Digital Literacy for St. Cloud State University
Learning about AR/VR & #digitalstorytelling at #NDIA2019 with 360 cameras! Also, amazing innovations where XR is used to creat embodied experiences with music to help Alzheimerâs patients! EVERYONE should have access. #techtoys #digitalequity #digitalinclusion @netinclusion đˇ pic.twitter.com/2S1GezEoAw
â Alexandra Arrington (@AACareerCounsel) April 1, 2019
https://www.edsurge.com/news/2019-01-22-its-2019-so-why-do-21st-century-skills-still-matter
educatorsâ guide to game-based learning, packed with resources for gaming gurus and greenhorns alike.
How are schools and districts preparing students for future opportunities? What is the impact of game-based learning?
21st-century trends such as makerspaces, flipped learning, genius hour, gamification, and more.
EdLeader21, a national network of Battelle for Kids.has developed a toolkit to guide districts and independent schools in developing their own âportrait of a graduateâ as a visioning exercise. In some communities, global citizenship rises to the top of the wish list of desired outcomes. Others emphasize entrepreneurship, civic engagement, or traits like persistence or self-management.
ISTE Standards for Students highlight digital citizenship and computational thinking as key skills that will enable students to thrive as empowered learners. The U.S. Department of Education describes a globally competent student as one who can investigate the world, weigh perspectives, communicate effectively with diverse audiences, and take action.
Frameworks provide mental models, but âdonât usually help educators know what to do differently,â argues technology leadership expert Scott McLeod in his latest book, Harnessing Technology for Deeper Learning. He and co-author Julie Graber outline deliberate shifts that help teachers redesign traditional lessons to emphasize goals such as critical thinking, authenticity, and conceptual understanding.
1. Wondering how to teach and assess 21st-century competencies? The Buck Institute for Education offers a wide range of resources, including the book, PBL for 21st Century Success: Teaching Critical Thinking, Collaboration, Communication, and Creativity (Boss, 2013), and downloadable rubrics for each of the 4Cs.
2. For more strategies about harnessing technology for deeper learning,listen to the EdSurge podcast featuring edtech expert and author Scott McLeod.
3. Eager to see 21st-century learning in action? Getting Smart offers suggestions for using school visits as a springboard for professional learning, including a list of recommended sites. Bob Pearlman, a leader in 21st century learning, offers more recommendations.
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more on game- based learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=game+based
By Kelsey Ehnle 12/26/2018 BYOD Mobile learning Tools
Videos can express any type of learning in any style, from music videos to interviews, book trailers, historical re-enactments, tutorials and stop animations.
Flipgrid is the one of the best educational video-creation sites
Find synonyms in many languages at Open Thesaurus!
Linguee.
PONS or LEO. Question about a verb conjugation? Go to LEO or Canoo (for German)
https://blog.stcloudstate.edu/ims?s=kahoot
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Gartner predicts that nearly 38 percent of companies will stop providing devices to workers by 2017 â but 20 percent of those BYOD programs will fail because of overly restrictive mobile device management measures. So how can IT pros devise a BYOD strategy that stays afloat? Here are six guidelines to accommodate legitimate IT concerns without sinking a policy’s odds of success:
Before creating a BYOD policy, take a look at existing HR and legal procedures. Many email, VPN, and remote access security policies can be applied to mobile devices, as well.
Employees are using personal devices at work, whether the company realizes it or not. But that doesn’t mean they are using them correctly. Employees often use  file-sharing and other tools of their choosing without IT’s knowledge, which could put sensitive corporate data at risk. Use a BYOD policy to trainemployees how to correctly use their applications
BYOD isnât limited to smartphones. According to Gartner, a “new norm” is emerging in which employees manage up to four or five devices at work.
passwords aren’t foolprool. Data encryption is an additional security measure
A smart BYOD policy doesnât mean IT is off the hook. Rather, successful policies rely on IT and employees sharing security obligations.
Employees often fail to realize that all data on their devices is discoverable, regardless of whether the device is personal or company-owned. The question of who owns what is still a legal gray area, though companies increasingly take the liberty to remote wipe employees’ personal devices once they leave their job. Avoid the guessing game with a clear exit strategy.
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more on BYOD in this IMS blog
https://blog.stcloudstate.edu/ims?s=byod
https://blog.stcloudstate.edu/ims?s=mobile+learning
https://www.kqed.org/mindshift/49607/making-media-literacy-central-to-digital-citizenship
While we often get distracted by the latest device or platform release, video has quietly been riding the wave of all of these advancements, benefiting from broader access to phones, displays, cameras and, most importantly, bandwidth. In fact, 68 percent of teachers are using video in their classrooms, and 74 percent of middle schoolers are watching videos for learning. From social media streams chock-full of video and GIFs to FaceTime with friends to two-hour Twitch broadcasts, video mediates studentsâ relationships with each other and the world. Video is a key aspect of our always-online attention economy thatâs impacting voting behavior, 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 thatâs pro-active and prioritizes media literacy and savvy. A good digital citizen doesnât just dodge safety and privacy pitfalls, but works to remake the world, aided by digital technology like video, so itâs more thoughtful, inclusive and just.
1. Help Students Identify the Intent of What They Watch
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 to edit the videos you want students to watch by inserting these questions at particularly relevant points in the video.
2. Be Aware That the Web Is a Unique Beast
Compared to traditional media (like broadcast TV or movies), the web is the Wild West.
Mike Caulfieldâs 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 âaroundâ as well as âdownâ media — that is, encouraging students to not just analyze the specific video or site theyâre looking at but related content (e.g., where else an image appears using a reverse Google image search).
3. Turn Active Viewing into Reactive Viewing
For this content, students shouldnât just be working toward comprehension but critique;
using aclassroom backchannel, like TodaysMeet, during video viewings
4. Transform Studentsâ Video Critiques into Creations
Digital citizenship should be participatory, meaning students need to be actively contributing to culture. Unfortunately, only 3 percent of the time tweens and teens spend using social media is focused on creation.
facilitating video creation and remix, but two of my favorites are MediaBreaker and Vidcode.
5. Empower Students to Become Advocates
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more on Media Literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=media+literacy
more on digital citizenship in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+citizenship
Other sessions for Dr. James Johnson’s classes:
https://blog.stcloudstate.edu/ims?s=jim+johnson
other sessions for EDAD courses:
https://blog.stcloudstate.edu/ims?s=digital+literacy+edad
How do we search?
Academic Social Sites: https://blog.stcloudstate.edu/ims/2018/11/13/scsu-edad-scopus-vs-academia-vs-researchgate/
Google. term:gov term:edu term:org
https://toolbox.google.com/datasetsearch
https://blog.stcloudstate.edu/ims/2018/04/02/publish-metrics-ranking-and-citation-info/
How do we work/collaborate? (digital literacy)
Zoom, Skype Pro, Google Hangouts, Adobe Connect
Zotero, Mendeley (Scopus), Refworks, Endnote
UDL (Universal Design for Learning): https://blog.stcloudstate.edu/ims?s=universal+design
mind mapping: Coggle: https://blog.stcloudstate.edu/ims/2019/03/13/coggle-mindmap/
notetaking, mindmapping etc for you and your students: https://blog.stcloudstate.edu/ims/2019/08/29/note-taking-in-classes/
Learning to use the equipment and produce content helps students view the media they consume through a more critical lens
In a world of digital consumption, teaching students how to create what they see, hear and watch is like teaching them the secrets behind a magic trick. Students often spend hours weekly on digital devices, reading stories or looking at images, GIFs and video. They consume vast amounts of digital media without often understanding how itâs created.
Bradley has been teaching the video production class since 2005 as its regional occupational program (ROP) instructor for the Graphic Communications, Video Production, and Computer Animation and Modeling courses. Besides helping students develop technical skills, he also infuses his classes with classic film screenings. Students might come to class and watch âFantasia,â âHigh Noon,â âMetropolisâ and âDr. Strangelove,â he says.
He also assigns students work that has a specific focus in mind and brings in local experts to help them learn more about a subject before they create.
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more on digital literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy
ID2ID webinar (my notes on the bottom)
Digital Fluency: Preparing Learners for 21st Century Digital Citizenship
Eighty-five percent of the jobs available in 2030 do not yet exist. How does higher education prepare our learners for careers that donât yet exist? One opportunity is to provide our students with opportunities to grow their skills in creative problem solving, critical thinking, resiliency, novel thinking, social intelligence, and excellent communication skills. Instructional designers and faculty can leverage the framework of digital fluency to create opportunities for learners to practice and hone the skills that will prepare them to be 21st-century digital citizens. In this session, join a discussion about several fluencies that comprise the overarching framework for digital fluency and help to define some of your own.
Please click this URL to join. https://arizona.zoom.us/j/222969448
Dr. Jennifer Sparrow, Senior Director for Teaching and Learning with Technology and Affiliate Assistant Professor of Learning, Design, and Technology at Penn State.  The webinar will take place on Friday, November 9th at 11am EST/4pm UTC (login details below) Â
https://arizona.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e15266ee-7368-4378-b63c-a99301274877
My notes:
Jennifer does NOT see phone use for learning as an usage to obstruct. Similarly as with the calculator some 30-40 years ago, it was frowned upon, so now is technology. To this notion, added the fast-changing job market: new jobs created, old disappearing (https://www.nbcnews.com/news/us-news/students-are-being-prepared-jobs-no-longer-exist-here-s-n865096)
how DF is different from DLiteracy? enable students define how new knowledge can be created through technology. Not only read and write, but create poems, stories, if analogous w learning a language. slide 4 in https://www.slideshare.net/aidemoreto/vr-library
communication fluency. be able to choose the correct media. curiosity/failure fluency; creation fluency (makerspace: create without soldering, programming, 3Dprinting. PLA filament-corn-based plastic; Makers-in-residence)
immersive fluency: video 360, VR and AR. enable student to create new knowledge through environments beyond reality. Immersive Experiences Lab (IMEX). Design: physical vs virtual spaces.
Data fluency: b.book. how to create my own textbook
rubrics and sample projects to assess digital fluency.
What is Instructional Design 2.0 or 3.0? deep knowledge and understanding of faculty development. second, once faculty understands the new technology, how does this translate into rework of curriculum? third, the research piece; how to improve to be ready for the next cycle. a partnership between ID and faculty.
<h3 “>Sharpen the digital transformation strategy for your business.
Enroll today in Digital Transformation: From AI and IoT to Cloud, Blockchain, and Cybersecurity
https://professionalonline1.mit.edu/digital-transformation/index.php
In a rapidly expanding digital marketplace, legacy companies without a clear digital transformation strategy are being left behind. How can we stay on top of rapidâand sometimes radicalâchange? How can we position our organizations to take advantage of new technologies? How can we track and combat the security threats facing all of us as we are swept forward into the future?
<h3 “>Your Learning Journey
This online program takes you through the fundamentals of digital technologies transforming our world today. Led by MIT faculty at the forefront of data science, participants will learn the history and application of transformative technologies such as blockchain, artificial intelligence, cloud computing, IoT, and cybersecurity as well as the implications of employingâor ignoringâdigitalization.
Brochure_MIT_PE_DigitalTransformation_17_Oct_18_V20-1w4qpjv
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the International Society for Technology in Education to publish a book, titled Learning Transported: Augmented, Virtual and Mixed Reality for All Classrooms, to offer practical insights, lesson plans, and classroom examples so educators can make the most of these experiential worlds.
Definition
Augmented reality superimposes a digital layer on the world around us, often activated by scanning a trigger image or via GPS (think Pokemon Go!). Virtual reality takes users away from the real world, fully immersing students in a digital experience that replaces reality. Mixed reality takes augmented a step further by allowing the digital and real worlds to interact and the digital components to change based on the userâs environment.
Virtual Shapes
DEVICES:Â iOS, Android, Chromebook, PC, COURSE:Â Geometry, GRADES:Â 2-5, 60 minutes
Storytelling
DEVICES:Â iOS, Android, COURSE:Â English Language Arts, Speaking and Listening, GRADES:Â K-1
Augmented and Virtual Reality with EON
DEVICES:Â iOS, Android, COURSE:Â Earth and Space Science, GRADE:Â 4, 45 minutes
Scavenger Hunting as a Classroom Activity
The app offers teachers a unique way to create a scavenger hunt by designing AR messages and leaving them in specific places for students to âdiscover.â
Waypoint App
The Waypoint App also allows for creation of educational scavenger hunts using augmented reality. Educators can easily add questions that address lesson objectives, set specific locations where the questions are hidden, and then have students hunt for questions by following the map. The hunt is easily shared with students on a variety of platforms, including text messaging and email.
Breakout EDU
Breakout EDU has become a popular game in education. Driven by creativity, teamwork, and problem-solving, the game provides a fun learning experience as it challenges students to compete in solving puzzles. The game centers on a series of questions; each solved question unlocks the next part of the activity. Students work in groups, competing against other groups to open all the locks first.