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CRS and pedagogy

I’m in ‘Kahoots’ with Technology in the Classroom

By:  July 31st, 2017

https://www.facultyfocus.com/articles/teaching-with-technology-articles/im-kahoots-technology-classroom/

Teaching tool or distraction? The key to any engaging lesson in the classroom, of course, is to connect it to the learning objectives, and Kahoot! makes it easy to do so.

https://www.sli.do/. A basic account is free. this package does not allow question moderation and restricts the number of polls you can ask per class

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The Distracted Classroom: Transparency, Autonomy, and Pedagogy

July 30, 2017 

http://www.chronicle.com/article/The-Distracted-Classroom-/240797

https://www.polleverywhere.com/

in my role as director of my college’s teaching center, I hosted a faculty discussion of Jay R. Howard’s excellent book Discussion in the College Classroom, which recommends that we build structural methods of participation into our courses, rather than just relying on the vocal students to carry the conversation.

The first three columns in “The Distracted Classroom” series have explored the fundamental problem of digital distraction in our lives today, the way recent technologies have exacerbated that problem, and the possible solutions. All of those columns drew on the research presented by Adam Gazzaley and Larry D. Rosen in their excellent book, The Distracted Mind: Ancient Brains in a High-Tech World.

Autonomy. The literature on helping students take a deep approach toward their learning — as opposed to a more surface or strategic orientation — suggests they learn best when they feel a sense of autonomy in class. Another approach to the problem of digital distraction, then, would be to invite students into the process of setting the policies that will operate in the classroom.

Cathy Davidson has argued very effectively for what she calls a “class constitution” — an agreement that the class has reached together about certain aspects of how the course will operate.

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More on Classroom Respire Systems in this IMS blog
http://blog.stcloudstate.edu/ims?s=crs

CRS aka clickers to SCSU TPR

Classroom Response Systems, AKA clickers

Report to SCSU TPR

Plamen Miltenoff, pmiltenoff@stcloudstate.edu

http://scsu.mn/TechInstruct

Tuesday, October 13, 2015

  1. The work, findings and recommendations of the faculty task force of April 2013:
    http://blog.stcloudstate.edu/ims/2013/04/05/classroom-response-system-crs-or-clickers-questions-to-vendors/
    further documents from the interviewing process:
    http://blog.stcloudstate.edu/ims/2013/04/10/clickers-documentation/
    other related information on the interviewing and selection process of CRS vendors:
    http://blog.stcloudstate.edu/ims/2013/04/08/vendors-presentation-on-classroom-response-systems-aka-clickers-thursday-april-11-11-am-miller-center-b-31/

 

  1. Other [including pedagogical] conversations about CRS in the IMS blog:
    http://blog.stcloudstate.edu/ims/2014/02/07/open-or-free-learner-response-software-i-e-byod-clickers/

http://www.educause.edu/library/clickers

 

  1. Additional information on polling tools:
    http://blog.stcloudstate.edu/ims/2015/05/21/polls-and-surveys-tools-for-education/

CRS and clickers

From: Zac Feit [mailto:zac@myschoolflow.com]
Sent: Monday, October 12, 2015 11:50 AM
To: Miltenoff, Plamen <pmiltenoff@stcloudstate.edu>
Subject: Hope to hear back

Plamen,

My name is Zachary Feit, and I am with Via Response. Awhile back we had spoken about our student response platform and you had expressed interest in taking a look at a better time. I was emailing to see if this was still something of interest.

Via Response provides a cloud-based student response platform that enables students to use any mobile devices instead of legacy clickers to interact with instructors during classes (including students participating from remote locations). Because we are cloud-based, Via Response is much easier to use for faculty because all questions, assessments, grade books and student data for all sections are stored in a single location that they can access from any browser. Via’s architecture also eliminates the FERPA compliance issues that are common with clicker devices that store student/grade data files on instructor computers or thumb drives.

I would be delighted to give you a 15 minute demo that goes over our system and its benefits to both teachers and student.

You can either email me back or call me at the number provided below. Thanks in advance and I look forward to hearing from you.

Regards,

Zachary Feit

Regional Account Director

Via Response (http://www.viaresponse.com)

407-477-4491

 

CRS (clickers) Turning Technology instructions

Please have the following instructions regarding the CRS (aka clickers) from Turning Technologies.

  1. Getting Started Instructor Resources
    http://web.stcloudstate.edu/informedia/crs/instructions/GettingStartedInstructorResources.pdf
  2. PowerPoint presentation with information about Turning Technologies
    http://web.stcloudstate.edu/informedia/crs/instructions/NXTRW1stDaySlides.pptx
  3. 1ST DAY OF CLASS E-MAIL TEMPLATE
    http://web.stcloudstate.edu/informedia/crs/instructions/NXTRWClassE-mailTemplate.pdf
  4. Student Quick Start Guide. ResponseCard® NXT. Responding in Class
    http://web.stcloudstate.edu/informedia/crs/instructions/NXT-Student-User-Guide.pdf
  5. RESPONSEWARE SETUP AND USAGE
    http://web.stcloudstate.edu/informedia/crs/instructions/ResponseWareStudentInstructions.pdf
  6. Student Web Registration Instructions
    http://web.stcloudstate.edu/informedia/crs/instructions/StudentWebRegistrationInstructions.pdf
  7. SYLLABUS RECOMMENDATIONS FOR STUDENT RESPONSE
    http://web.stcloudstate.edu/informedia/crs/instructions/SyllabusSuggestions.pdf

For more information, pls consider:
Stephanie Naoum, snaoum@turningtechnologies.com

CRS (clickers) presentation

Today,

  • iClickers
    Foster, Steve <Steve.Foster.contractor@macmillan.com> 
  • Top Hat Monocle
    Steve Popovich <steve@tophatmonocle.com>
    and
  • Turning Technologies
    Jordan Ferns <jferns@turningtechnologies.com>

presented their products

Presentation is available online http://media4.stcloudstate.edu/p26841238/

clickers

Classroom Response System CRS or clickers: questions to vendors

Good evening,

We are pleased to inform you that your classroom response system is chosen as final candidate for campus-wide adoption/support at St. Cloud State University. Should you be interested in pursuing this opportunity, we invite you to respond to the attached list of questions and to prepare a brief presentation for members of the selection committee and interested faculty/staff.

The deadline for responding to the questions is 12:00 pm (CST), Tuesday, April 9. This deadline will allow us to review the responses in time for the vendor presentations on Thursday, April 11, 11AM-1PM. The presentations will be held virtually via Adobe Connect: http://media4.stcloudstate.edu/scsu. Please let us know, if you need to test and familiarize yourself with the presentation platform.

The presentation should be no more than 10 minutes long, followed by 10 minutes for follow-up questions. We suggest that you focus on the highlights of your system, presuming a moderately knowledgeable audience. We may follow up via email or telephone call prior to making our final selection.

Thank you and looking forward to hearing from you soon.

Classroom Response System Taskforce:
Dr. Anthony Hansen
Dr. Michael Rentz
Dr. Joseph Melcher
Dr. Andrew Anda
Dr. Tracy Ore
Dr. Jack McKenna
Dr. Plamen Miltenoff

 

Questions to vendor
1. Is your system proprietary as far as the handheld device and the operating system software?
2. Describe the scalability of your system, from small classes (20-30) to large auditorium classes. (500+).
3. Is your system receiver/transmitter based, wi-fi based, or other?
4. What is the usual process for students to register a “CRS”(or other device) for a course? List all of the possible ways a student could register their device. Could a campus offer this service rather than through your system? If so, how?
5. Once a “CRS” is purchased  can it be used for as long as the student is enrolled in classes? Could “CRS” purchases be made available through the campus bookstore? Once a student purchases a “clicker” are they able to transfer ownership when finished with it?
6. Will your operating software integrate with other standard database formats? If so, list which ones.
7. Describe the support levels you provide. If you offer maintenance agreements, describe what is covered.
8. What is your company’s history in providing this type of technology? Provide a list of higher education clients.
9. What measures does your company take to insure student data privacy? Is your system in compliance with FERPA and the Minnesota Data Practices Act? (https://www.revisor.leg.state.mn.us/statutes/?id=13&view=chapter)
10. What personal data does your company collect on students and for what purpose? Is it shared or sold to others? How is it protected?
11. Do any of your business partners collect personal information about students that use your technology?
12. With what formats can test/quiz questions be imported/exported?
13. List compatible operating systems (e.g., Windows, Macintosh, Palm, Android)?
14. What are the total costs to students including device costs and periodic or one-time operation costs
15. Describe your costs to the institution.
16. Describe how your software integrates with PowerPoint or other presentation systems.
17. State your level of integration with Desire2Learn (D2L)?

Does the integration require a server or other additional equipment the campus must purchase?

18. How does your company address disability accommodation for your product?
19. Does your software limit the number of answers per question in tests or quizzes? If so, what is the max question limit?
20. Does your software provide for integrating multimedia files? If so, list the file format types supported.
21. What has been your historic schedule for software releases and what pricing mechanism do you make available to your clients for upgrading?
22. Describe your “CRS”(s).
23. If applicable, what is the average life span of a battery in your device and what battery type does it take?
24. Does your system automatically save upon shutdown?
25. What is your company’s projection/vision for this technology in the near and far term.
26. Does any of your software/apps require administrator permission to install?
27. If your system is radio frequency based, what frequency spectrum does it operate in? If the system operate in the 2.4-2.5 ghz. spectrum, have you tested to insure that smart phones, wireless tablet’s and laptops and 2.4 ghz. wireless phones do not affect your system? If so, what are the results of those tests?
28. What impact to the wireless network does the solution have?
29. Can the audience response system be used spontaneously for polling?
30. Can quiz questions and response distributions be imported and exported from and to plaintext or a portable format? (motivated by assessment & accreditation requirements).
31. Is there a requirement that a portion of the course grade be based on the audience response system?

 

 

 

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Plamen Miltenoff, Ph.D., MLIS

Professor

204-J James W. Miller Center

Learning Resources and Technology Services

720 Fourth Avenue South

St. Cloud, MN 56301-4498

320-308-3072

pmiltenoff@stcloudstate.edu

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

“I am not strange, I am just not normal.” Salvador Dali

 

IM 690 VR and AR lab part 2

IM 690 Virtual Reality and Augmented Reality. short link: http://bit.ly/IM690lab

IM 690 lab plan for March 3, MC 205:  Oculus Go and Quest

Readings:

  1. TAM:Technology Acceptances Model
    Read Venkatesh, and Davis and sum up the importance of their model for instructional designers working with VR technologies and creating materials for users of VR technologies.
  2. UTAUT: using the theory to learn well with VR and to design good acceptance model for endusers: http://blog.stcloudstate.edu/ims/2020/02/20/utaut/
    Watch both parts of Victoria Bolotina presentation at the Global VR conference. How is she applying UTAUT for her research?
    Read Bracq et al (2019); how do they apply UTAUT for their VR nursing training?

Lab work (continue):

revision from last week:
How to shoot and edit 360 videos: Ben Claremont
https://www.youtube.com/channel/UCAjSHLRJcDfhDSu7WRpOu-w
and
https://www.youtube.com/channel/UCUFJyy31hGam1uPZMqcjL_A

  1. Oculus Quest as VR advanced level
    1. Using the controllers
    2. Confirm Guardian
    3. Using the menu

Oculus Quest main

    1. Watching 360 video in YouTube
      1. Switch between 2D and 360 VR
        1. Play a game

Climbing


Racketball

View this post on Instagram

Hell yeah, @naysy is the ultimate Beat Saber queen! 💃 #VR #VirtualReality #BeatSaber #PanicAtTheDisco

A post shared by Beat Saber (@beatsaber) on

Practice interactivity (space station)

    1. Broadcast your experience (Facebook Live)
  1. Additional (advanced) features of Oculus Quest
    1. https://engagevr.io/
    2. https://sidequestvr.com/#/setup-howto

Interactivity: communication and working collaboratively with Altspace VR

https://account.altvr.com/

setting up your avatar

joining a space and collaborating and communicating with other users

  1. Assignment: Group work
    1. Find one F2F and one online peer to form a group.
      Based on the questions/directions before you started watching the videos:
      – Does this particular technology fit in the instructional design (ID) frames and theories covered
      – how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
      – what models and ideas from the videos you will see seem possible to be replicated by you?
      exchange thoughts with your peers and make a plan to create similar educational product
    2. Post your writing in the following D2L Discussions thread
  2. Augmented Reality with Hololens Watch videos at computer station)
    1. Start and turn off; go through menu

      https://youtu.be/VX3O650comM
    2. Learn gestures, voice commands,
  1. Augmented Reality with Merge Cube
    1. 3D apps and software packages and their compatibility with AR
  2. Augmented Reality with telephone
  3. Samsung Gear 360 video camera
    1. If all other goggles and devices are busy, please feel welcome to use the camera to practice and/or work toward your final project
    2. CIM card and data transfer – does your phone have a CIM card compatible with the camera?
    3. Upload 360 images and videos on your YouTube and FB accounts
  4. Issues with XR
    1. Ethics
      1. empathy
        Peter Rubin “Future Presence”
        http://blog.stcloudstate.edu/ims/2019/03/25/peter-rubin-future-presence/

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Enhance your XR instructional Design with other tools: http://blog.stcloudstate.edu/ims/2020/02/07/crs-loop/

https://aframe.io/

https://framevr.io/

https://learn.framevr.io/ (free learning of frame)

https://hubs.mozilla.com/#/

https://sketchfab.com/ WebxR technology

https://mixedreality.mozilla.org/hello-webxr/

https://studio.gometa.io/landing

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Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

Chief Privacy Officers

Chief Privacy Officers: The Unicorns of K-12 Education

By Emily Tate     Feb 25, 2019

https://www.edsurge.com/news/2019-02-25-chief-privacy-officers-the-unicorns-of-k-12-education

Last month, the nonprofit Center for Democracy and Technology (CDT) published a report arguing schools and districts should go the way of other industries and hire a Chief Privacy Officer to oversee their organization’s privacy policies and practices.

But the reality is that Chief Privacy Officers in K-12 education are about as common as unicorns.

Two years ago, Denver Public Schools created a new role, the Student Data Privacy Officer, after the Colorado legislature passed a law to promote student data privacy and transparency.

 

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