New Ways to Evaluate School Technologies to Save Money & Boost Efficiencies
https://event.on24.com/wcc/r/1483433/3117E1766D64897841ED782BEEFC3C83?mode=login&email=pmiltenoff@stcloudstate.edu
Please join me September 20 for a free webinar where Dr. Sheryl Abshire, CTO of Calcasieu Parish SD and a recognized leader in K-12 technology, shares her insights on the top strategies, best practices and most valuable ideas that can reduce IT departmental costs and increase efficiencies.
What: New Ways to Measure & Leverage the Value of IT
When: 09/20 @ 2:00 PM ET | 11:00 AM PT
Register Now
Listen in and learn how to:
· Use data you already collect to justify needs and resources
· Create a new value proposition for IT
· Measure the strategic use of IT in the district
· Determine if your current technology is making the difference you expected
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My notes from the webinar:
Gartner: K12 technology ; http://www.gartner.com/technology/research/content/education.jsp
https://www.schooldude.com/ Tech support costs in K12 increased by 50% in the last four years from 14% to 21% of the technology budget. One half of the school technology leaders said that their school board understands that technology relates to district oveall goals , it is not as supportive financially. Worse, 8% felt that the school board does not believe technology is important to their district overall goals
Harvard Business Report Driving Digital Transformation. 2015 surveyed digital leaders. Driving innovation most important role breaking down internal silos
https://hbr.org/resources/pdfs/comm/RedHat/RedHatReportMay2015.pdf
- align technology with educational mission of the school district
- show value
- eliminate silos
- look for cost savings
- other investments with long-term savings
- transformational strategies
- engage community – bond issues, levies, and other funding
consortium for school networking: 10 concepts http://www.nmc.org/organization/cosn/
virtualization; data deluge; energy and green IT; complex resource tracking; consumerization and social software; unified communications; mobile and wireless; system density; mashups and portals; cloud computing
what is a quick recovery?
Action plan: 1. Focus on virtualization and green IT for immediate cost and flexibility benefits. 2. Look at storage virtualization, deduplication and thin provisioning. 3. Evaluate web social software to transform interactions 4. exploit mashups and cloud-based services to address immediate user needs. 5. link UC to collaboration and enterprise applications to support growth initiatives. 6. begin to track weak signals and subtle patterns – from everywhere.
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SchoolDude – Josh Green, Application Engineer, josh.green@schooldude.com
- lack of budget and staff
- managing upkeep and replacement of growing number of devices
- time
- perception gap (what we are doing)
tool: Insight
agentless network discovery mechanism. scanning of devices on the network. optimize hard software usage, improve planning and budgeting process with status reporting.
MDM (mobile device management). supports both BYOD and school devices. control app distribution across the network, supervise device usage, remotely manage device policy
Helpdesk: complete ticket to close helpdesk solution
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Q&A time
technology facilitators: spend time at assigned schools; talk to teacher and try to figure out what teachers know about technology and then work the principal to customize workshops (PLCs) to build the skills based on their skills set. versus technology facilitator at every school. Help them grow their own.
certificate of attendance-Plamen Miltenoff
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more on digital literacy for EDAD in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy+edad
A Strategist’s Guide to Industry 4.0. Global businesses are about to integrate their operations into a seamless digital whole, and thereby change the world.
Industrial revolutions are momentous events. By most reckonings, there have been only three. The first was triggered in the 1700s by the commercial steam engine and the mechanical loom. The harnessing of electricity and mass production sparked the second, around the start of the 20th century. The computer set the third in motion after World War II.
Henning Kagermann, the head of the German National Academy of Science and Engineering (Acatech), did exactly that in 2011, when he used the term Industrie 4.0 to describe a proposed government-sponsored industrial initiative.
The term Industry 4.0 refers to the combination of several major innovations in digital technology
These technologies include advanced robotics and artificial intelligence; sophisticated sensors; cloud computing; the Internet of Things; data capture and analytics; digital fabrication (including 3D printing); software-as-a-service and other new marketing models; smartphones and other mobile devices; platforms that use algorithms to direct motor vehicles (including navigation tools, ride-sharing apps, delivery and ride services, and autonomous vehicles); and the embedding of all these elements in an interoperable global value chain, shared by many companies from many countries.
Companies that embrace Industry 4.0 are beginning to track everything they produce from cradle to grave, sending out upgrades for complex products after they are sold (in the same way that software has come to be updated). These companies are learning mass customization: the ability to make products in batches of one as inexpensively as they could make a mass-produced product in the 20th century, while fully tailoring the product to the specifications of the purchaser
.
Three aspects of digitization form the heart of an Industry 4.0 approach.
• The full digitization of a company’s operations
• The redesign of products and services
• Closer interaction with customers
Making Industry 4.0 work requires major shifts in organizational practices and structures. These shifts include new forms of IT architecture and data management, new approaches to regulatory and tax compliance, new organizational structures, and — most importantly — a new digitally oriented culture, which must embrace data analytics as a core enterprise capability.
Klaus Schwab put it in his recent book The Fourth Industrial Revolution (World Economic Forum, 2016), “Contrary to the previous industrial revolutions, this one is evolving at an exponential rather than linear pace.… It is not only changing the ‘what’ and the ‘how’ of doing things, but also ‘who’ we are.”
This great integrating force is gaining strength at a time of political fragmentation — when many governments are considering making international trade more difficult. It may indeed become harder to move people and products across some national borders. But Industry 4.0 could overcome those barriers by enabling companies to transfer just their intellectual property, including their software, while letting each nation maintain its own manufacturing networks.
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more on the Internet of Things in this IMS blog
https://blog.stcloudstate.edu/ims?s=internet+of+things
also Digital Learning
https://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/
7 Things You Should Know About Developments in Instructional Design
http://www.educause.edu/library/resources/7-things-you-should-know-about-developments-instructional-design
Please read the entire EducCause article here: eli7120
discussion of IMS with faculty:
- pedagogical theories
- learning outcome
- design activities
- students’ multimedia assignments, which lead to online resources
- collaboration with other departments for the students projects
- moving the class to online environment (even if kept hybrid)
What is it?
the complexity of the learning environment is turning instructional design into a more dynamic activity, responding to changing educational models and expectations. Flipped classrooms, makerspaces, and competency-based learning are changing how instructors work with students, how students work with course content, and how mastery is verified. Mobile computing, cloud computing, and data-rich repositories have altered ideas about where and how learning takes place.
How does it work?
One consequence of these changes is that designers can find themselves filling a variety of roles. Today’s instructional designer might work with subject-matter experts, coders, graphic designers, and others. Moreover, the work of an instructional designer increasingly continues throughout the duration of a course rather than taking place upfront.
Who’s doing it?
The responsibility for designing instruction traditionally fell to the instructor of a course, and in many cases it continues to do so. Given the expanding role and landscape of technology—as well as the growing body of knowledge about learning and about educational activities and assessments— dedicated instructional designers are increasingly common and often take a stronger role.
Why is it significant?
The focus on student-centered learning, for example, has spurred the creation of complex integrated learning environments that comprise multiple instructional modules. Competency-based learning allows students to progress at their own pace and finish assignments, courses, and degree plans as time and skills permit. Data provided by analytics systems can help instructional designers predict which pedagogical approaches might be most effective and tailor learning experiences accordingly. The use of mobile learning continues to grow, enabling new kinds of learning experiences.
What are the downsides?
Given the range of competencies needed for the position, finding and hiring instructional designers who fit well into particular institutional cultures can be challenging to the extent that instructors hand over greater amounts of the design process to instructional designers, some of those instructors will feel that they are giving up control, which, in some cases, might appear to be simply the latest threat to faculty authority and autonomy. My note: and this is why SCSU Academic Technology is lead by faculty not IT staff.
Where is it going?
In some contexts, instructional designers might work more directly with students, teaching them lifelong learning skills. Students might begin coursework by choosing from a menu of options, creating their own path through content, making choices about learning options, being more hands-on, and selecting best approaches for demonstrating mastery. Educational models that feature adaptive and personalized learning will increasingly be a focus of instructional design. My note: SCSU CETL does not understand instructional design tendencies AT ALL. Instead of grooming faculty to assume the the leadership role and fill out the demand for instructional design, it isolates and downgrades (keeping traditional and old-fashioned) instructional design to basic tasks of technicalities done by IT staff.
What are the implications for teaching and learning?
By helping align educational activities with a growing understanding of the conditions,
tools, and techniques that enable better learning, instructional designers can help higher education take full advantage of new and emerging models of education. Instructional
designers bring a cross-disciplinary approach to their work, showing faculty how learning activities used in particular subject areas might be effective in others. In this way, instructional
designers can cultivate a measure of consistency across courses and disciplines in how educational strategies and techniques are incorporated. Designers can also facilitate the
creation of inclusive learning environments that offer choices to students with varying strengths and preferences.
More on instructional design in this IMS blog:
https://blog.stcloudstate.edu/ims/2014/10/13/instructional-design/
A former SCSU faculty asked me to help her with literature regarding online learning; she is applying to teach complete online somewhere in the South.
Hey Plamen, Do you have any reading suggestions regarding teaching online? I am applying for a job at ?????? and the program is completely online. I want to be current with the literature if I happen to get an interview.
Hey ???,
It is a simple question, with ever growing complex answer. 2013 was announced as the “MOOC” year and that term literally killed the tag “online education.” Most of the literature on online teaching now is subdued one way or another under MOOC.
However, there are still authors, who are widely cited as “foundational.” E.g.: Susan Ko, Paloff and Pratt
Ko, S., & Rossen, S. (2010). Teaching Online: A Practical Guide. Taylor & Francis.
Palloff, R. M., & Pratt, K. (2010). Collaborating Online: Learning Together in Community. John Wiley & Sons.
Palloff, R. M., & Pratt, K. (2009). Assessing the Online Learner: Resources and Strategies for Faculty. John Wiley & Sons.
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont, CA: Thomson/Wadsworth. http://isites.harvard.edu/fs/docs/icb.topic541040.files/Moore%20Theoretical%20Basis%20for%20Distance%20Education.pdf
Moore, M. G. (2013). Handbook of Distance Education. Routledge.
There is a long list of articles, which I am collecting through the years. You can peruse them and choose any further readings, if you want…
Adolphus, M. (2009). USING THE WEB TO teach information literacy. Online, 33(4), 20-25.
Andersen, M. H. (2011). The world is my school: Welcome to the era of personalized learning. Futurist, 45(1), 12-17.
Borja, R. R. (2004). New player in online school market pursues profits. Education Week, 24(15), 8-8.
Brooks-Kirkland, A. (2006). Podcasting for learning. School Libraries in Canada (17108535), 25(4), 44-48.
Ćukušić, M., Alfirević, N., Granić, A., & Garača, Ž. (2010). e-learning process management and the e-learning performance: Results of a european empirical study. Computers & Education, 55(2), 554-565.
Ćukušić, M., Alfirević, N., Granić, A., & Garača, Ž. (2010). e-learning process management and the e-learning performance: Results of a european empirical study. Computers & Education, 55(2), 554-565.
Ćukušić, M., Alfirević, N., Granić, A., & Garača, Ž. (2010). e-learning process management and the e-learning performance: Results of a european empirical study. Computers & Education, 55(2), 554-565.
de Freitas, S., & Veletsianos, G. (2010). Editorial: Crossing boundaries: Learning and teaching in virtual worlds. British Journal of Educational Technology, 41(1), 3-9.
Department of education report: Its importance, one year later. (cover story).(2010). Distance Education Report, 15(12), 1-7.
Falloon, G. (2010). Using avatars and virtual environments in learning: What do they have to offer? British Journal of Educational Technology, 41(1), 108-122.
Hrastinski, S., Keller, C., & Carlsson, S. A. (2010). Design exemplars for synchronous e-learning: A design theory approach. Computers & Education, 55(2), 652-662.
Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and limitations. Educational Technology & Society, 8(1), 17-27.
Keengwe, J., Schnellert, G., & Miltenoff, P. (2011). Technology and globalization in higher education., 2535-2538.
Ketelhut, D. J., Nelson, B. C., Clarke, J., & Dede, C. (2010). A multi-user virtual environment for building and assessing higher order inquiry skills in science. British Journal of Educational Technology, 41(1), 56-68.
Kim, P., Ng, C. K., & Lim, G. (2010). When cloud computing meets with semantic web: A new design for e-portfolio systems in the social media era. British Journal of Educational Technology,41(6), 1018-1028.
Kolowich, S. (2009). MIT tops world ranking of university web sites. Chronicle of Higher Education, 55(24), A15-A15.
Leach, J. (2008). Do new information and communications technologies have a role to play in the achievement of education for all? British Educational Research Journal, 34(6), 783-805.
Levine, A., Levine, A., & Dean, D. R. (2012). Generation on a tightrope : A portrait of today’s college student. San Francisco: Jossey-Bass.
Mangu-Ward, K. (2010). Teachers unions vs. online education. Reason, 42(4), 44-50.
Nistor, N., & Neubauer, K. (2010). From participation to dropout: Quantitative participation patterns in online university courses. Computers & Education, 55(2), 663-672.
Ramig, R. (2009). Social media in the classroom. Multimedia & internet@schools, 16(6), 8-10.
Ramig, R. (2009). Social media in the classroom. Multimedia & internet@schools, 16(6), 8-10.
Schiller, K. (2009). Augmented reality comes to market. (cover story). Information Today, 26(11), 1-46.
Šumak, B., Heričko, M., & Pušnik, M. (2011). A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types. Computers in Human Behavior, 27(6), 2067-2077.
Tallent-Runnels, M., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., et al. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135.
Tallent-Runnels, M., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., et al. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135.
Tallent-Runnels, M., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., et al. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135.
Wang, H., & Shao, M. (2008). Desire2Learn for quality matters., 1335-1339.
The Metaverse as the new frontier of capitalism
https://medium.com/@connectingtotheworld/the-metaverse-as-the-new-frontier-of-capitalism-639c9494634
Baudrillard’s work from1981, Simulacra and Simulation
Geyh, Leebron, F., & Levy, A. (1998). Postmodern American fiction : a Norton anthology (First edition.). W.W. Norton & Company.
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/qoo6di/alma990011637720104318
money and gaming are only the first of being completely pushed into a new all encompassing ‘reality’ of its own.
2021 also popularized the Non Fungible Tokens (NFTs) — private property transferred to virtual reality. If on a first level a photo or film keep certain relation to the real, a NFT is a second level of dematerialization of our world and perceived ‘reality’. It simulates, in a virtual world (per se already a simulacrum), the simulacrum of an image/photo/video — and, as if magically, it acquires ‘value’ and it is deemed proprietary.
The future decade’s pressures are more and more on the deterioration of what is left of the real world — climate change, pandemics, automation of work, decreasing populations (first in the West, then in the rest of the world), and scarce resources. The work that produces material things were/are the first to be automated — first in agriculture, then manufacturing and now finally services. In such a decadent material world, continuous growth would not be possible anymore — but with virtual ones
There is never enough data.
super fast internet (5G), increasing data centers, quantum computing, health trackers on human bodies, machine-brain interfaces, internet of things… The goal is for the AI to know how to reproduce material things in a virtual setting.
The COVID-19 pandemic probably accelerated this ‘metaversing’ of reality in many years.
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more on metaverse in this iMS blog
https://blog.stcloudstate.edu/ims?s=metaverse
