policies online program

How did your institution decide which courses should be converted or designed to be blended and or online?  Did you have a particular process, form, or department who made those decisions?

Dana Gullo, M.S.I.T. Senior Instructional Designer  York College of Pennsylvania 441 Country Club Road Office: PAC 181C York, PA 17403

Hi Dana:  Here at Albright College we have 2 processes. For the traditional program, faculty must get the course approved by the dept chair before it can be offered online. I just need an email from the chair before I will sign a course development agreement with them. Payment is another story. Normally there is a development stipend but if the faculty member wants to keep sole ownership of the course, no stipend is paid. If the administration feels the course would not get good enrollment, they can also decide to not give a stipend. Courses in the traditional program can only be offered online during J term or summer, not fall or spring. For now.

For the non-traditional program, the Director of the program gives approval for courses to be offered online and they can only be gen eds which are offered online here. But if they are designed for the non-traditional, they will need permission to be offered online on the traditional side.

Sounds confusing but we are only in our 3rd year of online courses. There are many more processes and procedures we have developed. If you want to chat, email me off list.

Michele Mislevy Director of Digital Learning & Innovation Information Technology Services
Albright College 610-921-7542

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At Binghamton University, academic departments decide if a course should be offered in a blended or online format. There is no process or form that I am aware of, unless individual departments have one. We do not have a separate online or distance learning office that oversees all online courses like some other universities. LMS support is provided by ITS; pedagogical support is provided by the Center for Learning and Teaching.
Most of our online courses are offered in the winter and summer terms. I believe there is only one certificate program in the social work department that is fully online, everything else is just individual courses. This is changing now, as our nursing school is deciding to create some online programs.
Andrea MacArgel
 Instructional Designer Center for Learning and Teaching
 Binghamton University LN 1324A (607) 777-5099
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more on online learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=online+learning

China’s new futuristic library

China’s new futuristic library is unlike any we’ve seen before

https://inhabitat.com/chinas-new-futuristic-library-is-unlike-any-weve-seen-before/

MVRDV just completed the Tianjin Binhai Public Library, a spectacular cultural center that’s unlike any library we’ve ever seen. Created in collaboration with local architects TUPDI, the 33,800-square-meter library features floor-to-ceiling bookcases that cascade in curves around a luminous spherical auditorium.

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More on learning spaces in this IMS blog
https://blog.stcloudstate.edu/ims?s=learning+spaces

digital darwinism

We Need New Rules for the Internet Economy

Antitrust laws only go so far when addressing companies that don’t produce any physical goods. It is time to negotiate a new set of rules. Otherwise, our future economy will be dominated by just a few companies.

A DER SPIEGEL Editorial by Armin Mahler  November 03, 2017  06:12 PMhttp://www.spiegel.de/international/business/editorial-time-for-new-rules-for-the-ditigal-economy-a-1176403.html

There are still people out there who think that Amazon is nothing more than an online version of a department store. But it’s much more than that: It is a rapidly growing, global internet giant that is changing the way we shop, conquering more and more markets, using Alexa to suck up our personal data straight out of our living rooms and currently seeking access to our front door keys so it can deliver packages even when nobody’s home.

It wasn’t that long ago that EU efforts to limit the power of Google and Amazon on the European market were decried in the U.S. as protectionism, as an attempt by the Europeans to protect their own inferior digital economy. Now, though, politicians and economists in the U.S. have even begun discussing the prospect of breaking up the internet giants. The mood has shifted.

The digital economy, by contrast, is based on algorithms and its most powerful companies don’t produce any physical products. Customers receive their services free of charge, paying only with their data. The more customers a service provider attracts, the more attractive it becomes to new customers, who then deliver even more data – which is why Google and Facebook need not fear new competition.

first of all, the power of a company, and the abuse of that power, must be redefined. We cannot allow a situation in which these extremely large companies can swallow up potential rivals before they can even begin to develop. As such, company acquisitions must be monitored much more strictly than they currently are and, if need be, blocked.

Second, it must be determined who owns the data collected – whether, for example, it should also be made available to competitors or whether consumers should receive more in exchange than simply free internet search results.

Third, those disseminating content cannot be allowed to reject responsibility for that content. Demonstrably false claims and expressions of hate should not be tolerated.

And finally, those who earn lots of money must also pay lots of taxes – and not just back home but in all the countries where they do business.

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

Plagiarism 101

prepare your students – avoid plagiarism

DISCOURAGING & DETECTING PLAGIARISM

http://citl.illinois.edu/citl-101/teaching-learning/resources/classroom-environment/discouraging-detecting-plagiarism

concepts of plagiarism,

http://www.wpacouncil.org/node/9

https://owl.english.purdue.edu/owl/resource/589/05/

Tutorial

intellectual property,

 

copyright,

collaboration, and

fair dealing.

Teach students how to quote, paraphrase, https://youtu.be/MiL4H09v0gU

and cite correctly:

  • Remind students of available resources, such as consulting with the faculty member, TAs, librarians, and the writing center.
  • Exemplify academic integrity in class by citing sources on handouts and during lectures.
  • Inform students that you will randomly check their citations.

Rubrics to help avoid Plagiarism:

http://wehs.westex.libguides.com/content.php?pid=345788&sid=3018138

Free Plagiarism checker:

https://www.paperrater.com/plagiarism_checker

https://www.grammarly.com/plagiarism-checker

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

Reproducibility Librarian

Reproducibility Librarian? Yes, That Should Be Your Next Job

https://www.jove.com/blog/2017/10/27/reproducibility-librarian-yes-that-should-be-your-next-job/
Vicky Steeves (@VickySteeves) is the first Research Data Management and Reproducibility Librarian
Reproducibility is made so much more challenging because of computers, and the dominance of closed-source operating systems and analysis software researchers use. Ben Marwick wrote a great piece called ‘How computers broke science – and what we can do to fix it’ which details a bit of the problem. Basically, computational environments affect the outcome of analyses (Gronenschild et. al (2012) showed the same data and analyses gave different results between two versions of macOS), and are exceptionally hard to reproduce, especially when the license terms don’t allow it. Additionally, programs encode data incorrectly and studies make erroneous conclusions, e.g. Microsoft Excel encodes genes as dates, which affects 1/5 of published data in leading genome journals.
technology to capture computational environments, workflow, provenance, data, and code are hugely impactful for reproducibility.  It’s been the focus of my work, in supporting an open source tool called ReproZip, which packages all computational dependencies, data, and applications in a single distributable package that other can reproduce across different systems. There are other tools that fix parts of this problem: Kepler and VisTrails for workflow/provenance, Packrat for saving specific R packages at the time a script is run so updates to dependencies won’t break, Pex for generating executable Python environments, and o2r for executable papers (including data, text, and code in one).
plugin for Jupyter notebooks), and added a user interface to make it friendlier to folks not comfortable on the command line.

I would also recommend going to conferences:

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more on big data in an academic library in this IMS blog
academic library collection data visualization

http://blog.stcloudstate.edu/ims/2017/10/26/software-carpentry-workshop/

http://blog.stcloudstate.edu/ims?s=data+library

more on library positions in this IMS blog:
http://blog.stcloudstate.edu/ims?s=big+data+library
http://blog.stcloudstate.edu/ims/2016/06/14/technology-requirements-samples/

on university library future:
http://blog.stcloudstate.edu/ims/2014/12/10/unviersity-library-future/

librarian versus information specialist

 

VR and students with special needs

Bibliography on virtual reality and students with physical and cognitive disabilities

Jeffs, T. L. (2009). Virtual Reality and Special Needs. Themes In Science And Technology Education2(1-2), 253-268.

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Lahav, O., Sharkey, P., & Merrick, J. (2014). Virtual and augmented reality environments for people with special needs. International Journal Of Child Health And Human Development7(4), 337-338.

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Cai, Y., Chiew, R., Nay, Z. T., Indhumathi, C., & Huang, L. (2017). Design and development of VR learning environments for children with ASD. Interactive Learning Environments25(8), 1098-1109. doi:10.1080/10494820.2017.1282877

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Passig, D. (2011). The Impact of Immersive Virtual Reality on Educators’ Awareness of the Cognitive Experiences of Pupils with Dyslexia. Teachers College Record113(1), 181-204.

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Ke, F., & Im, T. (2013). Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism. Journal Of Educational Research106(6), 441-461. doi:10.1080/00220671.2013.832999

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Collins, J., Hoermann, S., & Regenbrecht, H. (2016). Comparing a finger dexterity assessment in virtual, video-mediated, and unmediated reality. International Journal Of Child Health And Human Development9(3), 333-341.

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Epure, P., Gheorghe, C., Nissen, T., Toader, L. O., Macovei, A. N., Nielsen, S. M., & … Brooks, E. P. (2016). Effect of the Oculus Rift head mounted display on postural stability. International Journal Of Child Health And Human Development9(3), 343-350.

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Sánchez, J., & Espinoza, M. (2016). Usability and redesign of a university entrance test based on audio for learners who are blind. International Journal Of Child Health And Human Development9(3), 379-387.

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Rizzo, A. A., Bowerly, T., Shahabi, C., Buckwalter, J. G., Klimchuk, D., & Mitura, R. (2004). Diagnosing Attention Disorders in a Virtual Classroom. Computer (00189162)37(6), 87-89.

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Eden, S. (2008). The effect of 3D virtual reality on sequential time perception among deaf and hard-of-hearing children. European Journal Of Special Needs Education23(4), 349-363. doi:10.1080/08856250802387315

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Eden, S., & Bezer, M. (2011). Three-dimensions vs. two-dimensions intervention programs: the effect on the mediation level and behavioural aspects of children with intellectual disability. European Journal Of Special Needs Education26(3), 337-353. doi:10.1080/08856257.2011.593827

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Lorenzo, G., Lledó, A., Roig, R., Lorenzo, A., & Pomares, J. (2016). New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments. In Virtual Learning. InTech. https://doi.org/10.5772/65219

https://www.intechopen.com/books/virtual-learning/new-educational-challenges-and-innovations-students-with-disability-in-immersive-learning-environmen

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

digital assessment session for SCSU faculty

please consider the following opportunities:

  1. Remote attendance through : https://webmeeting.minnstate.edu/collaborate
  2. Recording of the session: (URL will be shared after the session)
  3. Request a follow up meeting for your individual project: https://doodle.com/digitalliteracy

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

Slavenka Drakulic and Yugoslavia

DRAKULIĆ, S. (2017, October 19). Tackling the virus of nationalism. Retrieved October 30, 2017, from http://www.eurozine.com/tackling-the-virus-of-nationalism/
Drakulić, S. (2017, October 10). La gran cronista de los Balcanes: El virus del nacionalismo ha despertado en España. Noticias de Mundo. Retrieved October 30, 2017, from https://www.elconfidencial.com/mundo/2017-10-08/independencia-catalana-nacionalismo-balcanes-espana_1457330/

More from Drakulic:

DRAKULIC, S. (2009). The Generation That Failed. Nation289(16), 16-17.

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Slavenka describec what the East Germans called Die Quall der Wahl

When communism fell, Poland had Solidarity and Lech Walesa, Czechoslovakia had Václav Havel, Hungary had Fidesz, Bulgaria had Zhelyu Zhelev—and Yugoslavia had no democratic opposition at all. My note: Little she knew about the Bulgarian Opposition

A few years before the breakup of Yugoslavia, the political landscape was already filled with communists-turnednationalists (like Slobodan Milosevic and Franjo Tudjman). Nationalism became the only political “alter native” in Yugoslavia, leading us directly to wars in Croatia, Bosnia and Kosovo.

Yes, my generation lived too well, and obviously we mistook freedom and democracy for the freedom of shopping in the West. And as in a medieval morality play, we had to pay for that in the three wars to follow: our children fought those wars; they were killed, and their limbs were severed.

Drakulic, S. (2011). Serbia’s War Criminal. Nation292(25), 8. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d61138708%26site%3dehost-live%26scope%3dsite

Slavenka, D. (2008). Seduced by power and vanity. Toronto Star (Canada).

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

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