Our survey polled 232 faculty members across the country about their use of technology in the classroom, their likes and dislikes, their predictions for the future and more. The majority of respondents (68 percent) come from public institutions, with 28 percent from private nonprofits and 4 percent working at for-profit schools. Seventy-two percent work at four-year colleges or universities; 26 percent are at community colleges (the remaining 2 percent designated their institutional level as “other”).
Respondents represent institutions of a range of sizes, with about one-third (32 percent) working in colleges or universities with 2,500 to 9,999 students. Just under half (45 percent) of respondents are from institutions with 10,000 students or more.
Our respondents are veterans of higher education: The largest group (47 percent) has more than 20 years of experience, with 81 percent logging at least 11 years in the field.
The top three most common school and college types among our respondents are education (22 percent), business/business administration (17 percent) and liberal arts (12 percent). But overall, respondents work in a wide range of disciplines, from engineering and medicine to humanities and fine arts. The top 10 states with the most survey respondents are New York, Texas, California, Florida, Georgia, Virginia, Illinois, Missouri, Pennsylvania and Massachusetts.
Untether instructors from the room’s podium, allowing them control from anywhere in the room;
Streamline the start of class, including biometric login to the room’s technology, behind-the-scenes routing of course content to room displays, control of lights and automatic attendance taking;
Offer whiteboards that can be captured, routed to different displays in the room and saved for future viewing and editing;
Provide small-group collaboration displays and the ability to easily route content to and from these displays; and
Deliver these features through a simple, user-friendly and reliable room/technology interface.
Key players from Crestron, Google, Sony, Steelcase and Spectrum met with Indiana University faculty, technologists and architects to generate new ideas related to current and emerging technologies. Activities included collaborative brainstorming focusing on these questions:
What else can we do to create the classroom of the future?
What current technology exists to solve these problems?
What could be developed that doesn’t yet exist?
top five findings:
Screenless and biometric technology will play an important role in the evolution of classrooms in higher education. We plan to research how voice activation and other Internet of Things technologies can streamline the process for faculty and students.
The entire classroom will become a space for student activity and brainstorming; walls, windows, desks and all activities are easily captured to the cloud, allowing conversations to continue outside of class or at the next class meeting.
Technology will be leveraged to include advance automation for a variety of tasks, so the faculty member is released from duties to focus on teaching.
The technology will become invisible to the process and enhance and customize the experience for the learner.
Virtual assistants could play an important role in providing students with a supported experience throughout their entire campus career.
In September 2015, the back-then library dean (they change every 2-3 years) requested a committee of librarians to meet and discuss the remodeling of Miller Center 2018. By that time the SCSU CIO was asserting the BYOx as a new policy for SCSU. BYOx in essence means the necessity for stronger (wider) WiFI pipe. Based on that assertion, I, Plamen Miltenoff, was insisting to shift the cost of hardware (computers, laptops) to infrastructure (more WiFi nods in the room and around it) and prepare for the upcoming IoT by learning to remodel our syllabi for mobile devices and use those (students) mobile devices, rather squander University money on hardware. At least one faculty member from the committee honestly admitted she has no idea about IoT and respectively the merit of my proposal. Thus, my proposal was completely disregarded by the self-nominated chair of the committee of librarians, who pushed for her idea to replace the desktops with a cart of laptops (a very 2010 idea, which by 2015 was already passe). As per Kelly (2018) (second article above), it is obvious the failure of her proposal to the dean to choose laptops over mobile devices, considering that faculty DO see mobile devices completely replacing desktops and laptops; that faculty DO not see document cameras and overhead projectors as a tool to stay.
Here are the notes from September 2015 http://blog.stcloudstate.edu/ims/2015/09/25/mc218-remodel/
As are result, my IoT proposal as now reflected in the Johnston (2018) (first article above), did not make it even formally to the dean, hence the necessity to make it available through the blog.
The SCSU library thinking regarding physical remodeling of classrooms is behind its times and that costs money for the university, if that room needs to be remodeled again to be with the contemporary times.
the International Society for Technology in Education to publish a book, titled Learning Transported: Augmented, Virtual and Mixed Reality for All Classrooms, to offer practical insights, lesson plans, and classroom examples so educators can make the most of these experiential worlds.
Augmented reality superimposes a digital layer on the world around us, often activated by scanning a trigger image or via GPS (think Pokemon Go!). Virtual reality takes users away from the real world, fully immersing students in a digital experience that replaces reality. Mixed reality takes augmented a step further by allowing the digital and real worlds to interact and the digital components to change based on the user’s environment.
DEVICES: iOS, Android, COURSE: English Language Arts, Speaking and Listening, GRADES: K-1
Augmented and Virtual Reality with EON
DEVICES: iOS, Android, COURSE: Earth and Space Science, GRADE: 4, 45 minutes
Scavenger Hunting as a Classroom Activity
The app offers teachers a unique way to create a scavenger hunt by designing AR messages and leaving them in specific places for students to “discover.”
The Waypoint App also allows for creation of educational scavenger hunts using augmented reality. Educators can easily add questions that address lesson objectives, set specific locations where the questions are hidden, and then have students hunt for questions by following the map. The hunt is easily shared with students on a variety of platforms, including text messaging and email.
Breakout EDU has become a popular game in education. Driven by creativity, teamwork, and problem-solving, the game provides a fun learning experience as it challenges students to compete in solving puzzles. The game centers on a series of questions; each solved question unlocks the next part of the activity. Students work in groups, competing against other groups to open all the locks first.
A new virtual reality (VR) training lab at the University of Waterloo’s School of Optometry and Vision Science, will help Canada’s next generation of optometrists learn how to diagnose vision problems and eye diseases more quickly and accurately.
The new lab, funded through an $800,000 investment by national eye care provider FYidoctors, At a total cost of $1.5 million, the FYidoctors Simulation Lab is the first of its kind in Canada and will ensure the School remains at the forefront in optometric education in North America.
Dr. Al Ulsifer, CEO and Chairman of FYidoctors and Waterloo alumnus, said that this investment isn’t just an investment in the University, but a stake in the future generation of optometrists.
The lab will initially include 5 Eyesi® Binocular Indirect Ophthalmoscopes (BIO) are state of the art augmented reality simulator for training of retinal examinations and provides a highly realistic and dynamic 3D simulation of the anatomical structures of the eye and ophthalmoscope optics.
Phase two of the lab, to be unveiled at a later date, will include the addition of the Eyesi® Slit Lamp simulators. This technology will allow students to practice basic handling of the device and skills required to conduct a corneal exam, retinal exam and Gonioscopy & Tonometry.
#FakeNews is a very timely and controversial issue. in 2-3 min choose your best source on this issue. 1. Mind the prevalence of resources in the 21st century 2. Mind the necessity to evaluate a) the veracity of your courses b) the quality of your sources (the fact that they are “true” does not mean that they are the best). Be prepared to name your source and defend its quality.
How do you determine your sources? How do you decide the reliability of your sources? Are you sure you can distinguish “good” from “bad?”
Compare this entry https://en.wikipedia.org/wiki/List_of_fake_news_websites
to this entry: https://docs.google.com/document/d/10eA5-mCZLSS4MQY5QGb5ewC3VAL6pLkT53V_81ZyitM/preview to understand the scope
what is social media (examples). why is called SM? why is so popular? what makes it so popular?
use SM tools for your research and education:
– Determining your topic. How to?
Digg http://digg.com/, Reddit https://www.reddit.com/ , Quora https://www.quora.com
Facebook, Twitter – hashtags (class assignment 2-3 min to search)
YouTube and Slideshare (class assignment 2-3 min to search)
Flickr, Instagram, Pinterest for visual aids (like YouTube they are media repositories)
On behalf of the 2018 LITA Library Technology Forum Committee, I am pleased to notify you that your proposal, “Virtual Reality (VR) and Augmented Reality (AR) for Library Orientation: A Scalable Approach to Implementing VR/AR/MR in Education”, has been accepted for presentation at the 2018 LITA Library Technology Forum in Minneapolis, Minnesota (November 8-10).
Mark Gill and Plamen Miltenoff will participate in a round table discussion Friday. November 9, 3:30PM at Haytt Regency, Minneapolis, MN. We will stream live on Facebook: https://www.facebook.com/InforMediaServices/
U of MN has a person, whose entire job is to read and negotiate contracts with vendors. No resources, not comfortable to negotiate contracts and vendors use this.
If you can’t open it, you don’t own it. if it is not ours… we don’t get what we don’t ask for.
libraries are now developing plenty, but if something is brought in, so stop analytics over people. Google Analytics collects data, which is very valuable for students. bring coherent rink of services around students and show money saving. it is not possible to make a number of copyright savings. collecting such data must be in the library, not outside. Data that is collected, will be put to use. Data that is collected, will be put to uses that challenge library values. Data puts people at risk. anonymized data is not anonymous. rethink our relationship to data. data sensitivity is contextual.
stop requiring MLSs for a lot of position. not PhDs in English, but people with specific skills.
perspective taking does not help you understand what others want. connection to tech. user testing – personas (imagining one’s perspective). we need to ask, better employ the people we want to understand. in regard of this, our profession is worse then other professions.
pay more is important to restore value of the profession.
Voyager to OCLC. Archive space from in-house to vendor. Migration
Polaris, payments, scheduling, PC sign up. Symphony, but discussing migration to Polaris to share ILS. COntent Diem. EasyProxy, from Millenium no Discovery Layer to Koha and EDS. ILL.
WMS to Alma. Illinois State – CARLY – from Voyager to Alma Primo. COntent Diem, Dynex to Koha.
Princeton: Voyager, migrating Alma and FOlio. Ex Libris. Finances migrate to PeopleSoft. SFX. Intota
RFPs – Request for Proposals stage. cloud and self-hosted bid.
Data Preparation. all data is standard, consistent. divorce package for vendors (preparing data to be exported (~10K). the less to migrate, the better, so prioritize chunks of data (clean up the data)
Data. overwhelming for the non-tech services. so a story is welcome. Design and Admin background, not librarian background, big picture, being not a librarian helps not stuck with the manusha (particular records)
teams and committees – how to compile a great team. who makes the decision. ORCHID integration. Blog or OneNote place to share information. touch base with everyone before they come to the meeting. the preplanning makes large meetings more productive.
Using Design Thinking — Do we really want a makerspace?
ProProfs Brain Games provides templates for building interactive crossword puzzles, jigsaw puzzles, word searches, hangman games, and sliding puzzle games. The games you create can be embedded into your blog or shared via email, social media, or any place that you’d typically post a link for students. If you don’t want to take the time to create your own game, you can browse the gallery of games. Most of the games in gallery can be embedded into your blog.
ClassTools.net templates for creating map-based games, word sorting games, matching games, and many more common game formats.
Purpose Games is a free service for creating and or playing simple educational games. The service currently gives users the ability to create seven types of games. Those game types are image quizzes, text quizzes, matching games, fill-in-the-blank games, multiple choice games, shape games, and slide games.
TinyTap is a free iPad app and Android app that enables you to create educational games for your students to play on their iPads or Android tablets. Through TinyTap you can create games in which students identify objects and respond by typing, tapping, or speaking. You can create games in which students complete sentences or even complete a diagram by dragging and dropping puzzle pieces.
Wherever I’ve demonstrated it in the last year, people have been intrigued by Metaverse. It’s a free service that essentially lets you create your own educational versions of Pokemon Go. This augmented reality platform has been used by teachers to create digital breakout games, augmented reality scavenger hunts, and virtual tours.
There was a time when Kahoot games could only be played in the classroom and only created on your laptop. That is no longer the case. Challenge mode lets you assign games to your students to play at home or anywhere else on their mobile devices.
Session Title: Measuring Learning Outcomes of New Library Initiatives Coordinator: Professor Plamen Miltenoff, Ph.D., MLIS, St. Cloud State University, USA Contact: email@example.com Scope & rationale: The advent of new technologies, such as virtual/augmented/mixed reality, and new pedagogical concepts, such as gaming and gamification, steers academic libraries in uncharted territories. There is not yet sufficiently compiled research and, respectively, proof to justify financial and workforce investment in such endeavors. On the other hand, dwindling resources for education presses administration to demand justification for new endeavors. As it has been established already, technology does not teach; teachers do; a growing body of literature questions the impact of educational technology on educational outcomes. This session seeks to bring together presentations and discussion, both qualitative and quantitative research, related to new pedagogical and technological endeavors in academic libraries as part of education on campus. By experimenting with new technologies such as Video 360 degrees and new pedagogical approaches such as gaming and gamification, does the library improve learning? By experimenting with new technologies and pedagogical approaches, does the library help campus faculty to adopt these methods and improve their teaching? How can results be measured, demonstrated?
Open Discussion: VR in Education | Тема: Виртуалната реалност в образованието
Where | Университет Пловдив https://goo.gl/maps/bLBYXkp5S1S2 and online ( виртуално) When | Кога: 3. май, 2018, 15 часа | May 3, 2018, 3PM local time (Bulgaria) Who | Кой: преподаватели и суденти | faculty аnd students How | Как: използвайте “обратна връзка” за споделяне на вашите идеи | use the following hashtag for backchanneling #BGtechEd
Виртуална реалност в учебния процес – теория и практика- 1-1, 1/2 час продължителност Virtual reality in teaching and learning – theory and hands-on
Уточняване на понятията относно различните видове реалност: виртуална реалност, video 360 ; разширена реалност; смесена реалност. VR/AR/MR in education.
Подход и усвояване на различните видове реалност в образованието. Връзка между трите вида реалност в образованието и конструктивизма като теория на преподаването. Връзка между трите вида реалност в образованието и игровия подход и игрофикацията на образованието. Оценяване на обучението базирано на различните видове реалности.
Дискусия относно методиката на приложение в учебния процес
2 min video from the entrance of your University is viewable through Google Cardboard and your laptops. Study the video and seek answers to the following questions:
– what are the advantages of Video 360 to all other known-to-you media formats?
кои са предимствата на Видео 360 в сравнение с всички други медийни формати, които познавате?
– what would you do better in terms the video footage?
какво бихте заснимали, което да подобри видео материала за преподавателски и учебни цели (например: както друго място бихте избрали)
– how is / can be this medium advantageous to implementing core learning / teaching techniques
как този медиен формат може да се използва за да се подобрят съществуващите условия за успешно преподаване и обучение
По избор – разговор с Марк Гил от Щатския университет Сейнт Клауд и демонстрация на виртуална реалност в учебния процес – 10-15 мин