Searching for "brain"

08
Feb
2016

honors and shame

categories: student-centered learning

221 HONORS.
The Honor System:
A Comparison Between the U.S. South and the Mediterranean World

Plamen Miltenoff, MLIS, Ph.D.

Meeting Times & Places

5:00 pm – 7:30 pm Wednesdays Miller Center 206

  • Asynchronous interaction:
    • Most of the discussions will occur asynchronously in the D2L “Discussion” area.
    • Use of Web 2.0 tools such as blogs and wikis is strongly encouraged.
    • Use of Web 2.0 tools such as social networking sites (e.g., Facebook) only after consultation with the instructor

Contact Information

 Back to Top

The best way to contact me is through email, but you can use any of the options below.

Email: pmiltenoff@stcloudstate.edu
Phone: 320-308-3072
Web Site: http://web.stcloudstate.edu/pmiltenoff/faculty
Office Location: Miller Center, 204-J

Course Description:

The Honor system is a phenomenon well known in many cultures across the globe and strongly presented in cultures since Ancient Greece and Rome. The concepts of honor and shame have long been associated with cultures in the Mediterranean region mostly because the first scholars to study the social impact of these concepts did so in Southern Europe. Honor has two fundamental components: birth and morality. People could gain or lose their honor by the morality of their conduct. Despite the scholarly emphasis on the Mediterranean, the concept of honor influenced social systems all over the world, and historians are beginning to detect its traces in places as different as China and Africa. The Southern Honor system can firmly be traced back in the European roots and determined to a great degree the American history of the 19th century.

This course will study the geography, history, sociology and religions, cultural and political systems of two worlds and learn to compare the findings. Based on those comparisons, lessons in gender, culture and politics will be drawn.

  1. What is Honor and Shame system and why is it so important to know about it and recognize it
  2. What is the connection between the Honor system in the Mediterranean and in the American South
  3. How does the knowledge of the Honor system aim our daily actions and our global perspective

Course Goals

Students in this course will

  • Practice research methods and ability to find and evaluate information as well as select reliable information technologies.
  • Explore applications and technologies for communication and creative collaboration.
  • Gain practical, hands-on experience with a wide variety of research and online communication tools.
  • Students will demonstrate ability to research and find academically reliable information from peer-reviewed sources in the online databases, which SCSU is subscribed. Students will demonstrate ability to find and evaluate information from the Internet.
  • Students will demonstrate competencies in creation of textual and multimedia narratives in individual and collaborative environment.
  • Students will demonstrate competencies in application of technology toward creation and dissemination of textual and multimedia materials.

Attendance/Discussion Requirements

  • Attendance is required. If you cannot attend class, it is required to alert the instructor in advance. If the reason for the absence is an emergency, it is expected to approach the instructor and provide an explanation thereafter about the character of the emergency.
  • Discussion are expected. If you are shy and are hesitant to participate in class, you must compensate with the use of other communication tools (e.g., D2L Discussion List).

Assignment Descriptions

  • Discussions. You are expected to contribute to each class session with your ideas and your responses to the ideas of your peers. Your comments are expected in class and in between class sessions (using, e.g., D2L discussion list). Your comments must go beyond “yes, I agree,” and “no, I disagree” and provide analysis and synthesis of your thoughts.
  • Readings – you will be expected to contribute to each class sessions with bibliographical findings on your own.
  • Written responses – you will be expected to deliver four written responses to peer-reviewed articles related to topics discussed in the class sessions.
  • Final project – you will be expected to write and present a final project. The written part of the project will be in the realm of 4-5000 words; will adhere to academic research and style; will include a bibliography with at least 2/3 of the sources being peer-reviewed and outside of the 5000 words. The presentation can be of any multimedia form, whereas it will be peer-evaluated, but my (instructor’s) preference will be given to advance multimedia presentations (beyond PPT and using e.g. Prezy, iMovie/Moviemaker movie and/or audio narration)

Course Policies

 Back to Top

Late Assignment Policy

All assignments should be submitted by midnight of the date on which they are due. Ten percent of an assignment’s point value will be removed for each day an assignment is late. This policy will be adjusted on a case-by-case basis if emergencies prevent you from submitting an assignment on time. In these situations, contact me as soon as is reasonable to determine how this policy can be adjusted in a way that meets your needs and is still fair to other students.

Grading

 Back to Top

The grade book in D2L will be used to show detailed information about grades in this course. The table below shows the value of each assignment and the total number of points available.

  Overall Grade
94% – 100% = A
90 % – 93.99% = A-
86% – 89.99% = B+
83% – 85.99% = B
80% – 82.99% = B-
70% – 79.99% = C
60% – 69.99% = D
59.99% or lower = F

 

Assignments Schedule

WEEK 1. August 28
Reading[s]:
Peruse through all articles in the D2L content area. Choose one article to your liking and be ready to reflect on it.Assignment[s]:
1. complete entry survey. 2. Prepare to present in coherent and concise manner your understanding of Honors and Shame and discuss the goals for this course. 3. Enter a short essay in the D2L discussion on how do you see applying the knowledge from this course in your future studies, research and work
Introduction.  Orientation, class parameters and familiarizing with the syllabus. Questions and issues. Course goals What is an/the Honor System? Entry Interview (D2L survey is completed and analyzed). Why explore this topic and these vastly different geographic entities (US South and the Mediterranean). Define interest in this class and interest for a project; how this class can help your studies? Your career? All over as a human being?
WEEK 2.Sept 4

Reading[s]:
BUSATTA, S. (2006). Honour and Shame in the Mediterranean. Antrocom, 2(2). 75-78. Retrieved March 19, 2013, from http://www.academia.edu/524890/Honour_and_Shame_in_the_Mediterranean
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson.   http://tinyurl.com/qdvc499. (p. 24-26).
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Esmer, T. U. (n.d.). Honor in Ottoman and Contemporary Mediterranean Societies: Controversies, Continuities, and New Directions. conference announcement. Retrieved from http://www.h-net.org/announce/show.cgi?ID=196551

Assignment[s]: 1. Find an article on Honor and Shame. 2. Outline in two paragraphs the content of one of the three articles and in a third paragraph compare to your findings; use academic style to log your responses. If you have hesitation about your style, please check with the Write Place, your peers and me.
Why research? Work on the reading material for class

Find articles for the course.

 What is academic research? What is a peer-review article? When and how research the Internet. How do I access and keep track of resources.
RefWorks versus Zotero and Mendeley
What is an academic paper. How do I write an academic paper. The Write place.
Making plans: final project
WEEK 3. Sept 11

Reading[s]:
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Smith, A. (2004). Murder in Jerba: Honour, Shame and Hospitality among Maltese in Ottoman Tunisia. History and Anthropology Routledge, 15(2), 107–132.
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707

Assignment[s]:
Your first written response is due in the D2L   dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.
Honors and Shame from a historical perspective Do we have a robust theory/notion about the Honor/Shame system through the centuries? Do you think tracking that model through centuries helps in the 21st century? If yes, how and if no, why?
WEEK 4. Sept 18

Reading[s]: Fernand Braudel (http://en.wikipedia.org/wiki/Fernand_Braudel) and the Annales School
Santos, N. F. (2008). Family, Patronage, and Social Contests: Narrative Reversals in the Gospel of Mark. S&J, (2). (footnote p. 200).
Hall, J. L. (1907). Half-hours in southern history. B. F. Johnson publishing co.
Harrell, L. A. (2009, December 4). It’s an honorable choice: Rebellions Against Southern Honor in William Styron’s The Confessions of Nat Turner. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2614

Assignment[s]:
Your second written response is due in the D2L dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.
Honors and Shame from a geographic perspective Is there a “southern” connection (Mediterranean is the European South)? Can be Annale School be right (geography and relief determines history)? To what degree geography and geographical conditions determine such models (Honor/Shame)?
WEEK 5. Sept 25

Reading[s]: Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611.
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499 (p. 22)
Lever, A. (1986). Honour as a Red Herring. Critique of Anthropology, 6(3), 83–106. doi:10.1177/0308275X8600600305

Assignment[s]:
Your third written response is due in the D2L   dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.
Honors and Shame from a cultural perspective. Gender roles, Masculinity Does the Honor/Shame model help understand gender roles, social status, masculinity etc.?
WEEK 6. Oct 2

Reading[s]:
Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611. (p. 593)
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499. (p. 26-27; p. 30-33).
Cohen, D. (n.d.). Insult, Aggression, and the Southern Culture of Honor: An “Experimental Ethnography.” Journal of Personality and Social Psychology, 70(5), 945–960.
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707

Assignment[s]:
Your forth written response is due in the D2L   dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.
Honors and Shame from a political and social perspective Can Honor/Shame be connected with the current political situation in Egypt, Syria, Turkey? Did Honor/Shame system influence decision in American history?
WEEK 7. Wednesday Oct 9

Assignment[s]: final project details
Start working on the final project Present and discuss your final project: 1. Finalized title 2. Outline 3. Plan 4. Clear work distribution among group members 5. Clear way for peer assessment.
 WEEK 8. Wednesday Oct 16
Assignment[s]: details on final project
Final brainstorming and start working on the project Meeting as a whole: 1. Present group’s plan to class. 2. Share group’s ideas with class. 3. Share technology 4. Share sources 5. Share means for peer assessment
WEEK 9. Wednesday Oct 23

Assignment[s]: draft of bibliography
Class as a whole: peer review and brainstorming Meeting as a whole: 1. Are sources reliable? 2. Are sources of academic origin (peer-reviewed)? 3. Is the bibliography adhering correctly to the formats (APA, Chicago, ALA)
WEEK 10. Wednesday Oct 30

Assignment[s]: details on presentation
Work on the final project Meeting as a whole: 1. Presentation format 2. Share technology 3. Share ideas
WEEK 11. Wednesday Nov 6
Assignment[s]: paper draft due in D2L dropbox
Work on final project Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 12. Wednesday Nov 13
Assignment[s]: paper draft and presentation
Work on project Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 13. Wednesday Nov 20
Assignment[s]: paper draft due in D2L dropbox
Work on project Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 13. Wednesday Nov 27
Work on project Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 13. Wednesday Dec 4
Assignment[s]: paper final draft due in D2L dropbox
presentations Class presentations of the final projects
WEEK 13. Wednesday Dec 11
presentations Class presentations of the final projects

 

BIBLIOGRAPHY:

Bertram Wyatt-Brown. (n.d.). Retrieved from http://personal.tcu.edu/swoodworth/Wyatt-Brown.htm

Brayford, S. A. (1999). TO SHAME OR NOT TO SHAME: SEXUALITY IN THE MEDITERRANEAN DIASPORA. Semeia, (87), 163.

BUSATTA, S. (2006). Honour and Shame in the Mediterranean. Antrocom, 2(2). 75-78. Retrieved March 19, 2013, from http://www.academia.edu/524890/Honour_and_Shame_in_the_Mediterranean

Cohen, D. (n.d.). Insult, Aggression, and the Southern Culture of Honor: An “Experimental Ethnography.” Journal of Personality and Social Psychology, 70(5), 945–960.

Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611.

Culture of honor (Southern United States). (n.d.). Retrieved from http://en.wikipedia.org/wiki/Culture_of_honor_(Southern_United_States)

Dussere, E. (2001). The Debts of History: Southern Honor, Affirmative Action, and Faulkner’s Intruder in the Dust. Faulkner Journal, 17(1), 37–57.

Esmer, T. U. (n.d.). Honor in Ottoman and Contemporary Mediterranean Societies: Controversies, Continuities, and New Directions. conference announcement. Retrieved from http://www.h-net.org/announce/show.cgi?ID=196551

Family, Patronage, and Social Contests.pdf. (n.d.).

Hall, J. L. (1907). Half-hours in southern history. B. F. Johnson publishing co.

Harrell, L. A. (2009, December 4). It’s an honorable choice: Rebellions Against Southern Honor in William Styron’s The Confessions of Nat Turner. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2614

Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707

Hellerman. (n.d.). Reconstructing Honor in Roman Philippi. Cambridge University Press.

Herzfeld, M. (1980). Honour and Shame: Problems in the Comparative Analysis of Moral Systems. Man, 15(2), 339–351. doi:10.2307/2801675

Honor, Shame, and Social Status.pdf. (n.d.).

honor-04-Antrocom_Honour and Shame in the Mediterranean_S.pdf. (n.d.).

Honors and Shame and the Unity of the Mediterranean. (n.d.). Retrieved from http://www.jstor.org/stable/3317790

Honour and shame (Anthropology). (n.d.). Retrieved from http://what-when-how.com/social-and-cultural-anthropology/honour-and-shame-anthropology/

Lever, A. (1986). Honour as a Red Herring. Critique of Anthropology, 6(3), 83–106. doi:10.1177/0308275X8600600305

Manly Honor Part V: Honor in the American South. (n.d.). The Art of Manliness. Retrieved August 15, 2013, from http://www.artofmanliness.com/2012/11/26/manly-honor-part-v-honor-in-the-american-south/

Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499

Murder in Jerba_ Honour, Shame and.pdf. (n.d.).

Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2

Peoples and Cultures of the Mediterranean. (n.d.). Retrieved March 19, 2013, from http://www.academia.edu/2437701/Peoples_and_Cultures_of_the_Mediterranean

Rabichev, R. (n.d.). The Mediterranean concepts of honour and shame as seen in the depiction of the biblical women. Retrieved from http://prophetess.lstc.edu/~rklein/Doc6/renata.htm

Santos, N. F. (2008). Family, Patronage, and Social Contests: Narrative Reversals in the Gospel of Mark. S&J, (2).

Slavery and Southern Honor. (n.d.). StudyMode. Education. Retrieved from http://www.studymode.com/essays/Slavery-Southern-Honor-72644.html

Smith, A. (2004). Murder in Jerba: Honour, Shame and  Hospitality among Maltese in Ottoman  Tunisia. History and Anthropology Routledge, 15(2), 107–132.

Stewart,, Y. (n.d.). Mursi: A Study in Honor-Shame dynamics. CATEGORY ARCHIVES: HONOR-SHAME CULTURE. Retrieved from http://www.theaugeanstables.com/category/honor-shame-culture/

TO SHAME OR NOT TO SHAME_ SEXUALITY IN THE MEDITERRANEAN DIASPORA..pdf. (n.d.).

Weir, D. (n.d.). Honour and Shame. Islam Watch. Retrieved from http://www.islam-watch.org/Others/Honour-and-Shame-in-Islam.htm

Women, honor, and context in Mediterranean antiquity.pdf. (n.d.).

Wyatt-Brown, B. & Milbauer, Richard J. (2004). Honor, Shame, and Iraq in American Foreign Policy. In Note prepared for the Workshop on Humiliation and Violent Conflict, Columbia University,  New York, November 18-19, 2004. Presented at the Workshop on Humiliation and Violent Conflict, Columbia University,  New York,. Retrieved from http://www.humiliationstudies.org/documents/WyattBrownNY04meeting.pdf

 

 

 

15
Dec
2015

parameters for academic technology

categories: Digital literacy, information technology, instructional technology, technology literacy

Cloud-hosted solution: http://www.businessinsider.com/why-amazon-is-so-hard-to-topple-in-the-cloud-and-where-everybody-else-falls-2015-10

content interchange/exchange between the solution and LMSs and adheres to LTI 1.2 global standards:

D2L and BB, it also integrates with Canvas, Moodle, Sakai, BrainHoney https://bwhs.brainhoney.com/Welcome.vp/page.htm , Schoology https://www.schoology.com/, Jenzebar http://www.jenzabar.com/, LTI (Learning Tools Interoperability® 1.2)

1.2 https://www.imsglobal.org/specs/ltiv1p2

11
Dec
2015

convocation winter 2016

categories: audio editing, badges, Bring Your Own Device BYOD, clickers, Digital literacy, gamification, gaming, information technology, instructional technology, social media, technology, technology literacy

Short link the information below on the IMS blog: https://blog.stcloudstate.edu/ims/?p=4441 and even shorter one: http://scsu.mn/1RsQErr

Weds 6th–

Session I 10-11:15         Voyageurs North (Atwood)

Title
Engage your students: connect CMS (D2L) to social media to enhance the learning process.

Plamen Miltenoff and Emil Towner

Join us online via Adobe Connect: http://scsuconnect.stcloudstate.edu/ims (please login as a “guest” and use your real name)

Outline

In this rapid succession of examples, one can experience a showcase how to enhance students’ engagement by modernizing D2L experience through connection with social media. Bring your own examples and participate in a discussion, which aims finding the right tools for your class and field of study.

Audience:
beginners to advanced

Prerequisite:
come with your own social media accounts: Facebook, Twitter, Instagram, Pinterest, Vine

Outcomes:

By the end of this session, the participants will have an idea about peculiarity of each of the social media tools: Facebook, Twitter, Instagram, Pinterest, Vine

By the end of the session, the participants will be familiar with the integration of each of the social media tool into D2L

By the end of the session, the participants will be able to asses to what extent each particular tool fits their field of study

By the end of the session, the participants will be able to compare the pedagogical advantages and disadvantages of the social media tools compared to D2L

Useful links to contact us via social media:
IMS blog: https://blog.stcloudstate.edu/ims
IMS Facebook: https://www.facebook.com/InforMediaServices?ref=hl
IMS Twitter: https://twitter.com/SCSUtechinstruc
IMS Pinterest: http://www.pinterest.com/scsutechnology/
IMS Instagram: http://instagram.com/scsutechinstruct
IMS YouTube: https://www.youtube.com/channel/UC_UMIE5r6YB8KzTF5nZJFyA
IMS Google+: https://plus.google.com/u/0/115966710162153290760/posts/p/pub
IMS LinkedIn: http://www.linkedin.com/in/scsuinstructionaltechnology

Plan – Plamen Miltenoff:

 Please consider the following survey about your opinion regarding social media in education:

*http://aidemoreto.polldaddy.com/s/social-media-in-education*
please have the short link: http://scsu.mn/1Z8EFFx

most recent contemplations about blogs and social media in general:
https://blog.stcloudstate.edu/ims/2016/01/01/4507/

  • D2L and Vine
    Vine is a social media services, which provides the ability to share 7 sec videos. Vine is becoming more popular then Instagram (15 sec videos), with the simplicity to create short videos. Students can take sequence of short videos, which amount to 7 sec to reflect the main points of a project. E.g.: chemical reaction, biology dissection, progress of engineering planning, solving a math formula.
    URL to the vine can be posted in the D2L discussion area for further collaborative effort or for peers’ and instructions evaluation
    Vines are a click away from a FB group page or, with the right handle and hashtag, to a Twitter discussion
    The bottom-line to evaluate if fitting your field of study is: can the content be narrated or is it much better if visualized. If the latter, Vine can be your salvation.
    How to Create Social Videos With Your Smartphone https://blog.stcloudstate.edu/ims/2015/01/10/social-videos-with-your-smartphone/
  • D2L and YouTube, EdPuzzle (https://edpuzzle.com/), etc
    YouTube Unveils New Trending Tab
    https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/

    Per SCSU IT disclaimer: MediaSpace (Kaltura) is a free, cloud-based video repository solution for campus that allows faculty and staff to upload and distribute video and audio content for academic or administrative purposes. Facilitators will discuss potential uses of MediaSpace for campus, demonst rate how to create Webcam and screen recordings, upload audio/video, and embed or link to MediaSpace content from D2L or a web site.  YouTube is owned by Google and the integration, including statistics and analytics by Google are way beyond MediaSpace. The only selling point of MediaSpace is the FERPA requirement by MnSCU to host privacy data on a MnSCU owned server
  • Google+
    Google+ is indirect competition with any CMS, D2L included, with its GOogle Classroom platform (https://classroom.google.com/ineligible). K12 and higher institutions are outsourcing to GMAIL and with Google Hangouts (Skype also), one can share video, audio and desktops, which makes Adobe Connect + D2L way behind in integration even before Google Drive is mentioned.
    Google Introduces Shared Albums in Google Photos:
    https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
    8 Ways to Use Google+ Hangouts for Your Business https://blog.stcloudstate.edu/ims/2015/09/23/google-hangouts/You can record hangouts directly to your YouTube channel for future use.For private Google+ Hangouts, choose Google+ Video Hangouts, which allow you to have up to 10 participants in a video chat that is accessible only to the people invited.

Plan – Emil Towner:

  1. General stats on integrating social media and things to consider
  1. Integrating LinkedIn Assignments
  1. Integrating Facebook Groups
  • I will show a couple of groups that I have used
  • I can also come up with an “exercise” that participants can do, just let me know: (1) if you want me to and (2) if participants are suppose to have a Facebook account that they can log into during the session

 ===========================================================

Session K 2-3:15: 2PM Wed, Jan 8.  Location: CH455

Title
Engage your students: gaming and gamification in the learning process.

Outline

As part of the broader discussion, a short discussion segment to form and agree on definitions and terms regarding games and gamification. Another short segment to seek consensus if this SCSU campus is ready to departure on the path of gamifying education. After several examples, of how games are used in education and gamification techniques, a discussion on how gaming and gamification can be streamlined amidst shrinking budget and increasing workload. More details and information about gaming and gamification at: http://scsu.mn/1F008Re

Audience:
beginners to advanced

Outcomes:

By the end of this session, the participants will have a working definitions on play, games, serious games, game-based learning, digital game-based learning, gaming, gamification and badges. (more at http://scsu.mn/1F008Re)

By the end of the session, the participants will be familiar with the possibilities for integration of games in the educational process and for gamification of the educational process.

By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study

Plan:

===========================================

Friday 8th

Session M 10-11:15: CH 455

Title
Present and be presented: engage your students with modern ways to share information

Outline

Two trends plague education: the swamp of PowerPoint presentations and the lack of visual literacy. In this rapid succession of examples, one can experience a showcase of various cloud-based tools, which brings visual presentations way beyond PowerPoint and align with the Millennials demand for current social interaction. A discussion on how relevant these tools are to various disciplines and details on improving the interaction among instructors and students during the presentation. Ongoing discussion about design as part of visual literacy and the difference between blended learning and technology integration.

Audience:
beginners to advanced

Outcomes:

By the end of this session, the participants will have understand the movement “Death by PowerPoint” and will understand the advantage of cloud-based presentation tools to MS PowerPoint

By the end of the session, the participants will be familiar with several tools, which successfully replace PowerPoint and well beyond.

By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study

By the end of the session, the participants will be able to discriminate between technology integration and blended learning.

Plan:

 

25
Nov
2015

mindfulness and education

categories: contemplative computing, contemplative pedagogy, Digital literacy, technology literacy

Teach Mindfulness, Invite Happiness

http://www.edutopia.org/blog/teach-mindfulness-invite-happiness

Mindfulness is a way of paying attention to present-moment experience and doing so with kindness and curiosity. It is not cognitive but sensory, and so taps into and strengthens different but vitally important parts of the brain that have been neglected by traditional education. One crucial attribute of mindfulness is that it is practiced without judgment. Many of our students are so hard on themselves and their internal critic is so loud that just a few moments of being given permission to not judge can bring huge relief to body and mind. I have seen it bring students to tears.

There is now ample evidence that mindfulness practice enhances positive emotions (PDF).

4 Ways to Refuel Your Gratitude

http://www.edutopia.org/blog/4-ways-re-fuel-your-gratitude-rebecca-alber

Applying Mindfulness to Mundane Classroom Tasks

http://www.edutopia.org/blog/applying-mindfulness-mundane-classroom-tasks-abby-wills

03
Sep
2015

[don’t] check your smartphone before bed

categories: contemplative computing

This is what happens to your brain and body when you check your smartphone before bed

http://www.businessinsider.com/health-brain-body-smartphone-before-bed-2015-4#ixzz3kgq6RIpq
Dr. Dan Siegel, clinical professor of psychiatry at the UCLA School of Medicine, lays out all of the negative effects that bedtime screen viewing can have on the brain and body. WATCH THE 2 MIN VIDEO

17
Aug
2015

twitter chat

categories: Twitter

How to Host and Promote a Twitter Chat

http://www.socialmediaexaminer.com/how-to-host-and-promote-a-twitter-chat/

listen to the show: http://www.socialmediaexaminer.com/?powerpress_pinw=86452-sme-show

#1: Define the Objective

Always start by defining the objective of your Twitter chat. Find a topic that will appeal to your target audience.

The chat needs to provide value to your audience to be successful. Don’t make it just about your company; tailor it to how you can help your community. For example, if you’re in the photography industry, invite guests to discuss photo editing tips, black-and-white photography, photography inspiration, etc.

An added benefit is that you can repurpose all of the chat contributions into a future blog post. Those who participated in the chat will appreciate having a summary of it, and readers who missed it will enjoy the insight.

#2: Identify Similar Chats

Once you’ve established an objective for your chat, find at least five Twitter chats similar to yours to gather ideas. You can find Twitter chats with tools like TweetReports and Gnosisarts.

TweetReports shows the scheduled times for chats on various topics.

Learn how these chats work. Observe how the host controls the flow of conversation and directs topics. Also find out which guests are invited, how many questions are posed, what times the chats are held and how they’re promoted.

Be sure to participate as well. Answer questions and engage with others. This allows you to build your expertise and gives you insight into what it’s like to participate in a Twitter chat.

#3: Set the Date and Time

#4: Choose a Hashtag

Now comes the fun part: naming your Twitter chat. Typically every chat hashtag ends with “chat” (for example, #mediachat, #influencerchat and #blogchat). Adding the word “chat” signals to people that it’s a Twitter chat instead of a regular hashtag or an event.

When choosing a hashtag, make sure it fits your brand. Also, check that it’s not a Twitter username and hasn’t been used as a hashtag previously.

Use Twitter search to see if your chat hashtag has been used before.

Brainstorm at least 15 chat names and then pick the best one. You might want to seek input from your co-workers.

After you select a hashtag, make sure that you register the Twitter username. You can use this account to hold your chats.

#5: Invite Guests

Next, make a list of at least 20 guests you want to invite.

Ideally, you want someone who has experience being a guest and is interested in holding Twitter chats. If you have an influential user who loves your company, consider inviting that person to be a guest, too.

#6: Prepare Questions

Once you have everything in place and have secured at least four guests in advance, start preparing questions. You’ll need about 7 to 10 questions for your guests. Send these questions to them at least 72 hours prior to the chat so they can prepare their responses.

During the chat, spread out the questions about 6 to 8 minutes apart. Ask your last question about 10 minutes before the end of the chat to allow time for the community to discuss it.

#7: Promote the Chat

The key to making your Twitter chat stand out is to promote it. Here are some ways to do that:

Partner With Other Chats

tweet chats partner tweet

Partner with other chats to co-promote your chats.

Invite Fans

Promote your chat 12 to 24 hours prior to the event.

Send a Facebook event invite as another way to ask people to join your chat. This is a great way to make sure people will come and remember the date. You can also get word out by sending an email blast through your newsletter.

#8: Run the Chat

On the big day, you’ll need an outline to work from. Here’s a basic script for a Twitter chat.

Five Minutes Before the Chat

Our chat will start in a few minutes. In the meantime, please introduce yourself and what you do [#chatname].

Start of the Chat

It’s time for our [#chatname]! Tonight’s guest is @_____ from _____ who will share _____ with us.

Everyone, please welcome our guest _____ from @_____ to our [#chatname] tonight!

Two to Three Minutes Before the Chat Ends

Everyone, please thank @_____ from _____ for adding so much value to our [#chatname].

Next week we’ll have @_____ from _____, who will be discussing _____. See you next week!

Don’t forget to join (other Twitter chat that you partnered with) now! They have @_____ as their guest.

The easiest way to manage your chat is to use a tool like TweetChat. You can hide retweets so you see mentions only from people, which enables you to respond quickly. TweetChat also automatically adds the chat hashtag to your responses.

#9: Track Results

29
Jul
2015

MN eSummit 2015

categories: digital citizenship, digital storytelling, gamification, gaming

#MNsummit2015

Main speaker

Aaron Doering

aaron doening

aaron doening

Engagement not completion

Design experience not product

Create change, not simply respond to it

He was a geography teacher : Dimitrina

Experience explore expand. Adventure based how to collaborate in ways we have not collaborated before pedagogical guidelines internet driven

Instructor – content – design

Today: first think is design, content, instructor. So how do we design learning environments is the most important one

Guide learners as designers. Constructivism. Design for meaning. Through the power of the story.

Geotetic  design a learning environment learn geography using GIS

Situated movies (student-centered learning)

Grant Earthducation go to the most remote parts of the world to align their education with their culture, instead of what the government is downing as culture

Use of phone: whoever answers instructor’s question first, gets to pose the next question to the rest of the audience.

Design based research

Self-narrative, referencing the experience real world issues in real time

  1. reference knowledge . knowledge overlap. Technological pedagogical content knowledge.

Geotetic not only how prepare teachers, but desing learning environmwer of the story.

we explore: https://www.we-explore.com/

9.5 design as a learner.

the U Media Lab.
The Changing Earth. App GoX (instagram on steroids.  tell their story through the app). How is this different from Google Earth
Raptor Lab (rehabilitate a raptor).

  1. design experiences
  2. build trust
  3. guide learners as designers
  4. recognize learners as experts
  5. encourage collaboration
  6. inspire self narrative
  7. reference the knowledge domains
  8. teach for change
  9. design as learner

adoering@umn.edi     chasingseals.com   @chasingseals

 

podcast pontification (audio version of blog self reflections)

 Greg Steinke The U
A Digital Story Assignment using WeVideo

wevideo

WeVideo is the Google response to iMovie cloud

The U is on Google email and thus google drive and all other google tools

The Center for Digital Storytelling. short videos, 3-5 min incorporate photographs with the author narration, reflection

Assignment (verbal directions). process (write a 2 page script, every page is about a minute of video), gather images that support the story; edit the script (rewrite); record audio to the script (use an app on the phone instead of WeVideo), WeVideo can edit the audio recording; edit the story, edit the photos to match the story; YourTube and/or Google+

working with faculty: is the digital story a good fit for your course? two questions: does the course have many writing assignments? does everyone have to do the same type of assignment? do you want to offer choices? do you want your students to share their work outside of the class? to you want to explore opportunities for students to develop 21 century skills?

google communities for sharing

wewideo has a tutorial at Center for Digital Storytelling

students can use the digital story for their eportfolio

the entire exercise is entirely based on mobile devices

time frame: scaffolding options

3d printing products were the tangible result of the project and the digital storytelling just the format to present

Google Drive master folder for the phone images and video; iOS apps: MoviePro, FiLMc Pro, VoiceRecord Pro (including mp3); Android: WeVideo

Storyboard template

Faculty Development Programs: Digital Storytelling Community of Practice

http://it.umn.edu/faculty-development-programs-digital-0

Poster sessions:

Brad Hokanson

http://dha.design.umn.edu/faculty/BHokanson.html

iPAD video kit:

ipad video kit

Laurie Conzemius
Critical Thinking

laurie

ISTE: http://conference.iste.org/2016/
Joe Lau critical thinking

apps: Popplet  blog.popplet.com  http://www.popplet.com/ (mindmapping)

into the book: http://reading.ecb.org/

Kahoot – the token system. Polleverywhere  https://blog.stcloudstate.edu/ims/2015/05/21/polls-and-surveys-tools-for-education/

Symbaloo https://www.symbaloo.com/home/mix/13eOcK1fiV zotero, easybib, delicious, diigo depending on the grade

youth voices; http://youthvoices.net/ replace social media like teachertube is trying to replace youtube

quandary games in education. https://www.quandarygame.org/ sim city

citizen science alliance http://www.citizensciencealliance.org/

Toontastic https://itunes.apple.com/us/app/toontastic/id404693282?mt=8 now free  storytelling

coding and programming: https://www.makewonder.com/robots/dashanddot  scratch

Osmo : https://www.playosmo.com/en/ $79.99 + give a set for free Stride principle as a parental involvement

chainlink;

kickword; https://play.google.com/store/apps/details?id=com.makario.wordkick

red herring (four categories) https://play.google.com/store/apps/details?id=com.BlueOxTech.RedHerring&hl=en

http://www.mathplayground.com/logicgames.html

http://www.mathplayground.com/thinkingblocks.html

evaluation:

telestory  https://itunes.apple.com/us/app/telestory/id915378506?mt=8

explain everything http://explaineverything.com/

 

Exploring and Connecting 3D Printing to Teaching and Learning Jason Spartz, Saint Mary’s University of Minnesota

http://pubs.lib.umn.edu/minnesota-elearning-summit/2015/program/23/

http://pubs.lib.umn.edu/cgi/viewcontent.cgi?article=1023&context=minnesota-elearning-summit

3db 3da 3d lisa

Jason Spartz, Saint Mary’s University of MinnesotaFollow
Lisa Truax, Saint Mary’s University of MinnesotaFollow
Karen Sorvaag, Saint Mary’s University of MinnesotaFollow
Brett Bodsgard, Saint Mary’s University of MinnesotaFollow

chemistry professor. 3D printing with different materials.
what else can be made (e.g. reaction vessel)

printing of atoms

crystalography dbase

Karen: pre-service teachers professor: how to use 3d printers and be comfortable with them. Steve Hoover. Thinkercad and Autodesk123D>
3D academy http://www.team3dacademy.com/index2.html. Pinterest board for3d Printing with resources

Lisa: graphic design. not intuitive.  Rhinoceros (not free anymore). 123D strong learning curve. 3d printing will be incorporated in the curriculum.  sculpture students and others don’t like fudging on the computer, but Adobe people love it. Some items takes up to 4 hours to print out. when working on the computer is difficult for some students to visualize the dimensionality.

collaborative learning opportunities.

no makerspace or fab lab. additional interest from the theater and business dept. 3d printing is connected to future work skills. new media ecology or media literacy set of skills.

the main presenter: build excitement and interest and gradually step back. how much material goes through and should we charge back. clean and maintenance involved; not too bad. better then a copier. plastic inexpensive. sizes with plastic – $25 and $50. how many project of a spool: depending on the size of the projects but considerable amount. two printers one art dept and one in the faculty dev area.

non profit visually impaired students.  how 3d can make difference in special ed.

3d printing lab with access for everybody. ownership brings policy. where housed: neutral place.

only one printer is barely sufficient for faculty to figure out how to use it. purchasing two more if students and curricula to be involved.

 

3dc 3d lisa 3da 3db

 

The Balancing Act: Team-Creating an eBook as an Alternative Method for Content Delivery Tom Nechodomu, University of Minnesota

ebook

tnecho@umn.edu
Susan Andre sandre@umn.edu
Linda Buturian butur001@umn.edu
Faculty Created digital stories – google “cultivaitng change series”
student created digital stories –
http://www.cehd.umn.edu/academics/online/
http://www.cehd.umn.edu/PSTL/water/
http://www.cehd.umn.edu/The-Changing-story/
Susan Andre uses a slide titled “trust” to elucidate how the entire project was enabled. “trust” and “transparency” are sparse currency in the environment I work in. if she is right an ebook ain’t happening anytime soon at my place.
inclining habitat.
students involvement. use stipends. student artists. food for the video interviews. create a community, student centered.
people able to change the book.
copyright process; did you find it cumbersome. copyright permission center.
time span and amount of hours spent: 3-4 months per chapter.

Main speaker
David Wiley. Making Teaching and Learning Awesome with Open

MN Learning Commons
open educational resources
LUMEN
lumen
education – sharing feedback, encouragement with students passion about the discipline, yourself
open is not the same as free.  free + permissions + copyright permission: 5 r = retain (make and own copies), reuse (use in a wide range of ways), revise (adapt, modify, and improve), remix (combine two or more), redistribute (share with others)
open:
free and unfettered access
perpetual, irrevocable copyright permissions
(look but don’t touch is not open)
tech enables OER permits
traditionally copyright materials on the Internet – not so good ; jet on the road
openly copyright materials on the internet _ yes: jet in the air
permission-less innovation. relatively inexpensive and broad permissions.
intellectual infrastructure of education: learning outcomes/objectives; assessments; textbooks. they are relatively expensive and narrow permissions.
disappearing ink strategies: buyback, rental, ebooks, online subscription
 mad, glad, sad, rad: the grumpy cat. student success per dollar
opennetgroup.org/review
change in student learning: replace commercial with open books – small. realign, bigger change. rethink is the large change.
responsibilities:
attribution and meeting other license requirements
thin common cartridge: a way to bring the content to the CMS, but the content remains on the creative commons
github.com/lumenlearning https://github.com/lumenlearning
disposable assignment: students hate doing them, instructors hate grading them. waste of time and energy
renewable assignment: students see value in doing them; instructor sees value grading them
https://www.youtube.com/watch?v=AsFU3sAlPx4
so what?
open education infrastructure: open outcomes, objectives, activities, educational resources
the culture of glued legos must be eradicated. open pedagogy. open credentialing model
summary: don’t settle for “affordable.” improve student outcomes. improve affordability. improve design / academic freedom

links generated from the discussion at my presentation:

https://www.google.com/search?q=tin+can&ie=utf-8&oe=utf-8

http://www.uwosh.edu/library/quizsmith

http://glickconsulting.com/resouce_brainegames

https://www.google.com/search?q=techers+skills&ie=utf-8&oe=utf-8

http://www.northeastern.edu/camd/gamedesign/people/sebastian-deterding/

https://www.duolingo.com/  Duolingo. App to learn languages using games

http://www.gamification.co/gabe-zichermann/

https://zebrazapps.com/  ZebraZapps

22
Jul
2015

consensus of mediocrity versus disruptive innovation

categories: collaboration and creativity

Attached below is the entire correspondence:

  1. a committee is formed.
  2. the committee decides “democratically” what needs to be done.
  3. the emphasis, as per administration is on “consensus” not on expertise and per LRS staff on “democratic” (meaning who has more votes), not on expertise.

Who is John Galt?

From:
Sent: Wednesday, July 22, 2015 9:19 AM
To: Miltenoff, Plamen <pmiltenoff@stcloudstate.edu>
Subject: FW: Green Screen for Library Lawn Party?

Hi Plamen.  Honestly and respectfully, the idea didn’t move forward because the planning group wasn’t excited about it and the scavenger hunt group had other ideas for ways they wanted to administer the scavenger hunt.

I apologize for not reaching out proactively to tell you that.

From: Miltenoff, Plamen
Sent: Tuesday, July 21, 2015 5:00 PM
To:
Cc:
Subject: RE: Green Screen for Library Lawn Party?

I am mighty curious why ideas, which had been repeatedly offered by IMS faculty to the lawn party committee were not considered and responded to, but ideas, which the lawn party committee thinks that fit the ideas of the IMS faculty are proposed.

Just curious. Don’t expecting answers. Not that they are coming anyhow…

—————-

Plamen Miltenoff, Ph.D., MLIS

Professor

320-308-3072

pmiltenoff@stcloudstate.edu

http://web.stcloudstate.edu/pmiltenoff/faculty/

worse then no hope is false hope: based on my experience working with administration

 

From:
Sent: Tuesday, July 21, 2015 3:47 PM
To:
Cc:
Subject: Re: Green Screen for Library Lawn Party?

Our green screen has never been set up for these types of activities. It would be really complex to set it up. I’m quite leery of promoting something with no support and no prospect of support. There are no funds for student help and no one available to manage it. Before our days were cut, I offered to continue with some management, using my normal set of extra duty days. Now there are really no resources to operate the studio.

I think this would be logistically difficult to do and not useful for campus communication.

From:
Date: Monday, July 20, 2015 at 12:42 PM
To:
Subject: Green Screen for Library Lawn Party?

Hi    .  We continue to brainstorm ideas for promotion of library services for the Library Lawn Party.  Wanting to learn a little more about the green screen…thinking it would be a nice promotion for the studio.  Would you have ideas for how we could incorporate the green screen into the event?  We could get students down to the studio and in front of the screen.

Perhaps we could have them read something on cue cards and then edit it together…you’ve probably seen things like that…where each word in a string is spoken by a different person.

Or could we somehow put students in front of it and put something crazy in the background and have the image stream to a monitor somewhere?

Would either of these ideas be feasible?  Would it be difficult??

28
Apr
2015

Voice over presentation: solutions

categories: Digital literacy, e-learning, educational technology, technology literacy

Voice over presentation

Faculty request to lay voice over a presentation with pictures. Solutions:

  • PowerPoint:

Windows / PC

ppt voice over

ppt voice over

Apple/Mac

voice over PPT on Apple

voice over PPT on Apple

advantages:

– unfortunately, faculty are way too familiar with PPT. Familiar to the point that they don’t want to try something better.
– FERPA complient

disadvantages:

– too old. PPT is pre-Internet. It does not matter how much Microsoft is trying to adapt it, the concept is old. There is a myriad of cloud-based solutions, which do better job: https://blog.stcloudstate.edu/ims/2013/09/30/the-5-best-free-slideshow-presentation-and-creation-tools-for-teachers/
– too many files, too many variations
– PPT posted in D2L displays in the D2L Viewer. The visuals are there, but the voice is not. In order to hear the voice, students must download the presentation. Faculty must reflect this in the syllabus.
– faculty need to know how to upload on their web space and figure out URL, if PPT is not place in LMS (D2L)- if faculty places PPT in LMS (D2L), then it is behind password; nearly impossible to share (can share only with SCSU and/or MnSCU members.
– faculty must remember to indicate in the syllabus and/or D2L / Content that “in order to hear the voice over, user must download presentation.”

  • SlideShare

slideshare

slideshare

advantages:

– it is a “social” app, like LinkedIn and Twitter. Tagged correctly, the presentation is a platform for “same-minded” people to discuss mutual interests.
– excellent for sharing: conferences, MOOCs etc.
– it has discussion group in LinkedIn.

disadvantages:

– voice over presentation: way to cumbersome compared to PPT. Watch their presentation
– by FERPA regulations, if the presentation contains personal data about students, it cannot be shared on SlideShare

Creating Narrated Presentations with SlideShare (narrated) from Carolyn Kraut
mybrainshaark

mybrainshaark

advantages:

– it is a “social” app, like LinkedIn and Twitter. Tagged correctly, the presentation is a platform for “same-minded” people to discuss mutual interests.
– excellent for sharing: conferences, MOOCs etc.
– like PPT, very easy upload of pix and voice over. Better the PPT, since it is online and easy to distribute.
– easy to upload PPT and easy to voice over each slide

disadvantages:

– does not embed in D2L (it is D2L issue, not the app), but works perfectly as a link
– faculty must remember to indicate in the syllabus and/or D2L / Content that when clicking on the URL to the PPT, user must simultaneously press “Ctrl” key to open PPT in a separate browser window or tab
– by FERPA regulations, if the presentation contains personal data about students, it cannot be shared on SlideShare

voicethread

voicethread

advantages:

– consistently voted through last 5 years by K12 educators as great interactive tool.
– video, images, audio and text.
– “constructivist” premiss: teacher and students can exchange asynchronously ideas by using images, video, text and audio.

disadvantages:

– free option has limited features.
– by FERPA regulations, if the presentation contains personal data about students, it cannot be shared on on this site.

mediasite

mediasite


advantages:

– crude screen capture: faculty can run the PPT manually and narrate over it.
– dirty but fast
– easily shared online (URL ready)
– FERPA compliant

disadvantages:

– students cannot comment (compared to VoiceThread)

  • LodeStar

lodestar
lodestar

advantages:

– free: http://lodestarlearning.com/downloads/lodeStar7.2/en/LodeStar-7.0.exe
– easy to use
– FERPA compliant; endorsed by MnSCU

disadvantages:

– voice over too complex (very much the same as with SlideShare)

  • SoftChalk

advantages:
– FERPA compliant; endorsed by MnSCU

disadvantages:

–

  • others

I have not included TechSmit’s Jing https://www.techsmith.com/jing.html, because their video output (Flash file) is obsolete and impossible to convert for free. While it still can be played, shall faculty want to upload the video file on Youtube or similar social media, it will be impossible.

———————————-

Related IMS blog entries:

https://blog.stcloudstate.edu/ims/2014/06/01/social-media-and-presentations-free-image-sources/

https://blog.stcloudstate.edu/ims/2013/09/30/the-5-best-free-slideshow-presentation-and-creation-tools-for-teachers/

1 … 12 13 14 15 16 17