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ECAR Study of Undergraduate Students and Information Technology, 2017

ECAR Study of Undergraduate Students and Information Technology, 2017

  • Students would like their instructors to use more technology in their classes.Technologies that provide students with something (e.g., lecture capture, early-alert systems, LMS, search tools) are more desired than those that require students to give something (e.g., social media, use of their own devices, in-class polling tools). We speculate that sound pedagogy and technology use tied to specific learning outcomes and goals may improve the desirability of the latter.
  • Students reported that faculty are banning or discouraging the use of laptops, tablets, and (especially) smartphones more often than in previous years. Some students reported using their devices (especially their smartphones) for nonclass activities, which might explain the instructor policies they are experiencing. However, they also reported using their devices for productive classroom activities (e.g., taking notes, researching additional sources of information, and instructor-directed activities).

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more on ECAR studies in this IMS blog
https://blog.stcloudstate.edu/ims?s=ecar

ECAR STUDY OF UNDERGRADUATE STUDENTS AND INFORMATION TECHNOLOGY, 2013

Key Findings

See the 2013 report for a full list of key messages, findings, and supporting data.

  • Students recognize the value of technology but still need guidance when it comes to better using it for academics.
  • Students prefer blended learning environments while beginning to experiment with MOOCs.
  • Students are ready to use their mobile devices more for academics, and they look to institutions and instructors for opportunities and encouragement to do so.
  • Students value their privacy, and using technology to connect with them has its limits.
p. 10 students are generally confident in their prepraredness to use technology for course work, but those who are interested in more tech training favor “in calss” guidance over separate training options.

Educause’s ECAR Study, 2013

http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2013

Infographic:

http://net.educause.edu/ir/library/pdf/ERS1302/Eig1302.pdf

College Students Privacy

Today’s College Students Care About Privacy — Despite Some of Their Online Actions

https://www.edsurge.com/news/2021-11-02-today-s-college-students-care-about-privacy-despite-some-of-their-online-actions

a new report from the nonprofit Future of Privacy Forum, which analyzed recent research about young adults from the U.S., China, Germany and Japan.

a study from Indiana University detailed the fears college students have about and the ways they adapt to the fact that they may be photographed at any moment by friends, classmates or even strangers.

Another worry described in the Future of Privacy Forum report is about a type of digital harassment known as “doxxing,”

Many students are loath to share biometric information with colleges and are wary about tools like facial recognition software.

Unity for Humanity Summit

Imagining a better world at the Unity for Humanity Summit

https://blog.unity.com/news/imagining-a-better-world-at-the-unity-for-humanity-summit

On October 12, the Unity for Humanity Summit will once again take place virtually to celebrate creators who are using real-time 3D (RT3D) for social impact.

Since the inaugural Unity for Humanity Summit in October 2020, we have awarded more than $2.5 million to support current and future social impact creators who are building RT3D experiences that have a positive and meaningful impact on society and the planet through the Unity for Humanity program and the Unity Charitable Fund.

four content tracks and some of the exciting topics and workshops

Education and Inclusive Economic Opportunity

  • Workshop: How to make your first Unity build
  • Different global models for creating inclusive economic opportunity
  • How to leverage real-time 3D for workforce development and training

Environment and Sustainability

  • What the gaming industry can do to support a healthier planet: From decarbonization of gaming operations to activating users
  • Visualizing the future of climate change
  • How the fashion industry is innovating for sustainability using RT3D

Digital Health and Wellbeing

  • Using AI for social good in and beyond the age of COVID
  • The role RT3D can play in the advancement of patient care, healthcare training, and more
  • Funding healthcare innovations and real-time 3D tools

Tools for Changemakers

  • Monetizing your social impact mobile game
  • An AR tutorial taught through multiple use cases
  • Pitching brands to support your impact projects
  • Visual scripting workshop

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more on Unity in this IMS blog
https://blog.stcloudstate.edu/ims?s=unity

OLC Online Learning Consortium

Delivering High-Quality Instruction Online in Response to COVID-19

Faculty Playbook

https://onlinelearningconsortium.org/tools/delivering-high-quality-instruction-in-response-to-covid-19-faculty-playbook/

OLC Ideate—Virtual Salon Series

https://onlinelearningconsortium.org/learn/olc-ideate-virtual-events/

OLC Quality Scorecard Suite

https://onlinelearningconsortium.org/consult/olc-quality-scorecard-suite/

Angela Gunder: http://angelagunder.com/ 

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more on OLC in this IMS blog
https://blog.stcloudstate.edu/ims/2019/04/03/olc-collaborate/

Privacy in Higher Education

https://er.educause.edu/blogs/2020/12/key-findings-on-privacy-in-higher-education

report The Evolving Landscape of Data Privacy in Higher Education

Responses from the 2020 EDUCAUSE Student Technology report concerning student data privacy highlight a large gap of understanding that institutions need to bridge between student knowledge and administrative plans and policies

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more on privacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=privacy

virtual reality definition

This is an excerpt from my 2018 book chapter: https://www.academia.edu/41628237/Chapter_12_VR_AR_and_Video_360_A_Case_Study_Towards_New_Realities_in_Education_by_Plamen_Miltenoff 

Among a myriad of other definitions, Noor (2016) describes Virtual Reality (VR) as “a computer generated environment that can simulate physical presence in places in the real world or imagined worlds. The user wears a headset and through specialized software and sensors is immersed in 360-degree views of simulated worlds” (p. 34).   

Noor, Ahmed. 2016. “The Hololens Revolution.” Mechanical Engineering 138(10):30-35. 

Weiss and colleagues wrote that “Virtual reality typically refers to the use of interactive simulations created with computer hardware and software to present users with opportunities to engage in environments that appear to be and feel similar to real-world objects and events” 

Weiss, P. L., Rand, D., Katz, N., & Kizony, R. (2004). Video capture virtual reality as a flexible and effective rehabilitation tool. Journal of NeuroEngineering and Rehabilitation1(1), 12. https://doi.org/10.1186/1743-0003-1-12 

Henderson defined virtual reality as a “computer based, interactive, multisensory environment that occurs in real time”  

Rubin, 2018, p. 28. Virtual reality is an 1. artificial environment that’s 2. immersive enough to convince you that you are 3. actually inside it.
artificialenvironment ” could mean just about anything. The photograph is an artificial environment of video game is an artificial environment a Pixar movie is an artificial environment the only thing that matters is that it’s not where are you physically are.  p. 46 “VR is potentially going to become a direct interface to the subconscious”

  1. p. 225 Virtual reality: the illusion of an all-enveloping artificial world, created by wearing an opaque display in front of your eyes.  

From: https://blog.stcloudstate.edu/ims/2018/11/07/can-xr-help-students-learn/ : 
p. 10 “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.” p. 11 Virtual reality means that the wearer is completely immersed in a computer simulation.

from: https://blog.stcloudstate.edu/ims/2018/11/07/can-xr-help-students-learn/ 

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.

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Among a myriad of other definitions, Noor (2016) describes Virtual Reality (VR) as “a computer generated environment that can simulate physical presence in places in the real world or imagined worlds. The user wears a headset and through specialized software and sensors is immersed in 360-degree views of simulated worlds” (p. 34).   Weiss and colleagues wrote that “Virtual reality typically refers to the use of interactive simulations created with computer hardware and software to present users with opportunities to engage in environments that appear to be and feel similar to real-world objects and events.”
Rubin takes a rather broad approach ascribing to VR: 1. artificial environment that’s 2. immersive enough to convince you that you are 3. actually inside it. (p. 28) and further asserts “VR is potentially going to become a direct interface to the subconscious” (p. 46). 
Most importantly, as Pomeranz (2018) asserts, “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.” (p. 10) 

Noor, Ahmed. 2016. “The Hololens Revolution.” Mechanical Engineering 138(10):30-35. 

Pomerantz, J. (2018). Learning in Three Dimensions: Report on the EDUCAUSE/HP Campus of the Future Project (Louisville, CO; ECAR Research Report, p. 57). https://library.educause.edu/~/media/files/library/2018/8/ers1805.pdf 

Rubin, P. (2018). Future Presence: How Virtual Reality Is Changing Human Connection, Intimacy, and the Limits of Ordinary Life (Illustrated edition). HarperOne. 

Weiss, P. L., Rand, D., Katz, N., & Kizony, R. (2004). Video capture virtual reality as a flexible and effective rehabilitation tool. Journal of NeuroEngineering and Rehabilitation1(1), 12. https://doi.org/10.1186/1743-0003-1-12 

academia and pandemic

Faculty Members Fear Pandemic Will Weaken Their Ranks

APRIL 09, 2020

https://www.chronicle.com/article/Faculty-Members-Fear-Pandemic/248476

Covid-19 is being described as both a crisis and an opportunity for higher education. But how “opportunity” is defined depends on where one stands in the academic hierarchy. While some hope the pandemic provides a chance to reverse troubling trends toward the adjunctification and casualization of academic labor, administrators may see it as a different sort of opportunity, to realign institutional priorities or exert greater authority over their faculties.

statement by the Tenure for the Common Good group offers 20 recommendations for administrators, including that they “resist using the current crisis as an opportunity to exploit contingency further by hiring more contingent faculty into precarious positions.”

As faculty members are asked to take on greater teaching, advising, and administrative responsibilities, faculty development and retention “will be more important to institutional resilience — survival — than ever before,” Kiernan Mathews, executive director and principal investigator of the Harvard Graduate School of Education’s Collaborative on Academic Careers in Higher Education, wrote on Twitter.

To DePaola, the pandemic doesn’t pose new problems to academe as much as it magnifies existing ones. “Everything was held together with gum and paper clips, and coronavirus came and just sort of knocked it all down at once,” DePaola said. “I think none of the crises that this virus is causing are new. They’re just accelerated greatly. And the contradictions of the system are heightened all at once for people to see.”

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The Small World Network of College Classes: Implications for Epidemic Spread on a University Campus

https://osf.io/6kuet/

2020-04-11

Beginning in March 2020, many universities shifted to on-line instruction to slow the spread of the novel coronavirus, and many now face the difficult decision of whether and how to resume in-person instruction. This article uses complete transcript data from a medium-sized residential American university to map the two-node network that connects students and classes through course enrollments. We show that the enrollment networks of the university and its liberal arts college are “small-world” networks, characterized by high clustering and short average path lengths. In both networks, at least 98% of students are in the main component, and most students can reach each other in two steps. Removing very large courses slightly elongates path lengths, but does not disconnect these networks or eliminate all alternative paths between students. Although students from different majors tend to be clustered together, gateway courses and distributional requirements create cross-major integration. We close by discussing the implications of course networks for understanding potential epidemic spread of infection on university campuses.

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Higher ed trends 2020 educause

Higher Education’s 2020 Trend Watch & Top 10 Strategic Technologies

D. Christopher Brooks  Mark McCormack  Ben Shulman Monday, January 27, 2020

https://library.educause.edu/resources/2020/1/higher-educations-2020-trend-watch-and-top-10-strategic-technologies

https://www.educause.edu/ecar/research-publications/higher-education-trend-watch-and-top-10-strategic-technologies/2020/introduction

Top 10 Strategic Technologies

    1. Uses of APIs
    2. Institutional support for accessibility technologies
    3. Blended data center (on premises and cloud based)
    4. Incorporation of mobile devices in teaching and learning
    5. Open educational resources

Technologies for improving analysis of student data

    1. Security analytics
    2. Integrated student success planning and advising systems
    3. Mobile apps for enterprise applications
    4. Predictive analytics for student success (institutional level)

At least 35% of institutions are tracking these five technologies in 2020: Support for 5G; Wi-Fi 6 (802.11 ax, AX Wi-Fi); Identity as a Service (IDaaS); Digital microcredentials (including badging); Uses of the Internet of Things for teaching and learning; and Next-generation digital learning environment

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more on educause in this IMS blog
https://blog.stcloudstate.edu/ims?s=educause

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