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ELI Annual Meeting 2018
From: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of “Kinsella, John R.” <jrkinsella@STTHOMAS.EDU>
Reply-To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Thursday, November 15, 2018 at 11:43 AM
To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Flexible Training/Learning Incubation Spaces
We launched our group, STELAR (St. Thomas E-Learning and Research), almost 2 years ago. Part of that launch included a physical space that offers: Innovative individual and collaborative group study spaces for students, consultation spaces for faculty and our staff, meeting spaces, a Technology Showcase providing access to leading edge technology for faculty and students (VR/AR, AI, ML,) an Active Learning classroom space used for training and for faculty to experiment, and a video recording space for faculty to create course video objects using a Lightboard, touch Panel computer or just talking to the camera.
We’ve seen exceptional usage among our students for this space, likely in part because we partnered with our library to include our space along with the other learning resources for students in our main library. We have had numerous faculty not only experiment with but then integrate VR/AR and other leading edge technologies in their classes and research projects. Our classroom is busy consistently for training, class sessions, meetings, etc. and our learning spaces see student use throughout the day and into the evening. In short, our physical space has become an essential and highly visible part of the work we do around providing opportunities, expertise, and technology for the innovation of teaching and learning (Our tagline: … at the intersection of Pedagogy and Technology)
The reception has been so positive that our space has been used as a model for some new student-focus collaboration spaces around campus.
We have a good deal of information about STELAR as a team on our website: https://www.stthomas.edu/stelar/
It does include some information about our physical space but we’ve also pared that down since our launch. I’d be happy to connect you with our team if you’d like to learn more about what we’ve done here, where we’ve seen success and ideas that didn’t pan out as we expected.
Instructional Systems Consultant
ITS – STELAR: St. Thomas E-Learning and Research
24/7 Canvas Support: 1.877.704.2127 or Help button in Canvas course.
Other tech needs contact:Techdesk@stthomas.edu
Digital Learning Essentials: Students/faculty self-enroll here
More: Blog, Online Showcase, Trainings & Events, & Online Teaching Certificate
2018 POD Network Conference
Date: November 14, 2018 – November 18, 2018
Location: 921 SW Sixth Ave Portland, OR, 97204 USA
Respondents on the 2016 POD Membership Survey indicated a strong need for learning center management and leadership skills. This session, facilitated by four center directors from very different institutions, responds to this need. Session participants will examine: 1) management and leadership responsibilities, especially in the context of continual change; 2) strategic alignment of the center’s work with institutional mission; and 3) evaluation of center work and demonstration of impact. Participants will leave with an individualized professional development plan, practical tools, and guiding questions that enable them to seek out relevant sessions and colleagues during the conference.
In this workshop, we explore powerful model (Symposium) for engaging faculty in campus initiatives and supporting them to take a more active role in leading during times of change. We have successfully used symposium to broaden faculty participation in change initiatives, connecting this work to what matters most to faculty and providing avenues for more inclusive collaboration across disciplines and divisions. Much of the workshop will be devoted to helping participants (1) identify areas where they can lead change on their campuses and (2) develop a draft plan for using symposium to increase faculty engagement in these efforts.
Faculty are often unable to complete a proper learner analysis because they know little about the students that comprise their classlist. At our university, we have been surveying incoming students for five years to collect enhanced demographic data and for the past two years have been sharing aggregate, anonymous data with faculty. Resources have been provided on how to make sense of the data for teaching purposes. In this study, we conducted focus groups with faculty to learn how they have used the data and resources and also to find out what additional data would further support their teaching. (My note: big data in education, as discussed by Nancy Sims keynote at LITA Nov, 2018)
Summative peer review of teaching (SPRT) is used in many higher education institutions. Unfortunately, the evaluative “power” of SPRT for making high-stakes career decisions can be limited due to lack of meaningful criteria and faculty resistance (Chism, 2008). To address this situation, our teaching and learning centre engaged in a collaborative culture-change initiative to develop a rubric for SPRT that would serve the University-wide committee with responsibility for final recommendation on matters of promotion and tenure. In this session, we discuss our collaborative process, debrief challenges and how we addressed and/or anticipated these, and share the SPRT rubric. (My Note: CETL)
This session will introduce participants to the gamification of faculty development through an interactive small group design scenario that asks participants to take a traditional faculty development experience and then gamify it using the gamification design framework . Gamification involves the use of game design elements and experiences in non-gaming environments. When applied in faculty development settings, gamification has the potential to encourage faculty engagement and motivation and can lead to behavioral change that can impact their teaching. (My note: ask me; i have been trying to educate CETL directors for the past four years on this opportunity)
more on POD conferences in this IMS blog
I explored the inside of a human nose and it convinced me that the real business in VR isn’t gaming, it’s all about training workers
- On Thursday, virtual reality company HTC VIVE announced its new headset called the Vive Focus, which is aimed at enterprises.
- It can be used for business collaboration, training and education, such as teaching medical students about sleep apnea, showing car designers how to fix and prototype a car, and conducting remote meetings in a 3D virtual space.
Although virtual reality is typically associated with consumers, such as for video gaming, the technology is increasingly being adopted for use in professional settings. VR and augmented reality are projected to grow to $162 billion by 2020, and more products are targeting enterprise use.
What makes this hardware significant is that it’s much simpler and more portable for customers to use, says Dan O’Brien, General Manager of the Americas at HTC VIVE (My note: so he said…). Other VR headsets that only developers may use might involve expensive hardware and require users to stay in one place.
VIVE Sync. This can be used to help employees collaborate with each other in a virtual space, especially when they work remotely. Each employee’s avatar can share ideas, show presentations, import images, show videos and more all in a 3D virtual space (My note: Second Life tried this; and failed; Do you have any NEW ideas, Dan?).
more on VR in this IMS blog
Giving Classroom Experiences (Like VR) More … Dimension
at a session on the umbrella concept of “mixed reality” (abbreviated XR) here Thursday, attendees had some questions for the panel’s VR/AR/XR evangelists: Can these tools help students learn? Can institutions with limited budgets pull off ambitious projects? Can skeptical faculty members be convinced to experiment with unfamiliar technology?
All four — one each from Florida International University, Hamilton College, Syracuse University and Yale University — have just finished the first year of a joint research project commissioned by Educause and sponsored by Hewlett-Packard to investigate the potential for immersive technology to supplement and even transform classroom experiences.
Campus of the Future” report, written by Jeffrey Pomerantz
Yale has landed on a “hub model” for project development — instructors propose projects and partner with students with technological capabilities to tap into a centralized pool of equipment and funding. (My note: this is what I suggest in my Chapter 2 of Arnheim, Eliot & Rose (2012) Lib Guides)
Several panelists said they had already been getting started on mixed reality initiatives prior to the infusion of support from Educause and HP, which helped them settle on a direction
While 3-D printing might seem to lend itself more naturally to the hard sciences, Yale’s humanities departments have cottoned to the technology as a portal to answering tough philosophical questions.
institutions would be better served forgoing an early investment in hardware and instead gravitating toward free online products like Unity, Organon and You by Sharecare, all of which allow users to create 3-D experiences from their desktop computers.
Campus of the Future” report, written by Jeffrey Pomerantz
XR technologies encompassing 3D simulations, modeling, and production.
This project sought to identify
- current innovative uses of these 3D technologies,
- how these uses are currently impacting teaching and learning, and
- what this information can tell us about possible future uses for these technologies in higher education.
p. 5 Extended reality (XR) technologies, which encompass virtual reality (VR) and augmented reality (AR), are already having a dramatic impact on pedagogy in higher education. XR is a general term that covers a wide range of technologies along a continuum, with the real world at one end and fully immersive simulations at the other.
p. 6The Campus of the Future project was an exploratory evaluation of 3D technologies for instruction and research in higher education: VR, AR, 3D scanning, and 3D printing. The project sought to identify interesting and novel uses of 3D technology
p. 7 HP would provide the hardware, and EDUCAUSE would provide the methodological expertise to conduct an evaluation research project investigating the potential uses of 3D technologies in higher education learning and research.
The institutions that participated in the Campus of the Future project were selected because they were already on the cutting edge of integrating 3D technology into pedagogy. These institutions were therefore not representative, nor were they intended to be representative, of the state of higher education in the United States. These institutions were selected precisely because they already had a set of use cases for 3D technology available for study
p. 9 At some institutions, the group participating in the project was an academic unit (e.g., the Newhouse School of Communications at Syracuse University; the Graduate School of Education at Harvard University). At these institutions, the 3D technology provided by HP was deployed for use more or less exclusively by students and faculty affiliated with the particular academic unit.
p. 10 definitions
there is not universal agreement on the definitions of these
terms or on the scope of these technologies. Also, all of these technologies
currently exist in an active marketplace and, as in many rapidly changing markets, there is a tendency for companies to invent neologisms around 3D technology.
A 3D scanner is not a single device but rather a combination of hardware and
software. There are generally two pieces of hardware: a laser scanner and a digital
camera. The laser scanner bounces laser beams off the surface of an object to
determine its shape and contours.
p. 11 definitions
Virtual reality means that the wearer is completely immersed in a computer
simulation. Several types of VR headsets are currently available, but all involve
a lightweight helmet with a display in front of the eyes (see figure 2). In some
cases, this display may simply be a smartphone (e.g., Google Cardboard); in other
cases, two displays—one for each eye—are integrated into the headset (e.g., HTC
Vive). Most commercially available VR rigs also include handheld controllers
that enable the user to interact with the simulation by moving the controllers
in space and clicking on finger triggers or buttons.
p. 12 definitions
Augmented reality provides an “overlay” of some type over the real world through
the use of a headset or even a smartphone.
In an active technology marketplace, there is a tendency for new terms to be
invented rapidly and for existing terms to be used loosely. This is currently
happening in the VR and AR market space. The HP VR rig and the HTC Vive
unit are marketed as being immersive, meaning that the user is fully immersed in
a simulation—virtual reality. Many currently available AR headsets, however, are
marketed not as AR but rather as MR (mixed reality). These MR headsets have a
display in front of the eyes as well as a pair of front-mounted cameras; they are
therefore capable of supporting both VR and AR functionality.
p. 13 Implementation
Technical issues can generally be divided into two broad categories: hardware
problems and software problems. There is, of course, a common third category:
p. 15 the technology learning curve
The well-known diffusion of innovations theoretical framework articulates five
adopter categories: innovators, early adopters, early majority, late majority, and
laggards. Everett M. Rogers, Diffusion of Innovations, 5th ed. (New York: Simon and Schuster, 2003).
It is also likely that staff in the campus IT unit or center for teaching and learning already know who (at least some of) these individuals are, since such faculty members are likely to already have had contact with these campus units.
Students may of course also be innovators and early adopters, and in fact
several participating institutions found that some of the most creative uses of 3D technology arose from student projects
p. 30 Zeynep Tufekci, in her book Twitter and Tear Gas
definition: There is no necessary distinction between AR and VR; indeed, much research
on the subject is based on a conception of a “virtuality continuum” from entirely
real to entirely virtual, where AR lies somewhere between those ends of the
spectrum. Paul Milgram and Fumio Kishino, “A Taxonomy of Mixed Reality Visual Displays,” IEICE Transactions on Information Systems, vol. E77-D, no. 12 (1994); Steve Mann, “Through the Glass, Lightly,” IEEE Technology and Society Magazine 31, no. 3 (2012): 10–14.
For the future of 3D technology in higher education to be realized, that
technology must become as much a part of higher education as any technology:
the learning management system (LMS), the projector, the classroom. New
technologies and practices generally enter institutions of higher education as
initiatives. Several active learning classroom initiatives are currently under
way,36 for example, as well as a multi-institution open educational resources
(OER) degree initiative.37
p. 32 Storytelling
Some scholars have argued that all human communication
is based on storytelling;41 certainly advertisers have long recognized that
storytelling makes for effective persuasion,42 and a growing body of research
shows that narrative is effective for teaching even topics that are not generally
thought of as having a natural story, for example, in the sciences.43
p. 33 accessibility
The experience of Gallaudet University highlights one of the most important
areas for development in 3D technology: accessibility for users with disabilities.
p. 34 instructional design
For that to be the case, 3D technologies must be incorporated into the
instructional design process for building and redesigning courses. And for that
to be the case, it is necessary for faculty and instructional designers to be familiar
with the capabilities of 3D technologies. And for that to be the case, it may
not be necessary but would certainly be helpful for instructional designers to
collaborate closely with the staff in campus IT units who support and maintain
Every institution of higher
education has a slightly different organizational structure, of course, but these
two campus units are often siloed. This siloing may lead to considerable friction
in conducting the most basic organizational tasks, such as setting up meetings
and apportioning responsibilities for shared tasks. Nevertheless, IT units and
centers for teaching and learning are almost compelled to collaborate in order
to support faculty who want to integrate 3D technology into their teaching. It
is necessary to bring the instructional design expertise of a center for teaching
and learning to bear on integrating 3D technology into an instructor’s teaching (My note: and where does this place SCSU?) Therefore,
one of the most critical areas in which IT units and centers for teaching and
learning can collaborate is in assisting instructors to develop this integration
and to develop learning objects that use 3D technology. p. 35 For 3D technology to really gain traction in higher education, it will need to be easier for instructors to deploy without such a large support team.
p. 35 Sites such as Thingiverse, Sketchfab, and Google Poly are libraries of freely
available, user-created 3D models.
ClassVR is a tool that enables the simultaneous delivery of a simulation to
multiple headsets, though the simulation itself may still be single-user.
p. 37 data management:
An institutional repository is a collection of an institution’s intellectual output, often consisting of preprint journal articles and conference papers and the data sets behind them.49 An
institutional repository is often maintained by either the library or a partnership
between the library and the campus IT unit. An institutional repository therefore has the advantage of the long-term curatorial approach of librarianship combined with the systematic backup management of the IT unit. (My note: leaves me wonder where does this put SCSU)
Sharing data sets is critical for collaboration and increasingly the default for
scholarship. Data is as much a product of scholarship as publications, and there
is a growing sentiment among scholars that it should therefore be made public.50
more on VR in this IMS blog
Are ‘Smart’ Classrooms the Future?
Indiana University explores that question by bringing together tech partners and university leaders to share ideas on how to design classrooms that make better use of faculty and student time.
By Julie Johnston 10/31/18 https://campustechnology.com/articles/2018/10/31/are-smart-classrooms-the-future.aspx
- Untether instructors from the room’s podium, allowing them control from anywhere in the room;
- Streamline the start of class, including biometric login to the room’s technology, behind-the-scenes routing of course content to room displays, control of lights and automatic attendance taking;
- Offer whiteboards that can be captured, routed to different displays in the room and saved for future viewing and editing;
- Provide small-group collaboration displays and the ability to easily route content to and from these displays; and
- Deliver these features through a simple, user-friendly and reliable room/technology interface.
Key players from Crestron, Google, Sony, Steelcase and Spectrum met with Indiana University faculty, technologists and architects to generate new ideas related to current and emerging technologies. Activities included collaborative brainstorming focusing on these questions:
- What else can we do to create the classroom of the future?
- What current technology exists to solve these problems?
- What could be developed that doesn’t yet exist?
- What’s next?
top five findings:
- Screenless and biometric technology will play an important role in the evolution of classrooms in higher education. We plan to research how voice activation and other Internet of Things technologies can streamline the process for faculty and students.
- The entire classroom will become a space for student activity and brainstorming; walls, windows, desks and all activities are easily captured to the cloud, allowing conversations to continue outside of class or at the next class meeting.
- Technology will be leveraged to include advance automation for a variety of tasks, so the faculty member is released from duties to focus on teaching.
- The technology will become invisible to the process and enhance and customize the experience for the learner.
- Virtual assistants could play an important role in providing students with a supported experience throughout their entire campus career.
A full report on the summit findings is available here.
Further, this article
Kelly, B. R., & 10/11/17. (n.d.). Faculty Predict Virtual/Augmented/Mixed Reality Will Be Key to Ed Tech in 10 Years -. Retrieved October 31, 2018, from https://campustechnology.com/articles/2017/10/11/faculty-predict-virtual-augmented-mixed-reality-will-be-key-to-ed-tech-in-10-years.aspx
In September 2015, the back-then library dean (they change every 2-3 years) requested a committee of librarians to meet and discuss the remodeling of Miller Center 2018. By that time the SCSU CIO was asserting the BYOx as a new policy for SCSU. BYOx in essence means the necessity for stronger (wider) WiFI pipe. Based on that assertion, I, Plamen Miltenoff, was insisting to shift the cost of hardware (computers, laptops) to infrastructure (more WiFi nods in the room and around it) and prepare for the upcoming IoT by learning to remodel our syllabi for mobile devices and use those (students) mobile devices, rather squander University money on hardware. At least one faculty member from the committee honestly admitted she has no idea about IoT and respectively the merit of my proposal. Thus, my proposal was completely disregarded by the self-nominated chair of the committee of librarians, who pushed for her idea to replace the desktops with a cart of laptops (a very 2010 idea, which by 2015 was already passe). As per Kelly (2018) (second article above), it is obvious the failure of her proposal to the dean to choose laptops over mobile devices, considering that faculty DO see mobile devices completely replacing desktops and laptops; that faculty DO not see document cameras and overhead projectors as a tool to stay.
Here are the notes from September 2015 http://blog.stcloudstate.edu/ims/2015/09/25/mc218-remodel/
As are result, my IoT proposal as now reflected in the Johnston (2018) (first article above), did not make it even formally to the dean, hence the necessity to make it available through the blog.
The SCSU library thinking regarding physical remodeling of classrooms is behind its times and that costs money for the university, if that room needs to be remodeled again to be with the contemporary times.
Virtual Reality in the Classroom
About this course
Explore the principles of designing virtual reality (VR) content and how to use Adobe creative tools to create impactful VR experiences. Then learn how to apply your new digital skills to integrate VR projects into your curriculum.
Designing VR content encourages students to express their ideas through an engaging and innovative digital format. VR projects can be used effectively in all subject areas, allowing students to improve their communication skills and digital literacy while learning key content objectives.
What will I learn?
- How using virtual reality projects in your curriculum can produce positive outcomes for you and your students
- Best practices and principles for creating amazing virtual reality experiences
- The technical skills to create your own virtual reality with Adobe tools (with support from expert digital media educators)
- How to apply your new skills to integrate virtual reality projects into your curriculum
- Collaborate with educators from around the world
Who is this course for?
This course is aimed at all educators working in primary, secondary or higher education. No prior experience with Adobe tools or digital media technologies is required.
How long is the course?
The course runs for two weeks, starting on 1st October 2018, and should take about 10 hours to complete. All coursework must be submitted by 26th October 2018.
What will it cost?
Enrollment and course completion certificate are FREE!
What software/technology will I need?
What will I receive when the course ends?
After successfully completing this course, you will receive a digital badge and course certificate that states that you have completed 10 hours of professional development.
About Adobe Education Exchange Courses
Each week of an Education Exchange collaborative course includes:
- Design and instructional theory content, innovative and tailored for educators
- Interactive live class session taught by expert educators and featuring guest industry experts
- Hands-on creative assignment with personalized feedback from instructors and other educators
- Reflective learning journal best practice
- Community collaboration and discussion
Live Class Information
This course will include two live classes, which take place on the following days:
- Class 1 on Wednesday October 3rd, 2018
- Class 2 on Wednesday October 10th, 2018
Each class will take place three times; once in each of the following time zones:
- AEST/AEDT (Sydney) from 7pm – 8pm
- BST (London) from 7pm – 8pm
- CDT (Chicago) from 7pm – 8pm
If you can’t make the live classes for whatever reason, don’t worry – all three iterations of each live class will be recorded and available to view here.
Vine, R. (2018). Realigning liaison with university priorities: Observations from ARL Liaison Institutes 2015–18. College & Research Libraries News
Rita Vine is head of faculty and student engagement at the University of Toronto Libraries, email: email@example.com
. In 2017–18, she was visiting program officer for the Reimaging Library Liaison initiative at the Association of Research Libraries.
The overarching goal of the institutes is to acknowledge a library’s primary traditional services (instruction, collections, reference) while challenging conventional thinking about what is needed for the future and how best to provide it. Exercises are designed to help librarians move from “what’s in it for the library” to “what’s in it for the university.”
Top ten observations
1. Liaison librarians would benefit from greater exposure to institutional research priorities at their university.
2. Liaisons find it easiest to engage in classroom support and access library resources. Research engagement is harder. Moving into new areas of engagement is challenging when faculty continue to see librarians as buyers of content or helpers of students.5 Liaisons experience little pressure from individual faculty to venture into new areas that have not been typically associated with libraries. If asked to engage in new areas, some liaisons find it intimidating to step outside of familiar roles to probe and advocate for new capabilities and services that faculty may not be ready to discuss, or which liaisons may not yet fully understand.
3. Liaisons are both eager and anxious about shifting their roles from service to engagement. Anxiety manifests itself in feeling inexpert or untrained in technical areas.
The need for training in many different and complex technical skills, like data numeracy, publishing practices, and research data management,
4. Many liaisons’ professional identity and value system revolves around disciplinarity, service, and openness, and less around outreach and impact.
5. Some liaisons see outreach and engagement as equivalent to advocacy, library “flag-waving,” and sometimes “not my job.” My note: as in “library degree is no less better the Ph.D., it is like a physicians degree.”
6. Finding time, space, and motivation to undertake deeper outreach is daunting to many liaisons. Liaisons were very reluctant to identify any current activities that could be terminated or reimagined in order to make time for new forms of engagement. Particularly in institutions where librarians enjoy faculty status, finding time to engage in personal research concerned liaisons more than finding time for outreach.
7. Liaisons want to deepen their relationships with faculty, but are unclear about ways to do this beyond sending an email and waiting.
8. Many liaisons are unclear about how their work intersects with that of functional specialists, and may need prompting to see opportunities for collaboration with them.
9. While liaisons place considerable value on traditional library services, they have difficulty articulating the value of those services when they put themselves in the shoes of their users. Groups struggled to find value in aspects of traditional services, but had little appetite for serious reconsideration of services that may have lost all or most of their value relative to the time and energy expended to deliver them.
10. For liaisons, teaming with others raises concerns about how teamwork translates into merit, promotion, and other tangible rewards. Liaisons wonder how the need for increased teaming and collaboration will impact their reward structure. My note: I read between the lines of this particular point: it is up to the administrator to become a leader!!! A leader can alleviate such individualistic concerns and raise the individuals to a team.
three recommendations for research libraries to consider to help their workforce move to a robust engagement and impact model.
- Foster more frequent and deeper communication between librarians and faculty to understand their research and teaching challenges. Many liaisons will not take even modest communications risks, such as engaging in conversations with faculty in areas where they feel inexpert, without strong but supportive management interventions (as per my note above).
- Find ways to help librarians use internal teaming and collaborations to solve university challenges. My note: Chris Kvaal, thank you for introducing me to the “hundred squirrels in one room” allegory. To find way to help librarians use internal teaming, librarians must be open to the mere idea of teaming.
- Increase liaison activity with non-departmentalized units on campus, which are often drivers of institutional initiatives and university priorities. Units such as institutional research services, teaching centers, and senior university offices can connect the library to high-level institutional projects and provide opportunities to engage more liaisons and functional specialists in these areas.
more on blended librarian in this IMS blog
more on embedded librarian in this IMS blog
Three Things Teachers Need to Spot—and Stop—Plagiarism
my note: I firmly disagree with the corporate push to mechanize plagiarism. Plagiarism is about teaching both faculty and students, and this industry, under the same cover is trying to make a profit by mechanizing, not teaching about plagiarism.
According to the International Center for Academic Integrity, 58% of more than 70,000 students surveyed say they have plagiarized someone else’s ideas in their writing.
Plagiarism-detection software can address the most pressing needs of classroom educators faced with assessing students’ written work. Here’s how:
1. Teachers Need More Time
The Challenge: The larger the class is, and the more students that are in it, the longer it takes to review each written assignment—checking grammar, style, originality of ideas, etc. This is especially important when screening for plagiarism.
My note: this is NOT true. If the teacher is still lingering in the old habits of lecturing, this could be true. However, when a teacher gets into the habit of reviewing papers, s/he can detect as soon as in the first several paragraphs the discrepancies due to copy and paste of other work versus the student’s work.
In addition, if the teacher applies group work in her/his class, s/he can organize students to proofread each other’s work, thus teaching them actively about plagiarism, punctuation etc.
2. Evidence Must Be Reliable
The Challenge: When identifying plagiarism, teachers need to be confident in their assessment. Accusing students of academic dishonesty is a weighty claim; it can lead to their suspension or even expulsion from school.
My note: another myth perpetuated by industry searching for profit. Instead of looking at the process of plagiarism as punitive action, an educator will look at it as education and prevention. Prevention of plagiarism will never be successful, if the focus as in this article is on “suspension,” “expulsion,” etc. The goal of the teacher is NOT to catch the student, but to work with the student and understand the complexity of plagiarism.
3. Tools Must Be Easy to Use
My note: right, the goal is to make the teacher think as less as possible.
My note: PlagiarismCheck is the same as TurnitIn and all other tools, which seek profit, not education. Considering that plagiarism is a moving target (http://blog.stcloudstate.edu/ims/2016/01/10/plagiarism-or-collaboration/) and it is a concept first and secondly an action, the attempt to extract profits from the mechanization of this process is no less corrupt then the attempt to focus on profit (of education) rather then on education (itself)
more on plagiarism in this IMS blog
Digital Humanities and the Future of Liberal Arts – October 11
3:30 – 5:00 p.m.
Wilson Research Collaboration Studio, University of Minnesota
A survey of some of the most exciting applications of digitization in the College of Liberal Arts along with a discussion of the potential of digital humanities for advancing and enriching our understanding of the human condition. Moderated by Jane Blocker, Art History.
Secondary Traumatic Stress for Educators: Understanding and Mitigating the Effects
of American school children have experienced at least some form of trauma — from neglect, to abuse, to violence. In response, educators often find themselves having to take on the role of counselors, supporting the emotional healing of their students, not just their academic growth.
are similar in some ways to post-traumatic stress disorder: withdrawing from friends and family; feeling unexplainably irritable or angry or numb; inability to focus; blaming others; feeling hopeless or isolated or guilty about not doing enough; struggling to concentrate; being unable to sleep; overeating or not eating enough; and continually and persistently worrying about students, when they’re at home and even in their sleep.
One of the handful of studies
of STS in schools found that more than 200 staff surveyed from across six schools reported very high levels of STS.
STS can affect teachers’ happiness, health and professional practice. But Betsy McAlister Groves, a clinical social worker and former faculty member at the Harvard Graduate School of Education, says that she has often been surprised by the number of teachers, school counselors and administrators who recognized the cumulative stressors that they faced in their schools but did not realize that their symptoms were a common reaction to working with traumatized children — and that these symptoms had a name.
How Schools Can Acknowledge Secondary Trauma:
Building a Culture of Awareness
Create Peer Groups
Trauma-Informed Schools: School leaders should take a school-wide approach. There is a growing movement around creating trauma-informed schools — schools that recognize and are prepared to support community members affected by trauma and traumatic stress. Such schools deeply integrate social-emotional learning into their teaching, culture and approach, understanding that the holistic health and wellbeing of their charges is essential for achieving academic success.
Resource for teachers and schools
- Assess how your work as an educator might be affecting you (both positively and negatively) by using the Professional Quality of Life (ProQOL) self-assessment tool and exploring the toolkit created by Teaching Tolerance to learn self-care strategies.
- Learn how, as an educator, you can begin to identify secondary traumatic stress and learn strategies for self care through the tip sheet created by the National Child Traumatic Stress Network.
- Explore the resources created by the Trauma and Learning Policy Initiative, a collaboration between the Massachusetts Advocates for Children and the Harvard Law School.
- How strong are your school’s trauma-responsive programs and policies? Take the 20-minute evidence-informed Trauma Responsive Schools Implementation Assessment to find out — and learn ways to grow your school’s work.
- Learn about additional individual and organization strategies for addressing secondary traumatic stress, compiled by the U.S. Department of Health and Human Services.
- Stay tuned for a new online curriculum for preK–12 teachers, named STAT (Support for Teachers Affected by Trauma), being created by experts in the fields of secondary traumatic stress, education, and technology. The curriculum, due for a 2019 launch, will feature five modules on risk factors, the impact of STS, and self-assessment, among related topics.
more on mindfulness in this IMS blog