more on CRS in this IMS blog
more on CRS in this IMS blog
By: Cassandra OSullivan Sachar, EdD July 31st, 2017
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
July 30, 2017
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.
More on Classroom Respire Systems in this IMS blog
Classroom Response Systems, AKA clickers
Plamen Miltenoff, firstname.lastname@example.org
Tuesday, October 13, 2015
From: Zac Feit [mailto:email@example.com]
Sent: Monday, October 12, 2015 11:50 AM
To: Miltenoff, Plamen <firstname.lastname@example.org>
Subject: Hope to hear back
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.
Regional Account Director
Via Response (http://www.viaresponse.com)
Please have the following instructions regarding the CRS (aka clickers) from Turning Technologies.
For more information, pls consider:
Stephanie Naoum, email@example.com
presented their products
Presentation is available online http://media4.stcloudstate.edu/p26841238/
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?|
Plamen Miltenoff, Ph.D., MLIS
204-J James W. Miller Center
Learning Resources and Technology Services
720 Fourth Avenue South
St. Cloud, MN 56301-4498
“I am not strange, I am just not normal.” Salvador Dali
IM 690 lab plan for March 3, MC 205: Oculus Go and Quest
Lab work (continue):
revision from last week:
How to shoot and edit 360 videos: Ben Claremont
Practice interactivity (space station)
Interactivity: communication and working collaboratively with Altspace VR
setting up your avatar
joining a space and collaborating and communicating with other users
Enhance your XR instructional Design with other tools: http://blog.stcloudstate.edu/ims/2020/02/07/crs-loop/
https://learn.framevr.io/ (free learning of frame)
https://sketchfab.com/ WebxR technology
Plamen Miltenoff, Ph.D., MLIS
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs
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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