Searching for "digital learning"

next gen digital learning environment

Updating the Next Generation Digital Learning Environment for Better Student Learning Outcomes

a learning management system (LMS) is never the solution to every problem in education. Edtech is just one part of the whole learning ecosystem and student experience.

Therefore, the next generation digital learning environment (NGDLE), as envisioned by EDUCAUSE in 2015 …  Looking at the NGDLE requirements from an LMS perspective, I view the NGDLE as being about five areas: interoperability; personalization; analytics, advising, and learning assessment; collaboration; accessibility and universal design.

Interoperability

  • Content can easily be exchanged between systems.
  • Users are able to leverage the tools they love, including discipline-specific apps.
  • Learning data is available to trusted systems and people who need it.
  • The learning environment is “future proof” so that it can adapt and extend as the ecosystem evolves.

Personalization

  • The learning environment reflects individual preferences.
  • Departments, divisions, and institutions can be autonomous.
  • Instructors teach the way they want and are not constrained by the software design.
  • There are clear, individual learning paths.
  • Students have choice in activity, expression, and engagement.

Analytics, Advising, and Learning Assessment

  • Learning analytics helps to identify at-risk students, course progress, and adaptive learning pathways.
  • The learning environment enables integrated planning and assessment of student performance.
  • More data is made available, with greater context around the data.
  • The learning environment supports platform and data standards.

Collaboration

  • Individual spaces persist after courses and after graduation.
  • Learners are encouraged as creators and consumers.
  • Courses include public and private spaces.

Accessibility and Universal Design

  • Accessibility is part of the design of the learning experience.
  • The learning environment enables adaptive learning and supports different types of materials.
  • Learning design includes measurement rubrics and quality control.

The core analogy used in the NGDLE paper is that each component of the learning environment is a Lego brick:

  • The days of the LMS as a “walled garden” app that does everything is over.
  • Today many kinds of amazing learning and collaboration tools (Lego bricks) should be accessible to educators.
  • We have standards that let these tools (including an LMS) talk to each other. That is, all bricks share some properties that let them fit together.
  • Students and teachers sign in once to this “ecosystem of bricks.”
  • The bricks share results and data.
  • These bricks fit together; they can be interchanged and swapped at will, with confidence that the learning experience will continue uninterrupted.

Any “next-gen” attempt to completely rework the pedagogical model and introduce a “mash-up of whatever” to fulfil this model would fall victim to the same criticisms levied at the LMS today: there is too little time and training to expect faculty to figure out the nuances of implementation on their own.

The Lego metaphor works only if we’re talking about “old school” Lego design — bricks of two, three, and four-post pieces that neatly fit together. Modern edtech is a lot more like the modern Lego. There are wheels and rocket launchers and belts and all kinds of amazing pieces that work well with each other, but only when they are configured properly. A user cannot simply stick together different pieces and assume they will work harmoniously in creating an environment through which each student can be successful.

As the NGDLE paper states: “Despite the high percentages of LMS adoption, relatively few instructors use its more advanced features — just 41% of faculty surveyed report using the LMS ‘to promote interaction outside the classroom.'”

But this is what the next generation LMS is good at: being a central nervous system — or learning hub — through which a variety of learning activities and tools are used. This is also where the LMS needs to go: bringing together and making sense of all the amazing innovations happening around it. This is much harder to do, perhaps even impossible, if all the pieces involved are just bricks without anything to orchestrate them or to weave them together into a meaningful, personal experience for achieving well-defined learning outcomes.

  • Making a commitment to build easy, flexible, and smart technology
  • Working with colleges and universities to remove barriers to adopting new tools in the ecosystem
  • Standardizing the vetting of accessibility compliance (the Strategic Nonvisual Access Partner Program from the National Federation of the Blind is a great start)
  • Advancing standards for data exchange while protecting individual privacy
  • Building integrated components that work with the institutions using them — learning quickly about what is and is not working well and applying those lessons to the next generation of interoperability standards
  • Letting people use the tools they love [SIC] and providing more ways for nontechnical individuals (including students) to easily integrate new features into learning activities

My note: something just refused to be accepted at SCSU
Technologists are often very focused on the technology, but the reality is that the more deeply and closely we understand the pedagogy and the people in the institutions — students, faculty, instructional support staff, administrators — the better suited we are to actually making the tech work for them.

++++++++++++++++++++++

Under the Hood of a Next Generation Digital Learning Environment in Progress

The challenge is that although 85 percent of faculty use a campus learning management system (LMS),1 a recent Blackboard report found that, out of 70,000 courses across 927 North American institutions, 53 percent of LMS usage was classified as supplemental(content-heavy, low interaction) and 24 percent as complementary (one-way communication via content/announcements/gradebook).2 Only 11 percent were characterized as social, 10 percent as evaluative (heavy use of assessment), and 2 percent as holistic (balanced use of all previous). Our FYE course required innovating beyond the supplemental course-level LMS to create a more holistic cohort-wide NGDLE in order to fully support the teaching, learning, and student success missions of the program.The key design goals for our NGDLE were to:

  • Create a common platform that could deliver a standard curriculum and achieve parity in all course sections using existing systems and tools and readily available content
  • Capture, store, and analyze any generated learner data to support learning assessment, continuous program improvement, and research
  • Develop reports and actionable analytics for administrators, advisors, instructors, and students

++++++++++++
more on LMS in this blog
http://blog.stcloudstate.edu/ims?s=LMS

more on learning outcomes in this IMS blog
http://blog.stcloudstate.edu/ims?s=learning+outcomes

digital learning faculty support

Report: Faculty Support Lacking for Wide Adoption of Digital Learning

By Dian Schaffhauser 06/19/17

https://campustechnology.com/articles/2017/06/19/faculty-support-lacking-for-wide-adoption-of-digital-learning.aspx

new report produced by Tyton Partners in collaboration with the Babson Survey Research Group. two fall 2016 surveys of a national sample of 3,500 postsecondary respondents.

extent of digital learning implementation in support of strategic priorities

These gaps and others “suggest a disconnect, the report stated, “between the impacts that many administrators perceive and the reality of how digital learning is changing the market.” Open-ended responses suggested that expectations for the impact of digital learning were “set too high” or weren’t being “measured or communicated well.” Another common refrain: There’s inadequate institutional support.

While most administrators told researchers that “faculty are crucial to the success of digital learning initiatives — serving as both a bolster and a barrier to implementation success,” the resources for supporting faculty to implement digital learning are insufficient. Just a quarter of respondents said faculty professional development was implemented “effectively and at scale.” Thirty-five percent said implementation was in progress. And a third (33 percent) reported that faculty professional development was “incomplete, inconsistent, informal and/or optional.”

The report offered recommendations for improving and expanding digital learning adoption. Among the guidance:

  • Get realistic. While the data suggested that digital learning could improve scheduling flexibility and access, among other benefits, schools need to identify which goals are most important and “clearly articulate how and to what extent its digital learning programs are expected to help.”
  • Measure impact and broadcast it. Forget about small pilots; go for a scale that will demonstrate impact and then share the findings internally and with other institutions.
  • Use buying power to influence the market. Connect faculty with vendors for “education, product discovery and feedback.” Insist on accessibility within products, strong integration features and user friendliness.
  • Prepare faculty for success. Make sure there are sufficient resources and incentives to help faculty “buy into the strategy” and follow through on implementation.

++++++++++++++++++
more on digital learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+learning

digital learning

The Disruption of Digital Learning: Ten Things We Have Learned

Published on Featured in: Leadership & Management    https://www.linkedin.com/pulse/disruption-digital-learning-ten-things-we-have-learned-josh-bersin

meetings with Chief Learning Officers, talent management leaders, and vendors of next generation learning tools.

The corporate L&D industry is over $140 billion in size, and it crosses over into the $300 billion marketplace for college degrees, professional development, and secondary education around the world.

Digital Learning does not mean learning on your phone, it means “bringing learning to where employees are.” In other words, this new era is not only a shift in tools, it’s a shift toward employee-centric design. Shifting from “instructional design” to “experience design” and using design thinking are key here.

evolution of L&D The Evolution of Corporate Training

1) The traditional LMS is no longer the center of corporate learning, and it’s starting to go away.

LMS platforms were designed around the traditional content model, using a 17 year old standard called SCORM. SCORM is a technology developed in the 1980s, originally intended to help companies like track training records from their CD-ROM based training programs.

the paradigm that we built was focused on the idea of a “course catalog,” an artifact that makes sense for formal education, but no longer feels relevant for much of our learning today.

not saying the $4 billion LMS market is dead, but the center or action has moved (ie. their cheese has been moved). Today’s LMS is much more of a compliance management system, serving as a platform for record-keeping, and this function can now be replaced by new technologies.

We have come from a world of CD ROMs to online courseware (early 2000s) to an explosion of video and instructional content (YouTube and MOOCs in the last five years), to a new world of always-on, machine-curated content of all shapes and sizes. The LMS, which was largely architected in the early 2000s, simply has not kept up effectively.

2) The emergence of the X-API makes everything we do part of learning.

In the days of SCORM (the technology developed by Boeing in the 1980s to track CD Roms) we could only really track what you did in a traditional or e-learning course. Today all these other activities are trackable using the X-API (also called Tin Can or the Experience API). So just like Google and Facebook can track your activities on websites and your browser can track your clicks on your PC or phone, the X-API lets products like the learning record store keep track of all your digital activities at work.

Evolution of Learning Technology Standards

3) As content grows in volume, it is falling into two categories: micro-learning and macro-learning.

MicroLearning vs. MacroLearning
Understanding Macro vs. Micro Learning

4) Work Has Changed, Driving The Need for Continuous Learning

Why is all the micro learning content so important? Quite simply because the way we work has radically changed. We spend an inordinate amount of time looking for information at work, and we are constantly bombarded by distractions, messages, and emails.

The Overwhelmed Employee
Too Much Time Searching

sEmployees spend 1% of their time learning

5) Spaced Learning Has Arrived

If we consider the new world of content (micro and macro), how do we build an architecture that teaches people what to use when? Can we make it easier and avoid all this searching?

“spaced learning.”

Neurological research has proved that we don’t learn well through “binge education” like a course. We learn by being exposed to new skills and ideas over time, with spacing and questioning in between. Studies have shown that students who cram for final exams lose much of their memory within a few weeks, yet students who learn slowly with continuous reinforcement can capture skills and knowledge for decades.

Ebbinghaus forgetting curve

Spaced Learning: Repetition, Spacing, Questioning

6) A New Learning Architecture Has Emerged: With New Vendors To Consider

One of the keys to digital learning is building a new learning architecture. This means using the LMS as a “player” but not the “center,” and looking at a range of new tools and systems to bring content together.
The New Learning Landscape

On the upper left is a relatively new breed of vendors, including companies like Degreed, EdCast, Pathgather, Jam, Fuse, and others, that serve as “learning experience” platforms. They aggregate, curate, and add intelligence to content, without specifically storing content or authoring in any way. In a sense they develop a “learning experience,” and they are all modeled after magazine-like interfaces that enables users to browse, read, consume, and rate content.

The second category the “program experience platforms” or “learning delivery systems.” These companies, which include vendors like NovoEd, EdX, Intrepid, Everwise, and many others (including many LMS vendors), help you build a traditional learning “program” in an open and easy way. They offer pathways, chapters, social features, and features for assessment, scoring, and instructor interaction. While many of these features belong in an LMS, these systems are built in a modern cloud architecture, and they are effective for programs like sales training, executive development, onboarding, and more. In many ways you can consider them “open MOOC platforms” that let you build your own MOOCs.

The third category at the top I call “micro-learning platforms” or “adaptive learning platforms.” These are systems that operate more like intelligent, learning-centric content management systems that help you take lots of content, arrange it into micro-learning pathways and programs, and serve it up to learners at just the right time. Qstream, for example, has focused initially on sales training – and clients tell me it is useful at using spaced learning to help sales people stay up to speed (they are also entering the market for management development). Axonify is a fast-growing vendor that serves many markets, including safety training and compliance training, where people are reminded of important practices on a regular basis, and learning is assessed and tracked. Vendors in this category, again, offer LMS-like functionality, but in a way that tends to be far more useful and modern than traditional LMS systems. And I expect many others to enter this space.

Perhaps the most exciting part of tools today is the growth of AI and machine-learning systems, as well as the huge potential for virtual reality.

A Digital Learning Architecture

7) Traditional Coaching, Training, and Culture of Learning Has Not Gone Away

The importance of culture and management

8) A New Business Model for Learning

he days of spending millions of dollars on learning platforms is starting to come to an end. We do have to make strategic decisions about what vendors to select, but given the rapid and immature state of the market, I would warn against spending too much money on any one vendor at a time. The market has yet to shake out, and many of these vendors could go out of business, be acquired, or simply become irrelevant in 3-5 years.

9) The Impact of Microsoft, Google, Facebook, and Slack Is Coming

The newest versions of Microsoft Teams, Google Hangouts and Google Drive, Workplace by Facebook, Slack, and other enterprise IT products now give employees the opportunity to share content, view videos, and find context-relevant documents in the flow of their daily work.

We can imagine that Microsoft’s acquisition of LinkedIn will result in some integration of Lynda.com content in the flow of work. (Imagine if you are trying to build a spreadsheet and a relevant Lynda course opens up). This is an example of “delivering learning to where people are.”

New work environments will be learning environments

10) A new set of skills and capabilities in L&D

It’s no longer enough to consider yourself a “trainer” or “instructional designer” by career. While instructional design continues to play a role, we now need L&D to focus on “experience design,” “design thinking,” the development of “employee journey maps,” and much more experimental, data-driven, solutions in the flow of work.

lmost all the companies are now teaching themselves design thinking, they are using MVP (minimal viable product) approaches to new solutions, and they are focusing on understanding and addressing the “employee experience,” rather than just injecting new training programs into the company.
New Capabilities Needed

+++++++++++++++++++
more on elearning in this IMS blog
http://blog.stcloudstate.edu/ims?s=elearning

The Journal of Emerging Learning Design special issue: The Digital Humanities

Call for Papers
The Journal of Emerging Learning Design special issue: The Digital Humanities

Submissions due date

On/before November 14, 2016.

Editors
Jerry Alan Fails (Boise State University) and AJ Kelton (Montclair State University)

Introduction
The Journal of Emerging Learning Design is pleased to announce the Call for Papers for its first Special Issue: The Digital Humanities.

With roots reaching back as far as 1940, the term Digital Humanities came into wide usage in late 2012 and has slowly risen in popularity since then. A Google Scholar search for “digital humanities” yields just under 30 results during the year 2000 and over 4,700 during 2015.  The increase in the number of published articles in 15 years is second only to the diversity of the research that is included.

About the ELDj

The Journal of Emerging Learning Design (ELDj) is an open access, peer-reviewed, online journal that provides a platform for academics and practitioners to explore emerging learning design theories, concepts, and issues and their implications at national and international levels.

An outgrowth of the annual Emerging Learning Design Conference, which makes its home at Montclair State University (MSU), the ELDj invites scholarly communication in the emerging learning design field and will present best practices in design and implementation by offering articles that present, propose, or review engaging and dynamic approaches to pedagogy and how technology can better enhance it.

More details can be found at http://eldj.montclair.edu/about/

About the Special Issue

The ELDj has purposefully kept the focus of the theme for this special issue broad.  The intent is to continue to break down traditional academic silos and allow for an open dialogue and sharing with respect to what is considered the Digital Humanities.  ELDj is intentionally taking a broad consideration for what is included in the digital humanities with the clear understanding that this issue, and the articles within, will contribute to this growing field and provide a groundwork for further reflection and research.

Timeline

Deadline for Submission: November 14, 2016

Notification of Acceptance: March 1st, 2017

Final Revised Submission: April 21, 2017

Publication: June 2, 2017

Publication and Presentation

The issue will be published prior to, and featured at, the 7th Annual Emerging Learning Design Conference (ELDc17) on June 2nd, 2017.

Based on when a submission is accepted, authors may be offered the opportunity to present their research at the 7th Annual Emerging Learning Design Conference in June, 2017.  Presentations must be given in an appropriate presentation format for the conference: panel (full conference audience), workshop (120 minutes), concurrent (45 minutes), or Sparks! (5 minutes to full conference audience).

Submission Details

Manuscripts should be the appropriate length for the material being presented.

  • Full paper manuscripts can vary from 2500-4500 words in addition to an abstract of 250 words and a works cited section of appropriate length.
  • Briefs or Trends papers have a limit of 1000 words.

A description of each type of submission and guidelines can be found at http://eldj.montclair.edu/submission-guidelines/  ELDj uses a double-blind, peer-review process. Submissions should not have been published previously or be under consideration for publication elsewhere.   Authors should review the above linked guidelines for important and relevant information.

Submissions should be sent to eldj@mail.montclair.edu: questions and information requests may be sent to the Editors at the same address.

++++++++++++++++++

more on digital humanities and publications for digital humanities in this IMS blog

http://blog.stcloudstate.edu/ims?s=digital+humanities

Digital Evidence of and for Learning

Midwest Regional Conference at Notre Dame

http://www.aaeebl.org/?page=notre_dame_2016

The Conference at Notre Dame May 12-13 is intriguing as you can see from some of the session titles below.  It’s time to register and book lodging.

How do we know they are learning? Digital Evidence of and for Learning

Peruse the titles below to get an idea of the dynamism of this eportfolio conference:

  • Balancing Summative, Formative, and Transformative ePortfolio Functions within Participatory Learning and Assessment
  • Competency Based Badging and ePortfolios for the Youth and Adult Workforce in Philadelphia
  • Show your SPuRS: Bridging Academics and Co-Curricular Professional Readiness
  • Buckeye Badges: A Pilot Project at Ohio State University
  • Developing an Integrative Toolkit for Engagement at Michigan (iTeam)
  • Ethics, ePortfolios, and Badges: Envisaging Privacy and Digital Persistence in Student-Level Learning Evidence
  • Balancing Summative, Formative, and Transformative ePortfolio Functions within Participatory Learning and Assessment

Plus 15 other sessions.

The keynote address will be given by Daniel T. Hickey on  Open Digital Badges + ePortfolios: Searching for and Supporting Synergy.  an internationally-known speaker and leader on the changes in higher education around digital technologies. 
Here is a description of another session:

By sharing challenges, practices, and examples of maker portfolios, we highlight the importance of makerspaces and community development in the design of portfolios that capture rich learning.

These are the institutions represented in the program:

  1. Grand Valley State University
  2. Rose-Hulman Institute of Technology
  3. Indiana University
  4. Notre Dame
  5. University of Michigan
  6. IUPUI
  7. Ohio State University
  8. Kendall College; Laureate Universities
  9. Boston University
  10. Western Michigan University
  11. Drexel University
  12. University of Charleston

The full program will be posted by late Thursday of this week.  This is a must-attend event to know about the latest developments in the eportfolio field.

Registration rates (note that AAEEBL members receive a $100 discount on registration; a student rate is available as well):

Registration Fees:

Non-Member Registration
$250 before April 25
$290 after April 25

Member Registration
$150 before Aprial 25
$190 after April 25

Student Registration
$75 before Aprial 25
$115 after April 25

Includes 2 breakfasts, one lunch and one reception. One and a half days of sessions.

Register nowBook lodging.  Notre Dame is just outside of Chicago in Northern Indiana.  Midway Airport is probably the closest major airport to the Notre Dame campus.  Conference facilities at Notre Dame are excellent — lodging and conference space are adjacent.

+++++++++++++++++++++++++
More on badges in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=badges&submit=Search

More on eportfolio in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=eportfolio&submit=Search

Digital Games + Learning

Guide to Digital Games + Learning

http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf

http://blogs.kqed.org/mindshift/2014/11/the-mindshift-guide-to-digital-games-and-learning

ey ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.

http://www.instituteofplay.org/

 

International Conference on Learning Athens Greece

Twenty-fifth International Conference on Learning

2018 Special Focus: Education in a Time of Austerity and Social Turbulence  21–23 June 2018 University of Athens, Athens, Greece http://thelearner.com/2018-conference

Theme 8: Technologies in Learning

  • Technology and human values: learning through and about technology
  • Crossing the digital divide: access to learning in, and about, the digital world
  • New tools for learning: online digitally mediated learning
  • Virtual worlds, virtual classrooms: interactive, self-paced and autonomous learning
  • Ubiquitous learning: using the affordances of the new mediaDistance learning: reducing the distance

Theme 9: Literacies Learning

  • Defining new literacies
  • Languages of power: literacy’s role in social access
  • Instructional responses to individual differences in literacy learning
  • The visual and the verbal: Multiliteracies and multimodal communications
  • Literacy in learning: language in learning across the subject areas
  • The changing role of libraries in literacies learning
  • Languages education and second language learning
  • Multilingual learning for a multicultural world
  • The arts and design in multimodal learning
  • The computer, internet, and digital media: educational challenges and responses

++++++++++
PROPOSAL: Paper presentation in a Themed Session

Title

Virtual Reality and Gamification in the Educational Process: The Experience from an Academic Library

short description

VR, AR and Mixed Reality, as well as gaming and gamification are proposed as sandbox opportunity to transition from a lecture-type instruction to constructivist-based methods.

long description

The NMC New Horizon Report 2017 predicts a rapid application of Video360 in K12. Millennials are leaving college, Gen Z students are our next patrons. Higher Education needs to meet its new students on “their playground.” A collaboration by a librarian and VR specialist is testing the opportunities to apply 360 degree movies and VR in academic library orientation. The team seeks to bank on the inheriting interest of young patrons toward these technologies and their inextricable part of a rapidly becoming traditional gaming environment. A “low-end,” inexpensive and more mobile Google Cardboard solution was preferred to HTC Vive, Microsoft HoloLens or comparable hi-end VR, AR and mixed reality products.

The team relies on the constructivist theory of assisting students in building their knowledge in their own pace and on their own terms, rather than being lectured and/or being guided by a librarian during a traditional library orientation tour. Using inexpensive Google Cardboard goggles, students can explore a realistic set up of the actual library and familiarize themselves with its services. Students were polled on the effectiveness of such approach as well as on their inclination to entertain more comprehensive version of library orientation. Based on the lessons from this experiment, the team intends to pursue also a standardized approach to introducing VR to other campus services, thus bringing down further the cost of VR projects on campus. The project is considered a sandbox for academic instruction across campus. The same concept can be applied for [e.g., Chemistry, Physics, Biology) lab tours; for classes, which anticipate preliminary orientation process.

Following the VR orientation, the traditional students’ library instruction, usually conducted in a room, is replaced by a dynamic gamified library instruction. Students are split in groups of three and conduct a “scavenger hunt”; students use a jQuery-generated Web site on their mobile devices to advance through “hoops” of standard information literacy test. E.g., they need to walk to the Reference Desk, collect specific information and log their findings in the Web site. The idea follows the strong interest in the educational world toward gaming and gamification of the educational process. This library orientation approach applies the three principles for gamification: empowers learners; teaches problem solving and increases understanding.
Similarly to the experience with VR for library orientation, this library instruction process is used as a sandbox and has been successfully replicated by other instructors in their classes.

Keywords

academic library

literacies learning

digitally mediated learning

 

Digital Stories Across The Curriculum

Digital Stories Across The Curriculum

use storytelling to shape students’ learning experience, create connections across content areas

brain research suggests when students have an opportunity to retrieve information, rehearse, interleave concepts,  and make connections, this promotes memory making and forgetting is less likely to occur.

digital tools such as: imovieadobe sparkchatterpixwritereader and shadowpuppet

share your tools:

http://web.stcloudstate.edu/pmiltenoff/lib490/tools.html

++++++++++
more on digital storytelling in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+story

digital humanities

7 Things You Should Know About Digital Humanities

Published:   Briefs, Case Studies, Papers, Reports  

https://library.educause.edu/resources/2017/11/7-things-you-should-know-about-digital-humanities

Lippincott, J., Spiro, L., Rugg, A., Sipher, J., & Well, C. (2017). Seven Things You Should Know About Digital Humanities (ELI 7 Things You Should Know). Retrieved from https://library.educause.edu/~/media/files/library/2017/11/eli7150.pdf

definition

The term “digital humanities” can refer to research and instruction that is about information technology or that uses IT. By applying technologies in new ways, the tools and methodologies of digital humanities open new avenues of inquiry and scholarly production. Digital humanities applies computational capabilities to humanistic questions, offering new pathways for scholars to conduct research and to create and publish scholarship. Digital humanities provides promising new channels for learners and will continue to influence the ways in which we think about and evolve technology toward better and more humanistic ends.

As defined by Johanna Drucker and colleagues at UCLA, the digital humanities is “work at the intersection of digital technology and humanities disciplines.” An EDUCAUSE/CNI working group framed the digital humanities as “the application and/or development of digital tools and resources to enable researchers to address questions and perform new types of analyses in the humanities disciplines,” and the NEH Office of Digital Humanities says digital humanities “explore how to harness new technology for thumanities research as well as those that study digital culture from a humanistic perspective.” Beyond blending the digital with the humanities, there is an intentionality about combining the two that defines it.

digital humanities can include

  • creating digital texts or data sets;
  • cleaning, organizing, and tagging those data sets;
  • applying computer-based methodologies to analyze them;
  • and making claims and creating visualizations that explain new findings from those analyses.

Scholars might reflect on

  • how the digital form of the data is organized,
  • how analysis is conducted/reproduced, and
  • how claims visualized in digital form may embody assumptions or biases.

Digital humanities can enrich pedagogy as well, such as when a student uses visualized data to study voter patterns or conducts data-driven analyses of works of literature.

Digital humanities usually involves work by teams in collaborative spaces or centers. Team members might include

  • researchers and faculty from multiple disciplines,
  • graduate students,
  • librarians,
  • instructional technologists,
  • data scientists and preservation experts,
  • technologists with expertise in critical computing and computing methods, and undergraduates

projects:

downsides

  • some disciplinary associations, including the Modern Language Association and the American Historical Association, have developed guidelines for evaluating digital proj- ects, many institutions have yet to define how work in digital humanities fits into considerations for tenure and promotion
  • Because large projects are often developed with external funding that is not readily replaced by institutional funds when the grant ends sustainability is a concern. Doing digital humanities well requires access to expertise in methodologies and tools such as GIS, mod- eling, programming, and data visualization that can be expensive for a single institution to obtain
  • Resistance to learning new tech- nologies can be another roadblock, as can the propensity of many humanists to resist working in teams. While some institutions have recognized the need for institutional infrastructure (computation and storage, equipment, software, and expertise), many have not yet incorporated such support into ongoing budgets.

Opportunities for undergraduate involvement in research, provid ing students with workplace skills such as data management, visualization, coding, and modeling. Digital humanities provides new insights into policy-making in areas such as social media, demo- graphics, and new means of engaging with popular culture and understanding past cultures. Evolution in this area will continue to build connections between the humanities and other disci- plines, cross-pollinating research and education in areas like med- icine and environmental studies. Insights about digital humanities itself will drive innovation in pedagogy and expand our conceptualization of classrooms and labs

++++++++++++
more on digital humanities in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+humanities

media literacy part of digital citizenship

Making Media Literacy Central to Digital Citizenship

that kind of tech — expensive, bleeding-edge tools — makes headlines but doesn’t make it into many classrooms, especially the most needy ones. What does, however, is video.

68 percent of teachers are using video in their classrooms, and 74 percent of middle schoolers are watching videos for learning.

Video is a key aspect of our always-online attention economy that’s impacting votingbehavior, and fueling hate speech and trolling. Put simply: Video is a contested civic space.

We need to move from a conflation of digital citizenship with internet safety and protectionism to a view of digital citizenship that’s pro-active and prioritizes media literacy and savvy.

equip students with some essential questions they can use to unpack the intentions of anything they encounter. One way to facilitate this thinking is by using a tool like EdPuzzle

We need new ways of thinking that are web-specific. Mike Caulfield’s e-book is a great deep dive into this topic, but as an introduction to web literacy you might first dig into the notion of reading “around” as well as “down” media — that is, encouraging students to not just analyze the specific video or site they’re looking at but related content (e.g., where else an image appears using a reverse Google image search).

Active viewing — engaging more thoughtfully and deeply with what you watch — is a tried-and-true teaching strategy for making sure you don’t just watch media but retain information.

For this content, students shouldn’t just be working toward comprehension but critique; they need to not just understand what they watch, but also have something to say about it. One of my favorite techniques for facilitating this more dialogic and critical mode of video viewing is by using aclassroom backchannel, like TodaysMeet, during video viewings

only 3 percent of the time tweens and teens spend using social media is focused on creation

There are a ton of options out there for facilitating video creation and remix, but two of my favorites are MediaBreaker and Vidcode.

The Anti-Defamation League and Teaching Tolerance have lesson plans that connect to both past and present struggles, and one can also look to the co-created syllabi that have sprung up around Black Lives MatterCharlottesville, and beyond. Pair these resources with video creation tools,

+++++++++++++++++++
more on media literacy in this IMS blog
http://blog.stcloudstate.edu/ims?s=media+literacy

more on digital citizenship in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+citizenship

1 2 3 23