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civil disobedience

Encrypted chat app Telegram reverses stance, bans 78 ISIS accounts

http://bgr.com/2015/11/19/encrypted-chat-telegram-isis/

Telegram is an encrypted chat service that lets users create anonymous channels that can be followed by hundreds of users.

In addition to Telegram, Twitter and YouTube have also removed ISIS-affiliated content, with hacker organization Anonymous having taken down more than 6,000 Twitter accounts following the Paris attacks.

Meanwhile, Telegram said it only takes steps against confirmed ISIS channels. “For example, if criticizing the government is illegal in a country, Telegram won’t be a part of such politically motivated censorship,” the company said. “While we do block terrorist (e.g. ISIS-related) bots and channels, we will not block anybody who peacefully expresses alternative opinions.”

More on this topic in this IMS blog:

https://blog.stcloudstate.edu/ims/2014/09/30/disruptive-technologies-from-swarming-to-mesh-networking/

digital literacy

Doug Belshaw

#digilit

The Essential Elements of Digital Literacies from Doug Belshaw

Digital Literacy: An Interview with Doug Belshaw

http://blog.aace.org/2015/10/28/digital-literacy-an-interview-with-doug-belshaw/
http://neverendingthesis.com/doug-belshaw-edd-thesis-final.pdf
Now this is a library, where I deserve to work at: http://research.library.gsu.edu/c.php?g=165530&p=1087270

Online Game-based Learning in Art History and Museum Contexts

The Games Art Historians Play: Online Game-based Learning in Art History and Museum Contexts

http://chronicle.com/blogs/profhacker/the-games-art-historians-play-online-game-based-learning-in-art-history-and-museum-contexts

game-based learning differs from gamification in several important ways. Sometimes the latter is reduced to bells and whistles such as gold stars and progress bars, but gamification is potentially a much more subtle and powerful teaching strategy.

lizabeth Goins (Rochester Institute of Technology) describes several recent projects including a 3D game based on Hieronymous Bosch’s Garden of Earthly Delights in her blog, and details as well assignments in which the students create games. Keri Watson (University of Central Florida), teaches with both a RPG (role-playing game) and an ARG (alternative reality game). The RPG is Gretchen Kreahling McKay’s “Modernism versus Traditionalism: Art in Paris, 1888-89,” a Reacting to the Past (see earlier PH coverage) game, targeted for use in first year seminars at small liberal arts colleges. She taught with the game several times while at Ithaca College and reflects on her experience here. Watson’s ARG, “Secret Societies of the Avant-garde,” was createdwith a colleague in digital media as a Unity-based game, and is still in development. (Anastasia Salter wrote about this game in February.) Their prototype was deployed this past spring in an upper level modern art course, the game poses for the students a series of the challenges to research and create online exhibitions. (Those interested in developing an ARG might also want to peruse this interesting recent piece from TechCrunch on historical accuracy in games.)

Face-to-Face vs. Online Learning

Face-to-Face vs. Online Learning: Why Is It Either/Or?

http://www.edutopia.org/blog/face-to-face-vs-online-why-either-or-matt-levinson

Too often, adults assume the worst about kids’ online behavior instead of seeing the best. The facts are that teens know how to build community online — and they’re already doing it. A recent Pew survey of teens and online behavior (as reported by The New York Times) revealed:

57 percent of American teenagers age 13 to 17 say they have made a friend online. Nearly three in 10 of the teenagers surveyed said they had a network of more than five friends they had made through the internet. The vast majority, 77 percent, of these relationships don’t culminate in an actual meeting.

7 Stages of Development

There’s a clear path to online learning, matched with strong face-to-face interactions. Schools should be nimble enough to incorporate both modes of learning. And what does the path to successful digital learning look like? Here are the stages of development:
1. Clean up infrastructure.

2. Go 1:1.

3. Find the right LMS.

4. Consider ergonomics and surfaces.

5. Embrace teamwork and collaboration.

6. Communicate with and educate the parent community.

7. Find the right consortium for online learning.

The “Why” of Technology Adoption

Educause 2015

Gamify! Play! Learn! Turn Campus Resources into Exciting Learning Experiences

Thursday
Oct 29th, 2015
4:30 PM – 5:20 PM
Eastern Time
Sagamore Ballroom 3
slide 6
  • Gamification is the use of game mechanics and
    game design techniques in non-game contexts.
  • Gamification uses the natural desire for competition, achievement, status, altruism and/or collaboration (depending on the personality type).
slide 8 Gamification Mechanic Types
  • Objectives: A behavioral mechanic type, requiring the user to take action for the reward.
  • Progression: Move the user through the content.
  • Feedback: Informing the user of their status

Gamification Mechanic Benefits       Each gamification mechanic result in one or more benefits.

Gamification Personality Types

People are motivated to play games differently.

Explorers: Pride themselves in exploring all facets of a game or the context surrounding it.

Killers: Driven by player vs player competition. Always comparing themselves to others.

Socializer: Prefers to chat, play cooperatively, and share game experiences with others.

Achievers: Look to achieve all objectives available in a game. Desires to beat the game itself.

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Adaptive Learning in Online Learning: Results from an Ongoing Evaluation

Wednesday
Oct 28th, 2015
11:40 AM – 12:30 PM
Eastern Time
Wabash Ballroom 2
This session will present results from an evaluation of the integration of RealizeIT adaptive learning technology into three fully online courses: General Psychology, Pathophysiology for Nursing Practice, and College Algebra. Presenters will discuss the impact on students, faculty, and the university.

Adaptive learning systems provide each student with a personalized learning experience, adapting the presentation of the content, and possibly the assessment to the individual ability of the student
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Badges: A New Mode for Faculty Development

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
Co-developed by Learning Technologies and the Faculty Colloquium on Excellence in Teaching and Learning at Indiana University, a digital badge pilot (badges.iu.edu) was launched to support faculty professional development and growth. This session will cover the competency levels, topics of study, and the badging platform to document levels of achievement.
Outcomes: Understand the basics of a three-tiered framework for digital badges * Review the online badging platform * Explore topics for faculty development

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Open Digital Badges: Microcredentials and the Higher Ed Landscape

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
Because they contain claims and evidence and circulate in networks, open digital badges are transforming credentialing. We will highlight the findings from a two-year study of 29 badge development projects, introduce a new project supporting badge innovation in major learning management systems, and interactively discuss the future of badges in higher education.
Outcomes: Understand the open badge ecosystem and how it benefits learning in higher education * Review digital developments in badge delivery * Discover contexts for the future of badges. Daniel Hickeyhttp://www.educause.edu/library/resources/where-badges-work-betterA Framework for Interactivity in Competency-Based Courses: http://er.educause.edu/articles/2015/8/a-framework-for-interactivity-in-competency-based-coursesBadging in a Learner-Centered Context  http://er.educause.edu/multimedia/2015/8/badging-in-a-learner-centered-context



Mozilla Open Badges 101: Digging into Badges (a webinar)

personalized learning or competency-based does not resolve it. GPA does not respond to employers search
regimenting credentials. digital representation of of skill or achievement. represent achievements on the web. social status (foursquare). granular, evidence-based and transferable. badge ecosystem (across multiple areas), this is why open badges; open system. Open Badge Standard: issuer information; earner information; criteria URL; evidence URL; Standards Alignment; Taxonomy Tags

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Data Visualization: The What, the Who, and the How

(overlaps with infographics)
Wednesday
Oct 28th, 2015
2:30 PM – 3:20 PM
Eastern Time
Meeting Room 231-232
Data visualization tools are becoming much stronger and are now targeted at a much wider audience. This panel will explore what we should be trying to do with data visualization, who will be doing it, and how we might support and steer it.
OUTCOMES: Identify multiple opportunities for use of data visualization * Learn about multiple user communities, including those not centrally managed * Explore ways to support users and steer them toward good practiceshttp://www.educause.edu/sites/default/files/library/presentations/E15/SESS029/Data%2BViz%2BEducause%2B151028%2BFINAL1.pptxslides 7: What works well for technically savvy developers may not work for faculty or staff without those same credentials.

  • Data Wrapper
  • Raw
  • Infogram
  • Tableau
    • Oracle suite of OBIEE (Oracle Business Intelligence Enterprise Edition) has been very successful for CSU
    • Cognos (IBM) is another tool that is very popular for developers and has been used by USG central office
    • D3 (For Data Driven Documents)
    • Fusion Charts
    • Chart js
    • Google Charts

slide 11: Two primary design goals supported through Data Visualization:

  • Discovery and Exploration

–What story is the data telling you

–Identify patterns and exceptions

  • Decision-making

–Compare, contrast, choose

–Explain, make a point, decide

slide 15:

qTo communicate

qPresent more clearly or more forcefully than would be accomplished with text or tables

qReports, dashboards, infographics, etc.

qTo discover

qAllow us to see what would be difficult or impossible to see if not presented in a useful visualization

qRealm of research but moving into the mainstream

qCan same visualization serve both purposes?

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iPad, You Pad, We All Pad: Transforming Teaching and Learning

Wednesday
Oct 28th, 2015
2:30 PM – 3:20 PM
Eastern Time
Meeting Room 237-238
California State University Northridge, Lynn University, and Jackson State University have all deployed one-to-one iPad tablet initiatives, with the objectives to increase student engagement and learning, improve the quality of teaching materials, and decrease student costs. This session will discuss the transformational educational opportunities afforded by the iPad and highlight technology and pedagogical lessons learned.
Outcomes: Learn about the transformational impact of one-to-one iPad initiatives in the classroom * Understand the need for extensive faculty development and faculty adoption strategies * Appreciate deployment and support challenges====================

The Avalon Video and Audio Repository for Libraries and Beyond

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
The Avalon Media System provides an open-source streaming media solution, based on Hydra/Fedora repository technologies, focused on delivery of library media collections, but it is finding other uses, including support for publication, teaching and learning content, and digital scholarship. As a result, new features enhance support for additional research and instructional use cases.
Outcomes: Understand the problems Avalon solves * Understand the extended use cases addressed with Avalon, both present and intended future * Learn how best to engage with the Avalon project.========================

 Karuta: Design Your Own Portfolio Process

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
The Karuta Open Source Portfolio, currently under incubation by the Apereo Foundation, offers dramatic flexibility for designing portfolio workflows with rubrics to assess learning outcomes. Karuta is LTI enabled for integration with the LMS for easy access and transfer of evidence of learning. Subsequent releases will add functionality for showcasing as well as reporting. Outcome: Learn how Karuta can flexibly support your programs and institution through leveraging its functionality
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Supporting the Discovery and Adoption of Open E-Textbooks

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
The California Open Education Resources Council comprises faculty from the three CA higher education systems working together to identify open textbooks for high impact courses. The selected open textbooks are in the process of being peer reviewed and curated in the CA Open Online Library.
Outcomes: Identify quality open textbooks for general education, high-impact courses * Learn how to interpret textbook peer reviews with a faculty-created rubric * Understand how to reference these resources for the discovery of quality no- or low-cost materialshttp://www.educause.edu/sites/default/files/library/presentations/E15/PS58/COOL%2BEducause%2BPoster%2B2015.pdf
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Seminar 12P – Six Secrets for Evaluating Online Teaching (separate registration is required)

Tuesday
Oct 27th, 2015
12:30 PM – 4:00 PM
Eastern Time
Meeting Room 241-242
What makes online teaching different from face-to-face teaching? How can we tell when it’s done well? Faculty members, administrators, and IT leaders will learn six evaluation “secrets” from the authors of the new book Evaluating Online Teaching. You will leave this seminar with use-them-now strategies, tools, and templates to take back to your campus.
OUTCOMES: Distinguish online content and practices that “count” as teaching behaviors * Design self-, peer-, and administrative-evaluation analytic tools * Develop a 6-stage, campus-wide program for evaluating online teachinghttp://www.educause.edu/annual-conference/2015/seminar-12p-six-secrets-evaluating-online-teaching-separate-registration-required

10 Handout – Forms and Resources
3 MB, PDF
08 Handout – Ten Principles Operationalized
355 KB, PDF
07 Handout – Checklist for Campus Readiness
140 KB, PDF
06 Handout – Institutional Audit
305 KB, PDF
05 Handout – The Three I’s
188 KB, PDF
04 Handout – Penn State Faculty Online …
87 KB, PDF
00 Workshop Presentation File
12 MB, Powerpoint Slides

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Reimagining Learning Space Design across the Disciplines

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 235-236
Learn how the University of Pittsburgh is creating a scalable classroom model for active learning on a traditional campus. Administrators, faculty, and instructional technologists and designers recently collaborated to reimagine legacy large-enrollment lecture halls. The focus of this session is on the learning space design process across the disciplines.
Outcomes: Identify and apply the principles of active learning associated with learning space deign * Understand the design process * Assemble an effective learning space design teamhttp://www.educause.edu/annual-conference/2015/reimagining-learning-space-design-across-disciplines

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Thinking Digitally: Advancing Digital Literacy with Personalized Learning Tools

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Wabash Ballroom 2
The session will outline a scalable framework for integrating digital literacy in higher education curriculum, supported by tools that allow for active and personalized learning. Research and examples from Georgia State University’s experience implementing a pilot program will be used as a catalyst for interactive discussion and idea generation.
Outcomes: Understand the value of incorporating digital literacy into curriculum * Select from emerging personalized learning technologies to support digital literacy across diverse academic scenarios * Adapt a methodology for developing partnerships to advance digital literacy across the organizationhttp://www.educause.edu/annual-conference/2015/thinking-digitally-advancing-digital-literacy-personalized-learning-tools===============

What’s That Droning Overhead?

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 201-202
Session Type: Concurrent Session
A discussion of unmanned aerial vehicles (drones) and drone activities that either take place on campus or impact a campus from the outside. The state of federal aviation regulations and guidelines for drones will be covered. Attendees can share their experiences with official and rogue drone activities at their institutions.
Outcomes: Learn about the drone devices in use, from miniature to massive * Understand the impact of drones on academic institutions, for better or worse * Learn what drone activities are legally allowable, banned, or discouragedhttp://www.educause.edu/annual-conference/2015/whats-droning-overhead

https://drive.google.com/file/d/0B4vcm8Bg5pkcWFlaQ1J3b3duc2M/view

5. Using small unmanned aerial vehicles  today is similar to the “fair use” of media

http://www.dronesurvivalguide.org

Resources – Higher Ed Drone Policies
The Ohio State University
Iowa State University
Indiana University
University of Kansas
Penn State University
University of New Mexico

The Association of College and University Policy
Administrators (ACUPA, acupa.org)

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Mobile Computing

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 239
Session Type: Discussion Session
Join this lively discussion and discovery of innovative and functional uses and support for mobile computing. We will explore creative ideas for projects using mobile devices in teaching, learning, and administration. Topics may include hardware, applications, tools, special uses, wireless and mobile connectivity, web services, support issues, and security.

Slideshare presentations on gaming and gamfication

Workshop Materials: Pedagogical Foundations for Games, Gamification and Immersive Learning from Karl Kapp

“Game-Based Learning & Gamified Learning” by Sherry Jones (November 23, 2014) from Sherry Jones

Gamification in Learning Environments from Natalie Denmeade
More on games, gamification, serious games and game-based learning in this IMS blog:

Gamification of the Classroom from David Mullich

Library game design programs from scottnicholson

https://blog.stcloudstate.edu/ims/?s=game+based+learning&submit=Search

https://blog.stcloudstate.edu/ims/?s=gaming&submit=Search

https://blog.stcloudstate.edu/ims/?s=gamification&submit=Search

K-12 Technology

A Digital Future: K-12 Technology by 2018

http://www.theedadvocate.org/a-digital-future-k-12-technology-by-2018/

The recently-released New Media Consortium Horizon Report details six up-and-coming technologies in the next five years for K-12 classrooms.

Horizon #1: In the next year, or less.

Mobile learning. Cloud computing.

Horizon #2: Within two to three years.

Learning analytics. Open content.

Horizon #3: Within four to five years.

3D printing. Virtual laboratories.

Presented on the NMC K-12 Horizon Report over the weekend at the Alliance for International Education Conference held at Yew Chung International School of Shanghai: http://www.slideshare.net/davidwdeeds/aie-2015-china-conference-using-the-nmc-k12-horizon-report

 

AIE 2015 China Conference: Using the NMC K-12 Horizon Report from David W. Deeds

redesigns of large introductory courses

How-To Redesign Webinars: November and December of 2015 

Each hour-long webinar will introduce one of NCAT’s recently published how-to guides followed by a case study of a highly successful course redesign. After a presentation, the lead faculty member will be available to answer questions and provide additional specifics about the redesign. The following topics and speakers are planned:

  • November 10, 2015 at 1 pm EST: How To Redesign A College-Level or Developmental Math Course Using the Emporium Model. This seminar will showcase NCAT’s guide to redesigning a single math course using the Emporium Model and will include a case study of Louisiana State University’s redesign of College Algebra presented by Phoebe Rouse.
  • December 8, 2015 at 1 pm EST: How To Redesign A Developmental Math Program Using the Emporium Model. This seminar will showcase NCAT’s guide to redesigning a developmental math program using the Emporium Model and will include a case study of Leeward Community College’s redesign of its four-course developmental math sequence presented by Eric Matsuoka.

You must register for each webinar, but there is no registration fee. Go to http://thencat.org/Webinars/2015Webinars.html to register for one or more of these webinars.

Videos of Prior Webinars

Videos of the following prior webinars may be accessed at http://www.theNCAT.org/Webinars/Webinars.html.

  • Redesigning American History and European History at SUNY Potsdam
  • Redesigning College Algebra at the University of Central Florida and the University of Missouri-St. Louis
  • Redesigning Computing and Information Literacy at Arizona State University
  • Redesigning developmental math at Cleveland State Community College, Chattanooga State Community College, Manchester Community College and Northwest-Shoals Community College
  • Redesigning developmental math and English at Austin Peay State University
  • Redesigning developmental reading at Northeast State Technical Community College
  • Redesigning The Economic System at Buffalo State University
  • Redesigning General Biology at Fairfield University
  • Redesigning General Psychology at Frostburg State University and the University of New Mexico
  • Redesigning Principles of Chemistry at the University of Maryland Eastern Shore
  • Redesigning Science: Biology and Chemistry
  • Redesigning statistics at Niagara County Community College
  • Redesigning Women in Society at Arizona State University
  • Getting Started on Course Redesign: examples of how redesign efforts began at both four- and two-year institutions

university presidents about the university future

The Chronicle of Higher Education article, The View From the Top, What Presidents Think About Financial Sustainability, Student Outcomes, and the Future of Higher Education”, gives a great snapshot of the perceptions and concerns of 400 public and private college Presidents.

http://cdn2.hubspot.net/hubfs/21820/docs/WhatCollegePresidentsThink.pdf

Among their beliefs:

  • Roughly one-half of all college courses will be delivered online by 2019
  • 50% of recent graduates are underemployed
  • Three-quarters of college leaders believe career prep is the job of the university
  • Presidents agree the #1 criteria for school ratings should be completion
An extensive survey of college and university presidents, conducted by The Chronicle of Higher Education in January 2015, EXECUTIVE SUMMARY found that two-thirds of them feel that American higher education is going in the wrong direction, with public college leaders worried about the decline of state financial support and leaders of private institutions most concerned with the intense competition for students.
Traditional colleges, particularly the many that are in the middle of the pack but charge high prices, will lose out to nimbler, cheaper competitors offering degrees on flexible timelines, either in hybrid format (in-person and online) or fully online.
private institutions see new graduate programs as potentially lucrative while public universities view online programs as a source for new cash.
Presidents remain optimistic about the value of a college degree, much more than employers do. A majority of college presidents believe the four- year bachelor’s degree is worth more in today’s job market than it was five years ago (see Figure 9). Meanwhile, surveys of employers by The Chronicle and other organizations in recent years have consistently found those who hire college graduates more neutral on the value of a degree. In a Chronicle survey of employers, for instance, 39 percent said a bachelor’s degree was worth the same as five years ago, and 26 percent said it was worth less.
College leaders and employers often don’t see eye-to-eye on what today’s graduates most need to succeed in the workplace. While companies seek recent college graduates with real-world experience, presidents continue to emphasize the value of academics over experience among their graduates. Indeed, compared to a similar survey of presidents conducted by The Chronicle in 2013, campus executives are even more in favor now of emphasizing academics over real-world experience (see Figure 10).
When it comes to getting students ready for the job market, presidents are not always in agreement with employers and parents on what role the institution should play in the process. A majority of college leaders believe it’s their job to offer experiential learning, such as internships, as part of the curriculum as well as offer career preparation in programs and offices across the campus, both in formal and informal settings. But presidents are more divided about whether colleges should provide a broad education or specific training, and one- third of them don’t want to be held accountable for the career outcomes of their students (see Figure 11).

drones protection

Signal-Scrambling Tech ‘Freezes’ Drones in Midair

http://news.yahoo.com/signal-scrambling-tech-freezes-drones-midair-144743892.html

A new device that can detect, target and deter commercial drones could be used to keep the flying robots away from areas where they’re not wanted, like government properties, airports or your own backyard.

The new anti-drone system has been tested in the United Kingdom, the United States and France, according to the BBC. But there’s no word yet on when or where this drone-freezing technology could be used in these countries.

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