherent in implementation.

Lisa Castaneda, Steven Isaacs & Mark Suter – Virtual Reality in Education: Exploring the New Frontier from SeriousGamesAssoc

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more on gaming in this IMS blog
http://blog.stcloudstate.edu/ims?s=gaming

immersive VR

Immersive Tech Brings VR to Live Events

By Sri Ravipati 04/18/17

https://campustechnology.com/articles/2017/04/18/immersive-tech-brings-vr-to-live-events.aspx

Voke VR, a virtual reality (VR) company founded by two former Washington State University (WSU) professors, is working to build Intel-backed immersive tech for live events.

At the core of the platform is Voke’s TrueVR product, which delivers full stereoscopic 3D video that is integrated with augmented content in a 360-degree VR environment. It uses multiple camera angles with zoom capabilities and synchronized DVR, so that viewers can control what they want to watch. Additionally, with TrueVR, content is captured, encoded, synced with scores, metadata and audio and delivered in real time to multiple platforms.

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more on VR in this IMS blog
http://blog.stcloudstate.edu/ims?s=virtual+reality

blended online grants

Blended, Online Learning Innovation Grants Up for Grabs

By Dian Schaffhauser 04/18/17

https://thejournal.com/articles/2017/04/18/blended-online-learning-innovation-grants-up-for-grabs.aspx

Last year, the Foundation for Blended and Online Learning issued grants of up to $10,000 to seven recipients.

“overcome achievement gaps, drive engagement and personalize learning”

The funding, which goes the school, not the individual recipient, is expected to be used for technology, professional development, curriculum and related resources.

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more on blended learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=blended+learning

phishing

Sneaky Exploit Allows Phishing Attacks From Sites That Look Secure

L Date of Publication: 04.18.17.

Sneaky Exploit Allows Phishing Attacks From Sites That Look Secure

You know by now to check your browser while visiting a site to be sure it sports the little green padlock indicating TLS encryptionhttps://en.wikipedia.org/wiki/Transport_Layer_Security

 

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more on phishing in this IMS blog
http://blog.stcloudstate.edu/ims?s=phishing

innovation library

6 Ways to Feed Innovation in Your Library

04/19/17 Dian Schaffhauser

https://campustechnology.com/Articles/2017/04/19/6-Ways-to-Feed-Innovation-in-Your-Library.aspx

2014 Stanford Prize for Innovation in Research Libraries

Rising Star Award\

1) Play “Hopscotch” on Campus

a 360-degree projection space, getting ready to open a virtual reality studio with “room-scale” VR sporting Oculus Rift and Vive gear,  the idea of the “graduate students’ commons,” with access limited to those students as well as faculty

2) Sometimes Innovation Just Comes Knocking

3) Hire People With New Ideas

Rather than innovation being directed from the top down, it bubbles from the bottom up.

4) Plan on “Making” Your Own Resources

5) Make Tech as Accessible as Possible

Another intention is to bring different disciplines together in the hopes of sparking new ideas.

6) Learn How to Tell the Story

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more on academic library in this IMS blog
http://blog.stcloudstate.edu/ims?s=academic+library

TPR presentation

Presentation to TPR (Technology and Pedagogy Roundtable), April 19, 2017
WSB 335 | short link: http://tinyurl.com/tprIMS

My name is Plamen Miltenoff and I am faculty (http://web.stcloudstate.edu/pmiltenoff/faculty/) with InforMedia Services (http://blog.stcloudstate.edu/ims/free-tech-instruction/):

https://www.facebook.com/InforMediaServices/
https://twitter.com/SCSUtechinstruc
https://plus.google.com/u/0/115966710162153290760

Through the years, I am working with the application of educational technologies in the curriculum process.

During my work and research, I notice an important discussion in the community of higher education:

http://blog.stcloudstate.edu/ims/2017/04/03/use-of-laptops-in-the-classroom/

The topic of the use of electronic devices, being that laptops, and more recently smartphones, tablets 2in1 laptops (or hybrid laptops) has been a disputable issue among instructors.

Under the tutelage of TPR, I am offering to facilitate a campus-wide discussion on the use of electronic devices in the classroom. The short-range goal of such discussion is to provide a platform for SCSU instructors to share their pedagogical experience in handling the use of electronic devices in the classroom.

The long-range goal of such discussion will be to start a conversation among SCSU faculty about the didactic of educational technology; going beyond just learning technology and start building practices for successful use of technology for teaching and learning.

 

digital assessment literacy

Eyal, L. (2012). Digital Assessment Literacy — the Core Role of the Teacher in a Digital Environment. Journal Of Educational Technology & Society, 15(2), 37-49.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d76559253%26site%3dehost-live%26scope%3dsite

Common to all is a view of the level of literacy as a measure of the quality of human capital of a society or a particular area. Literacy develops in interaction with the environment (Vygotsky, 1987).

digital assessment literacy refers to the role of the teacher as an assessor in a technology-rich environment.

Learning Management Systems (LMS) benefits and limitations

Measurement allows quantitative description of a particular characterization of an individual, expressed in numbers.

the combination of assessment and measurement provides a thorough and accurate picture, based upon which practical conclusions can be drawn (Wagner, 1997). A test is a systematic process in which an aspect of student behavior is quantitatively evaluated (Suen & Parkes, 2002).

For several decades this system of assessment has been criticized for a variety of reasons, including the separation between the teaching-learning process and the evaluation process, the relatively low level of thinking required, and the quantitative reporting of results, which does not contribute to students’ progress. In the last decade, the central argument against the tests system is that their predictability is limited to the field and context in which the students are tested, and that they do not predict student problem solving ability, teamwork, good work habits and honesty.

teachers mistakenly believe that repeating lessons will improve students’ achievements.

To evaluate how well the goals were achieved, objective measurement methods are employed (Black, et al., 2004).

Eshet- Alkalai (2004) offered a detailed conceptual framework for the term ‘digital literacy’ that includes: photo-visual thinking; reproduction thinking; branching thinking; information thinking; and socio-emotional thinking.

Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93–106.

Eshet-Alkalai, Y., & Chajut, E. (2009). Changes Over Time in Digital Literacy. Cyberpsychology & Behavior, 12(6), 713-715. doi:10.1089/cpb.2008.0264

two major patterns of change over time: (a) closing the gap between younger and older participants in the tasks that emphasize profi- ciency and technical control and (b) widening the gap between younger and older participants in tasks that emphasize creativity and critical thinking. Based on the comparison with the matched control groups, we suggest that experience with technology, and not age, accounts for the observed lifelong changes in digital literacy skills

Eshet-Alkalai, Y., & Soffer, O. (2012). Guest Editorial – Navigating in the Digital Era: Digital Literacy: Socio-Cultural and Educational Aspects. Journal Of Educational Technology & Society, 15(2), 1.

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a wide range of technological, cognitive and social competences—collectively termed “Digital Literacy.” Users thus must become “digitally literate” in order to cope effectively with the complex sociological, cognitive and pedagogical challenges these technologies pose. These skills include, for example, the ability to operate computers and navigate the net effectively, to cope with large volumes of information, to evaluate the reliability of information, and to critically assess what seem to be natural (and not ideologically biased) technological tools. In a different way from the spirit of modern print, learners construct and consume knowledge in non-linear environments. They need to learn, collaborate and solve problems effectively in virtual (non face-to-face) learning environments, and to communicate effectively in technology-mediated social participation environments.

It is important to note: digital literacy, then, is not limited simply to computer and Internet operation and orientation. It also relates to a variety of epistemological and ethical issues arise due to the unique characteristics of digital technologies and that are often overlapped with trends related to the post-modern and post-structural era. These include questions regarding the authority of knowledge, intellectual property and ownership, copyright, authenticity and plagiarism. Furthermore, issues such as self-representation, virtual group dynamics, and on-line addiction also arise.

 

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more on digital literacy in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+assessment+literacy

bibliometrics altmetrics

International Benchmarks for Academic Library Use of Bibliometrics & Altmetrics, 2016-17

ID: 3807768 Report August 2016 115 pages Primary Research Group

http://www.researchandmarkets.com/publication/min3qqb/3807768

The report gives detailed data on the use of various bibliometric and altmetric tools such as Google Scholar, Web of Science, Scimago, Plum Analytics

20 predominantly research universities in the USA, continental Europe, the UK, Canada and Australia/New Zealand. Among the survey participants are: Carnegie Mellon, Cambridge University, Universitat Politècnica de Catalunya the University at Albany, the University of Melbourne, Florida State University, the University of Alberta and Victoria University of Wellington

– 50% of the institutions sampled help their researchers to obtain a Thomsen/Reuters Researcher ID.

ResearcherID provides a solution to the author ambiguity problem within the scholarly research community. Each member is assigned a unique identifier to enable researchers to manage their publication lists, track their times cited counts and h-index, identify potential collaborators and avoid author misidentification. In addition, your ResearcherID information integrates with the Web of Science and is ORCID compliant, allowing you to claim and showcase your publications from a single one account. Search the registry to find collaborators, review publication lists and explore how research is used around the world!

– Just 5% of those surveyed use Facebook Insights in their altmetrics efforts.

 

 

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more on altmetrics in this IMS blog
http://blog.stcloudstate.edu/ims?s=altmetrics

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