Searching for "byod"

3D printing, drones and wearable

CoSN 2015: The Emerging Tech That’s Transforming K–12’s Horizon

One year or less (2015–2016):

  • BYOD
  • Cloud computing
  • Makerspaces
  • Mobile learning

Two to three years (2017–2018):

  • 3D printing/rapid prototyping
  • Adaptive learning technologies
  • Information visualization
  • Learning analytics

Four to five years (2019–2020):

  • Badges/Microcredit
  • Drones
  • Visual data analysis
  • Wearable technology

The NMC’s interim K–12 Horizon Report can be downloaded for free.

Recommendations for games and gaming at LRS

Gaming and Gamification in academic and library settings (paper)
Short URL: http://scsu.mn/1F008Re 

Based on the literature regarding games, gaming, gamification, game-based learning, and serious games, several clear trends emerge:

  1. Gaming and gamification in the sense of game-based learning is about using games and game-like tactics in the education process, for greater engagement and better learning outcomes. However, this is only the first level of such initiative. The second and higher level is about involving students in the game-building and gamification of the learning process (as per Vygotsky’s Zone of…) thus achieving student-centered and experiential learning.
  2. When hosting games and gaming in any library, “in-person” or electronic/online games are welcome but not sufficient to fulfill their promise, especially in an academic library. Per (1), an academic library has the responsibility to involve students and guide them in learning how to engage in the building process required in true game-based learning.
  3. Game-based learning, gaming and gamification in particular, in educational (academic library) settings must consider mobile devices and the BYOD movement in particular as intrinsic parts of the entire process. Approaching the initiative primarily by acquiring online “in-person” games, or game consoles has the same limited educational potential as only hosting games, rather than elevating the students to full guided engagement with game-based learning. If public relations and raised profile are the main goals for the academic library, such an approach is justified. If the academic library seeks to maximize the value of game-based learning, then the library must consider: a. gaming consoles, b. mobile devices as part of a BYOD initiative and c. cloud-based / social games, such as MineCraft, SimCity etc.
  4. Design for game-based learning, gaming and gamification in educational (academic library) settings must include multiple forms of assessment and reward, e.g. badges, leaderboards and/or certificates as an intrinsic part of the entire process. Merely hosting games in the academic library cannot guarantee true game-based learning. The academic library, as the forefront of a game-based learning initiative on campus, must work with faculty on understanding and fine tuning badges and similar new forms of assessment and reward, as they effectively implement large scale game-based learning, focused on the students’ learning gains.

Recommendations for LRS

  1. In regard to LRS, the gaming and gamification process must be organized and led by faculty, including housing and distributing the hardware, software and applications, when needed.
  2. The attached paper and the respective conclusions summarized in four points demand educational and experiential background, which is above the limits of the LRS staff. In addition, the LRS staff has clearly admitted that the pedagogical value of gaming and gamification is beyond their interest. This recommendation is not contradicting to the fact and opportunity for LRS staff to participate in the process and contribute to the process; it just negates the possibility of staff mandating and leading the process, since it will keep the gaming and gamification process on a very rudimentary level.
  3. The process must be further led by faculty with a terminal degree in education (Ph.D.) and experience in the educational field, since, as proved by the attached paper and 4 point conclusion, the goal is not a public-library type of hosting activities, but rather involving students in a pedagogically-sound creative process, with the respective opportunity for assessment and future collaboration with instructors across campus. This recommendation is not contradicting the fact and opportunity for LRS library faculty to participate actively in the process and contribute to the process. It just safeguards from restricting the process to the realm of “public-library” type of hosting activities, but failing to elevate them to the needs of an academic campus and connecting with instructors across campus.
  4. This conclusions adhere to and are derived from the document recommended by the LRS dean, discussed and accepted by LRS faculty in 2013 about new trends and directions in academic libraries, namely diversification of LRS faculty; breaking from the traditional library mold of including faculty from different disciplines with different opinions and ideas.

Midwest AV Summit

Midwest AV Summit

av summit 2015  2
 av summit  7
 3  4

5

 

Matthew Clay : Active Learning Spaces

partners across campus for IT/AV: CETL
What is the most important key for creating active learning spaces (ALS).

Mathew shared his work with CETL and his understanding of the importance of faculty being brought to the table. Faculty as equal stakeholder in the process.

In a conversation with him after the presentation, he agreed that faculty must be the leading force in in generating ideas what new technology and how to implement technology in the classroom. He agreed that at the present IT/AV staff is the leading force and this is a corrupt statuquo

 

key partnerships:
faculty and academic affairs, students, facilities, architects, engineers, contractors, furniture vendors, IT (networking, support instructional design)

challanges: ITS mindset (conservative), Administration must be on board (money), Funding.

MnSCU is not Google friendly. 60% of the staff is not doing the same tasks as 3 years ago.

Open about challenges, sharing more with faculty. Nice to hear this, but the communication must be much larger, to the point when faculty are equal partners in a relationship, which is not far from equal decision making. 

If faculty is not considered a REAL stakeholder (versus intimated body in a meeting which is controlled by IT people), the entire technology use goes down the drain. Faculty is much stronger relationship with students then IT is with students. The presentation put weight on IT staff and its connection with students’ needs. It is questionable how IT staff can make stronger connection then faculty, who are in a daily contact with students.
The issue is how to assist faculty to catch up with the technology, not how IT staff to rival faculty in their connection with students. What faculty lacks in understanding of technology cannot be replaced by IT staff increasing interaction with students, but rather assisting faculty with coming to terms with technology.

maintaining innovation: fail fast and fail forward; keep up to date with technology (blank statement); always look for new furniture; focus on space design instead of just A/V; Challenge yourself with new ideas; always learn from your mistakes; always get feedback from students and faculty (again, the PERIPHERAL role of faculty. Is feedback all expected from faculty? It faculty and IT staff must be equal partners at the decision table. not faculty being consulted at decision made by IT staff)

Google Glass mentioned, Pebble watches. supposedly to understand students habits. Big data used to profiling students is very fashionable, but is it the egg in the basket?

they have 3d printer, Inoculus. Makerspace mentioned

examples how to use 3d printing for education (LRS archive collections, MN digital library).

the presenter kept asking if there are questions. it makes me wonder how far back (pedagogically or androgogically) IT staff must be to NOT consider backchanneling. Social media is not a novelty and harvesting opinions and questions using social media should not be neglected

 

digital classroom breakdown session

digital classroom breakdown session

Break down session: Digital Classroom

technical, very IT. I am not versed enough to draw impression on how it projects over real faculty work. HDMI cables.
relating to the previous presentation: I really appreciate the IT / AV staff handling all this information, which is complex and important; but during my 15 years tenure at SCSU I learned to be suspicious of when the complexity and the importance of the techy matter starts asserting itself as leading when the pedagogy in the classroom is determined.

HD flow and other hardware and software solutions

VLAN 3. lecture capture.

BYOD support in the classroom: about half of the room raised their hands.

The 6 Technologies That Will Change the Face of Education

Will students be wearing their tech in virtual classrooms in five years? Wearable devices, adaptive technologies, and the Internet of Things are just some of the new tech researchers say is shaping the near future of higher education.

In 1 Year or Less: BYOD and the flipped classroom.

“Employers and higher education institutions are finding that when given the opportunity to choose their device, users are saved from the effort and time needed to get accustomed to new devices and can therefore accomplish tasks with more ease and efficiency.”

“Flipped learning is seen as especially suited for higher education because the rearranging of class time gives students in large introductory lecture courses more opportunity to engage and interact with their peers.”

In 2-3 Years: Makerspaces and wearable devices.

Makerspaces have the “benefit of engaging learners in creative, higher-order problem solving through hands-on design, construction and iteration.”

“Wearable technology is poised to see significant growth in the coming years, spurring experimentation in higher education because the demand for wearables is seen to be coming in large part from college-aged students.”

In 4-5 Years: Adaptive technologies and the Internet of Things.

“Adaptive technology is seen as a means to break free of a “one-size-fits-all” approach to education and is suited well for online and hybrid learning environments, “where student activities are conducted virtually and can be monitored by software and tracking applications.”

The Internet of Things pushes information to learners from their surroundings. “For instance, a learner exploring a city with a rich historical past can explore their environment through an architectural, political, or biological lens, depending on how the surroundings are equipped.”

From the NMC Horizon Report 2015: Higher Education Edition

http://campustechnology.com/Articles/2015/02/11/The-6-Technologies-That-Will-Change-the-Face-of-Education.aspx?Page=1

50 Shades of Mobile

50 Shades of Mobile

http://www.themobilenative.org/2012/09/50-shades-of-mobile.html

Smart phones (MLDs)
1.   SMCS Mobile Learning Technology
2.   The Mobile Learning Portal
3.   Learning in Hand
4.   Cybrary Man’s Mobile Learning Page
5.   100 Mobile Tools for Teachers
6.   Breaking the Cell Phone Ban
7.   Go Mobile 4 Learning
8.  Tool for Learning or Distraction?
9.  50+ Tips and Resources
10. Learning2Go
iPads
11. iPad Apps Separated by Subject Area
12. iPad/iPod Resources
13. 102 Interesting Ways to Use iPads in the Classroom
14. Middle School iPad Apps
15. iPads in Education Wiki
16. Mobile Learning Integration
17. Apps for Special Needs
18. 50 Resources for iPad use in the Classroom
19. iPad in Education Resources Worth Exploring
20. 39 Sites for Using iPads in the Classroom
21. 32 iPad Tips and Tricks
22. i Educational Apps Review
23. iSchool Initiative
Blogs
24. Cell phones in Learning
25. The Mobile Native
26. The Mobile Learner
27. Going Mobile
28. Mobile Learning
29. mLearnopedia
30. Mobile ESL
31. Learning in Hand
32. Ubiquitous Thoughts
33. m-learning is good
34. The Mobile Learning Edge
35. @Ignatia Webs
36. K-12 Mobile Learning
37. Mobile Learning 21
38. Float Learning
39. mLearning Trends
40. mLearning: Beyond the Digital Divide
41. The Innovative Educator
42. The m-Learning Revolution
43. Learnlets
BYOD/BYOT
44. BYOD in the 21st Century
45. A New Vision for Mobile
46. BYOD Toolbox
47. BYOD “Food For Thought”
Videos
48. GoKnow Mobile Learning Videos
49. Thoughts on the State of Mobile Learning
50. Why Mobile Learning

Of Space and Clouds: how do we manage our data and apps

Jessica C., One of my favourite things about Portable Apps is that I don’t have to pester the IT folk at work, get approvals, and wait to use the program I want to at work. It’s the best.”

While FSW (http://fcw.com/home.aspx) looks beyond BYOD (Bring Your Own Device) and coins a new abbreviation BYOA (Bring Your Own App) to acknowledge and deal with the mobility of apps as part of data (http://fcw.com/articles/2014/08/25/exec-tech-byoa.aspx), we also would like to join the trending effort to make apps portable:

How Portable Apps Can Make Your Life Easier & Save Resources

http://www.makeuseof.com/tag/portable-apps-can-make-life-easier-save-resources/

Go Beyond Syncing Data

Require No Admin Rights

Leave No Trace & Create No Junk

Carry Your Digital Life In Your Pocket

Run Software From Shared Cloud Storage

Where To Find Portable Apps?

Are Portable Apps All You Need?

Resources:

PortableApps.com

portablefreeware.com

Liberkey.com

PenDriveApps.com

PortableFreeware.com

Please consider this IMS blog related entry on

Single Dashboard for All of Your Cloud Storage Accounts

https://blog.stcloudstate.edu/ims/2014/08/21/single-dashboard-for-all-of-your-cloud-storage-accounts/

Backchannel: is it only K12 moving that direction?

backchannel — a digital conversation that runs concurrently with a face-to-face activity — provides students with an outlet to engage in conversation.

In a recent article by Edutopia:
The Backchannel: Giving Every Student a Voice in the Blended Mobile Classroom. (n.d.). Edutopia. Retrieved May 28, 2014, from http://www.edutopia.org/blog/backchannel-student-voice-blended-classroom-beth-holland

the author brings yet another argument in support of using the BYOD movement in K12 to promote usage of mobile devices and social media FOR the learning process, rather then seeking ways to shut them off.
It seems that Higher Ed is lagging behind in their paradigm shift toward Backchanneling.
What do you think must be done at SCSU to seek the usage of mobile devices and/or social media to involved students in the learning process?
Pollard, E. A. (2014). Tweeting on the Backchannel of the Jumbo-Sized Lecture Hall: Maximizing Collective Learning in a World History Survey. History Teacher, 47(3), 329-354.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d96310010%26site%3deds-live%26scope%3dsiteCamiel, L. D., Goldman-Levine, J. D., Kostka-Rokosz, M. D., & McCloskey, W. W. (2014). Twitter as an in-class backchannel tool in a large required pharmacy course. American Journal Of Pharmaceutical Education, (3),
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.369220588%26site%3deds-live%26scope%3dsiteAagard, H., Bowen, K., & Olesova, L. (2010). Hotseat: Opening the Backchannel in Large Lectures. EDUCAUSE Quarterly, 33(3),
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Cronin, J. J. (2011). The Classroom as a Virtual Community: An Experience with Student Backchannel Discourse. Business Education Innovation Journal, 3(2), 56-65.
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Pohl, A., Gehlen-Baum, V., & Bry, F. (2012). Enhancing the Digital Backchannel Backstage on the Basis of a Formative User Study. International Journal Of Emerging Technologies In Learning, 7(1), 33.
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Jarrett, K., & Devine, M. A. (2010). How to use backchanneling in your classroom. Education Digest, (1), 41.
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Reid, A. (2011). Social media assemblages in digital humanities: From backchannel to buzz. doi:10.1108/S2044-9968(2011)0000003019
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trends in technology for educators

Campus Technology, a leading periodical in the use of technology in education, lists for consideration the 2014 technology trends for education:
http://online.qmags.com/CPT0114?sessionID=C7111775BEF0C4C4395CA1903&cid=2335187&eid=18574#pg7&mode1
  1. Mobile Platforms and Bring Your Own Device (BYOD)
  2. Adaptive Learning (personalization of online learning)
  3. Big Data (predictive analysis)
  4. Flipped Classroom
  5. Badges and Gamification (assessment and evaluation)
  6. iPADs and Other Tablets (mobile devices)
  7. Learning Management Systems (on SCSU campus – D2L)
The Journal
http://online.qmags.com/TJL1213?sessionID=636697C7BEEE44D50F47CB83E&cid=2410461&eid=18560#pg15&mode1
has a similar list:
  1. BYOD (it is a trend going up)
  2. Social Media as a Teaching and Learning Tool ( trend going up))
  3. Digital Badges (split vote, some of the experts expect to see the us of badges and gamification as soon as in 2014, some think, it will take longer time to adopt)
  4. Open Educational Resources (split vote, while the future of OER is recognized, the initial investment needed, will take time)
  5. Desktop Computers (it is a trend going down; every market shows a decline in the purchase of desktop computers)
  6. iPADs: (trend going up)
  7. ePortfolios (trend going down)
  8. Learning Management Systems, on SCSU campus – D2L (split vote). LMS is useful for flipped classroom, hybrid and online education uses CMS, but gradual consolidation stifles competition
  9. Learning Analytics, Common Core (trend going up)
  10. Game-Based Learning (split vote), but the gaming industry is still not to the point to create engaging educational games
Regarding computer operating systems (OS):
  1. Windows (trend going down)
  2. Apple / Mac OS X (split vote)
  3. iOS (iPhone, iPAD etc) (trend going up)
  4. Android (trend going up)
The materials in these two articles are consistent with other reports as reflected in our IMS blog:
https://blog.stcloudstate.edu/ims/2014/01/10/mega-trends-in-technology/
IMS offers an extensive numbers of instructional sessions on social media, D2L and other educational technologies:
https://blog.stcloudstate.edu/ims/2014/01/12/technology-instruction-sessions-for-spring-2014-on-scsu-campus-available/
Please consider registering for any of the sessions and/or request sessions customized to you classes and needs: http://lrts.stcloudstate.edu/library/general/ims/default.asp
Please email us with any other suggestions, ideas and requests regarding instructional technology and instructional design at: ims@stcloudstate.edu
Follow us:
Twitter: @scsutechinstruc #techinstruct
Blog: https://blog.stcloudstate.edu/ims
Pinterest: http://www.pinterest.com/scsutechnology/scsu-technology-instruction/
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