14
Nov
2016
Nov
2016
flexibility of distance learning
Students appreciate flexibility of distance learning
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more on hybrid learning in this IMS blog:
https://blog.stcloudstate.edu/ims?s=hybrid+learning
Searching for "brain learning"
25
Jan
2015
Jan
2015
Games and the Brain
This Is Your Brain On Games
http://www.opencolleges.edu.au/informed/features/this-is-your-brain-on-games/
“Action video games have a number of ingredients that are actually really powerful for brain plasticity, learning, attention, and vision,” says brain scientist Daphne Bavelier in her TED Talk on the subject.
In February, Italian researchers found that playing fast-paced video games can improve the reading skills of children with dyslexia.
In 2012, scientists at The University of Texas Medical Branch at Galveston found that high school gamers who played video games two hours a day were better at performing virtual surgery than non-gaming medical residents.
26
Aug
2014
Aug
2014
How Does the Brain Learn Best? Smart Studying Strategies
categories: learning
How Does the Brain Learn Best? Smart Studying Strategies
http://blogs.kqed.org/mindshift/2014/08/how-does-the-brain-learn-best-smart-studying-strategies
Even if stated the obvious, it is good to repeat:
checking Facebook is not that bad for learning, it becomes bad when exceeds the time spent on learning…… this and more useful truisms to make the right choices with the start of a new academic year…
07
Jan
2014
Jan
2014
How BYOD Programs Can Fuel Inquiry Learning | Four Smart Ways to Use Cell Phones in Class. Backchanneling.
How BYOD Programs Can Fuel Inquiry Learning. Backchanneling.
http://blogs.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/
creating a learner profile, a set of criteria the school district wanted students to learn while in school. That profile includes: seek knowledge and understanding; think critically and solve problems; listen, communicate, and interact effectively; exhibit strong personal qualities; and engage and compete in a global environment. The profile helps guide all approaches to learning in the district.
Kids already know how to use their devices, but they don’t know how to learn with their devices,” Clark said in an edWeb webinar. It’s the teacher’s role to help them discover how to connect to content, one another and learning with a device that they may have only used for texting and Facebook previously. “It’s about the kids being empowered in the classroom to make decisions about the ways that they are learning,”
Four Smart Ways to Use Cell Phones in Class
http://blogs.kqed.org/mindshift/2012/11/four-smart-ways-to-use-cell-phones-in-class/
IN-CLASS POLLING/QUIZZING.
IN-CLASS BACK-CHANNELING: Backchanneling refers to the use of networks & social media to maintain an online, real-time conversation alongside spoken remarks.
IN-CLASS READINGS AND HANDOUTS. Smartphones can also be used productively in the classroom as eReaders for books and handouts. You can place all student handouts into DropBox folders (see “Dropbox A Multi-Tool for Educators”).
ORGANIZING RESEARCH.
Using Google Docs for backchanneling with students:
http://www.educatorstechnology.com/2014/04/this-is-how-to-use-google-docs-to.html
10 ways to employ backchanneling in classroom instruction.
- Poll students on a particular classroom event or on a decision regarding their learning
- Crowdsource feedback on learning activities and use this input to inform your future instructional strategies.
- Backchanneling empowers students voice and make them feel they are real participants in the knowledge building taking place in the class.
- Conduct informat assessments .
- Assess students prior knowledge about a given topic.
- Brainstorm ideas for a writing project.
- Encourage students to ask questions about anything they did not understand.
- Hold synchronous discussions of video content shared in class
- Organize real time discussions in class.
- Backchanneling is a good way to engage introverts and shy students in classroom conversations.
01
Nov
2013
Nov
2013
Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’
categories: learning styles, Multiple intelligences
Gardner now teaches at the Harvard Graduate School of Education. He is the author of numerous books on intelligence and creativity. His new book ”The App Generation,” co-authored with Katie Davis, explains how life for young people today is different than before the dawn of the digital age, and will be published on Oct. 22 by Yale University Press.
Gardner’s theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more.
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Excerpts from the blog entries under the article
Emily Sedlock
The idea that multiple intelligences and learning styles have become interrelated is so true. Learning about all the different types of intelligences and learning, it can be hard to keep them all straight. This article was helpful in pointing out the differences. Educators should be aware of these differences, so that they might be able to better teach their students.
GRoo
1) Learning
The basis:
– how how human capacities are represented in the brain,
Multiple Intelligences:
– a number of relatively independent mental faculties
– a number of relatively autonomous computers—[that compute] … information
A strong intelligence:
– an area where the person has considerable computational power
What matters
– the power of the mental computer, the intelligence, that acts upon that sensory information, once picked up
So “learning” = us[ing … (different) cognitive faculties?
Q1: Is that ok to assume and say?
Q2: What of “dimensions” – cognitive processing (higher order thinking) and knowledge (concrete to abstract) and sense of self, or affect[ive]?
2) Teaching
– Individualize your teaching
– Pluralize your teaching. Teach important materials in several ways, …reach students who learn in different ways… [present] materials in various ways
01
Nov
2021
Nov
2021
Extended Reality Higher Education
Extended Reality Tools Can Bring New Life to Higher Education
Zoom, Teams, Skype, and FaceTime all became daily fixtures, and many of us quickly became fatigued by seeing our colleagues, students and far-away loved ones almost exclusively in 2D. Most video conferencing solutions were not designed to be online classrooms. what is missing from the current video platforms that could improve online teaching: tools to better facilitate student interactions, including enhanced polling and quizzing features, group work tools, and more.
While universities continue to increase in-person and HyFlex courses, hoping to soon see campuses return to normalcy, there is mounting evidence that the increased interest in digital tools for teaching and learning will persist even after the pandemic.
We should move beyond 2D solutions and take advantage of what extended reality (XR) and virtual reality (VR) have to offer us.
Professor Courtney Cogburn created the 1,000 Cut Journey, an immersive VR research project that allows participants to embody an avatar that experiences various forms of racism. Professor Shantanu Lal has implemented VR headsets for pediatric dentistry patients who become anxious during procedures. At Columbia Engineering, professor Steven Feiner’s Computer Graphics and User Interfaces Lab explores the design and development of 2D and 3D user interfaces for a broad range of applications and devices. Professor Letty Moss-Salentijn is working with Feiner’s lab to create dental training simulations to guide dental students through the process of nerve block injection. Faculty, students and staff at Columbia’s Media Center for Art History have created hundreds of virtual reality panoramas of archaeology projects and fieldwork that are available on the Art Atlas platform.
In spring 2020, a group of Columbia students began to build “LionCraft,” a recreation of Columbia’s Morningside campus in Minecraft. Even though students were spread out around the world, they still found creative and fun ways to run into each other on campus, in an immersive online format.
28
Jul
2021
Jul
2021
ID, UX and LXD
categories: instructional technology
ID, UX and LXD: Differences and Similarities Explained
https://www.linkedin.com/pulse/id-ux-lxd-differences-similarities-explained-sonia-tiwari/
LXD Learning Experience Design
UX User Experience Design
ID Instructional Design
Niels Floor‘s highly informative articles on lxd.org
Instructional Design focuses on instruction, User Experience Design focuses on the user, and Learning Experience Design focuses on the learner. This is not to say that IDs don’t care about learners, or that UX designers do not work on educational products, or that LXDs spend no time thinking about instruction or users. The difference lies in who these designers orient their process towards the most – instruction, user, learner.
history of ID at Instruction Design Central.
more about the origins of UX in this article in Career Foundary by Emily Stevens or this brief intro to HCI in Interaction Design Foundation by John Carroll. If you’re curious, learn about what Don Norman thinks of UX today.
ID as a field tends to be more scientific and organized, following academic frameworks
UX tends to be both scientific and artistic in its approach. UX designers are informed by academic theories and frameworks, but are also flexible and artistic in finding engaging, intuitive solutions to usability issues.
LXD tends to be more artistic than scientific. While LX designers care about the learning process deeply though understanding of related learning theories and cognitive processes of learners, their primary focus is on designing visually stunning, useful, and engaging learning experiences.
IDs are typically working on products such as Courses, e-learning modules, curriculum, workshops. UX designers are typically working on products such as mobile apps, websites, digital games, software. LXDs are typically working on all these things – courses, apps, AND other forms of learning experiences which could take the form of museum exhibits, summer camps, AR interactive booklets, children’s books, movies, toys and games or any other medium that can be used to generate a learning experience.
software tools are just like paintbrushes, they don’t make an artist. Some popular paintbrushes for IDs are Adobe Captivate, Articulate Storyline, Brainshark. For UX designers some popular tools are Adobe XD, Sketch, Figma, Balsamiq. For LXDs everything Adobe Creative Cloud has to offer – and many other ID/UX tools as well (depending on what the experience design needs) come in handy.
For IDs, one of the popular frameworks is ADDIE: Analyze, Design, Development, Implement, Evaluation
For UX designers, a popular framework quoted often is Design Thinking: Empathize, Define, Ideate, Prototype, Test
For LXDs, Neils floor outlines this LXD process: Question, Research, Design, Build, Test, Improve, Launch
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more on ID instructional design in this IMS blog
https://blog.stcloudstate.edu/ims?s=instructional+design
25
Jan
2021
Jan
2021
Data, Information, Knowledge, Wisdom
What is the difference between Data, Information, Knowledge and Wisdom?
Data: Anything represented in digital form, including non-executing knowledge stored in digital form.
Information: The momentary extraction of structure from data that modifies the perspective to the interpreter by creating new data or insight. Information only exists at the time of active data interpretation. Information creates the context that reveals discontinuities between what is known and what is new, triggering the need for learning.
Knowledge: Rules, algorithms, interpreters (such as pattern recognizers) or other mechanisms, including those that exist in the human brain (regardless of our ability to describe those mechanisms) that transform data into information. Knowledge may be changed by its interaction with information.
Wisdom: Specialized knowledge that acts to filter/active the knowledge that is best used to extract the appropriate information from data. Like, knowledge, wisdom may also be changed by the experience of its use through positive or negative reinforcement.
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more on knowledge in this IMS blog
https://blog.stcloudstate.edu/ims?s=knowledge
28
Nov
2020
Nov
2020
18 Pros & Cons of Online Education
categories: digital divide, Digital literacy, Gen Z, instructional technology, Millennials, pedagogy
https://cognitiontoday.com/pros-and-cons-of-online-education-and-learning/
- Access to variety
- More autonomy, flexibility, & control
- Native digital habits
- Extended brain
- Easier Relatability
- Easier self-expression
- Distribution of learning resources
- Competition for quality
Cons/Disadvantages of learning online
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Gateway to procrastination
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Online disinhibition & psychological distance
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Merging of formal & informal environments
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Opportunities for technological & human errors
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High cost of transition
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Weak boundaries & monotony
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Lack of buffer activities and time gaps
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Cyberbullying & threats
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https://en.wikipedia.org/wiki/Generation_Alpha
Meet Generation Alpha. Here’s How Their Lives Will Be Different Than Previous Generations
Baby Boomers, Gen X, Millennials, Gen Z, & Gen Alpha: What Generation Am I?
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more on online ed in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education
14
Sep
2020
Sep
2020
Hands-on is “goggles-on”
As we enter the Fourth Industrial Revolution (4IR), we must be vigilant to keep our classes relevant to the rapidly changing workplace and the emerging digital aspects of life in the 2020s.
deployment of 5G delivery to mobile computing
Certainly, 5G provides a huge upgrade in bandwidth, enabling better streaming of video and gaming. However, it is the low latency of 5G that enables the most powerful potential for distance learning. VR, AR and XR could not smoothly function in the 4G environment because of the lag in images and responses caused by a latency rate of 50 milliseconds (ms). The new 5G technologies drop that latency rate to 5 ms or less, which produces responses and images that our brains perceive as seamlessly instant.
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more on the 4IR in this IMS blog
https://blog.stcloudstate.edu/ims?s=industrial+revolution