university web page design

Urgent: Today’s students need a digitally fluent college website-here’s how

By Liz Schulte August 3rd, 2017

Students can no longer remember the world before the technology revolution. Digital fluency isn’t optional for schools; it’s a must.

Urgent: Today’s students need a digitally fluent college website-here’s how

A good school site should:

  • Demonstrate its brand
  • Be easy to navigate
  • Show students a clear pathway to success
  • Highlight the best qualities of the school
  • Provide information visitors want to find

Pay close attention to your website’s analytics. Where are visitors going? How long are they staying? When do they leave? Are they finding where they want to go while they are there?

92 percent of Americans 18-29 years old own a smartphone. They will interact with your site from their phone. If it is frustrating, they will be frustrated with the school. The site needs a responsive design that will allow it to adapt to the size of any screen.

implement A/B testing to make sure the new design is improving on functionality and not just aesthetics. Also, make sure your website is ADA compliant.

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

phones in the classroom

3 Tips for Managing Phone Use in Class

Setting cell phone expectations early is key to accessing the learning potential of these devices and minimizing the distraction factor.
Liz Kolb September 11, 2017

https://www.edutopia.org/article/3-tips-managing-phone-use-class
Ten is now the average age when children receive their first cell phones
Build a digital citizenship curriculum that includes mobile device use.

Ask your students questions such as:

  • What do you like to do on your cell phone and why? (If they don’t have one, what would they like to do?)
  • What are the most popular apps and websites you use?
  • What do you think are inappropriate ways that cell phones have been used?
  • What is poor cell phone etiquette? Why?
  • How can cell phones help you learn?
  • How can cell phones distract from your learning?
  • How do you feel about your cell phone and the activities you do on your phone?
  • What should teachers know about your cell phone use that you worry we do not understand?
  • Do you know how to use your cell phone to gather information, to collaborate on academic projects, to evaluate websites?
  • How can we work together to create a positive mobile mental health?

Using a Stoplight Management Approach

Post a red button on the classroom door: the cell phone parking lot.

Post a yellow button on the classroom door: Students know their cell phones should be on silent (vibrate) and placed face down in the upper right-hand corner of their desk. They will be using them in class, but not the whole time.

Post a green button on the classroom door: Students know they should have their phones turned on (either silenced or set on vibrate) and placed face up in ready position to use throughout the class.

Establishing a Class Contract

Ask your students to help you develop social norms for what is and is not appropriate cell phone use during green and yellow button times. Should they be allowed to go on their social media networks during class? Why or why not?

Ask them to brainstorm consequences and write them into a class contract.

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more on the use of smart phones in the classroom in this IMS blog
http://blog.stcloudstate.edu/ims?s=phone+classroom

social media and news

News Use Across Social Media Platforms 2017

http://www.journalism.org/2017/09/07/news-use-across-social-media-platforms-2017/

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Furthermore, about three-quarters of nonwhites (74%) get news on social media sites, up from 64% in 2016.

Twitter, YouTube and Snapchat have grown in share of users who get news on each site.

Twitter, YouTube and Snapchat have grown in share of users who get news on each site

More Americans now get news on multiple social media sites

Snapchat has by far the youngest group of news users – 82% are ages 18-29. While Facebook and YouTube are still the most popular among this age group for news overall, the makeup of the app’s news audience means that about one-in-five (21%) 18- to 29-year-olds now get news on Snapchat.

Many social media news consumers still get news from more traditional platforms

traditional use of news
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more on social media in this IMS blog
http://blog.stcloudstate.edu/ims?s=social+media

digital microcredentials

Designing and Developing Digital Credentials

Part 1: September 13, 2017 | 1:00–2:30 p.m. ET
Part 2: September 19, 2017 | 1:00–2:30 p.m. ET
Part 3: September 28, 2017 | 1:00–2:30 p.m. ET

https://events.educause.edu/eli/courses/2017/digging-into-badges-designing-and-developing-digital-credentials

Digital badges are receiving a growing amount of attention and are beginning to disrupt the norms of what it means to earn credit or be credentialed. Badges allow the sharing of evidence of skills and knowledge acquired through a wide range of life activity, at a granular level, and at a pace that keeps up with individuals who are always learning—even outside the classroom. As such, those not traditionally in the degree-granting realm—such as associations, online communities, and even employers—are now issuing “credit” for achievement they can uniquely recognize. At the same time, higher education institutions are rethinking the type and size of activities worthy of official recognition. From massive open online courses (MOOCs), service learning, faculty development, and campus events to new ways of structuring academic programs and courses or acknowledging granular or discrete skills and competencies these programs explore, there’s much for colleges and universities to consider in the wide open frontier called badging.

Learning Objectives

During this ELI course, participants will:

  • Explore core concepts that define digital badges, as well as the benefits and use in learning-related contexts
  • Understand the underlying technical aspects of digital badges and how they relate to each other and the broader landscape for each learner and issuing organization
  • Critically review and analyze examples of the adoption of digital credentials both inside and outside higher education
  • Identify and isolate specific programs, courses, or other campus or online activities that would be meaningfully supported and acknowledged with digital badges or credentials
  • Consider the benefit of each minted badge or system to the earner, issuer, and observer
  • Develop a badge constellation or taxonomy for their own project
  • Consider forms of assessment suitable for evaluating badge earning
  • Learn about design considerations around the visual aspects of badges
  • Create a badge-issuing plan
  • Issue badges

NOTE: Participants will be asked to complete assignments in between the course segments that support the learning objectives stated above and will receive feedback and constructive critique from course facilitators on how to improve and shape their work.

Jonathan Finkelstein, CEO, Credly

Jonathan Finkelstein is founder and CEO of Credly, creator of the Open Credit framework, and founder of the open source BadgeOS project. Together these platforms have enabled thousands of organizations to recognize, reward, and market skills and achievement. Previously, he was founder of LearningTimes and co-founder of HorizonLive (acquired by Blackboard), helping mission-driven organizations serve millions of learners through online programs and platforms. Finkelstein is author of Learning in Real Time (Wiley), contributing author to The Digital Museum, co-author of a report for the U.S. Department of Education on the potential for digital badges, and a frequent speaker on digital credentials, open badges, and the future of learning and workforce development. Recent speaking engagements have included programs at The White House, U.S. Chamber of Commerce, Smithsonian, EDUCAUSE, IMS Global, Lumina Foundation, ASAE, and the Federal Reserve. Finkelstein is involved in several open standards initiatives, such as the IMS Global Learning Consortium, Badge Alliance, American Council on Education (ACE) Stackable Credentials Framework Advisory Group, and the Credential Registry. He graduated with honors from Harvard.

Susan Manning, University of Wisconsin-Stout

In addition to helping Credly clients design credential systems in formal and informal settings, Susan Manning comes from the teaching world. Presently she teaches for the University of Wisconsin at Stout, including courses in instructional design, universal design for learning, and the use of games for learning. Manning was recognized by the Sloan Consortium with the prestigious 2013 Excellence in Online Teaching Award. She has worked with a range of academic institutions to develop competency-based programs that integrate digital badges. Several of her publications specifically speak to digital badge systems; other work is centered on technology tools and online education.

EDUC-441 Mobile Learning Instructional Design


(3 cr.)
Repeatable for Credit: No
Mobile learning research, trends, instructional design strategies for curriculum integration and professional development.

EDUC-452 Universal Design for Learning


(2 cr.)
Repeatable for Credit: No
Instructional design strategies that support a wide range of learner differences; create barrier-free learning by applying universal design concepts.

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

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