Searching for "educational technology"
A Librarian’s Guide to OER in the Maker Space
http://www.slj.com/2015/10/technology/a-librarians-guide-to-oer-in-the-maker-space
OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits sharing, accessing, repurposing—including for commercial purposes—and collaborating with others. They include educational materials, such as lesson plans, games, textbooks, tests, audio, and video. In addition to being free, these no-cost teaching and learning materials are available online for anyone to use, modify or share with others.This use, reuse, and remixing of instructional materials is a powerful way to gain and share knowledge. Because OER are customizable and flexible, they can be used very effectively to support students to achieve their learning goals.
OER Commons is a digital library where educators can find resources to develop, support and amplify their maker space practices. The site is searchable by subject, grade level or standard. Users can also filter results to include topics, such as activities and labs, games, videos, lesson plans, and interactive tools.
Related blog entry:
https://blog.stcloudstate.edu/ims/2016/02/22/libraries-and-learning/
Survey: Teachers Say Tech Distractions More Concerning than Privacy, Security
By Joshua Bolkan, 01/26/16
https://thejournal.com/articles/2016/01/26/survey-teachers-say-tech-distractions-more-concerning-than-privacy-security.aspx
“According to the study, U.S. educators believe technology’s potential for distraction will wane as digital culture and infrastructure mature in the next five years, giving way to other concerns like privacy and security in 2020,” according to a news release. “However, these present and future apprehensions don’t stop many U.S. educators from allowing personal electronics in their classrooms. U.S. teachers have a higher tolerance for personal devices in the classroom than do British and Australian teachers. In fact, the study shows that 48 percent of U.S. educators say students can bring technology to class for educational purposes, and one in seven U.S. educators allows any electronic device as long as it doesn’t distract other students.”
My college’s data network is on fleek! Supporting devices, connectivity, and coverage for the ultimate compliment.
We wanted to provide you with access to watch the virtual presentation on-demand so you have the chance to get the same valuable information our attendees received.
Link to the presentation: ct_corning_webcast_slidedeck briggs devices wifi
Click here to watch this special presentation to get a strategic view of how your institution can best support educational technology imperatives today and into the future.
This exclusive presentation will only be available for a limited time! Watch it today.
Sponsored By: Corning and Vision This presentation will be available to audience members until Wednesday, February 17, 2016 at 11:00 AM Pacific Standard Time. The challenge is supporting device needs, and anticipating future demand. Network infrastructure is a simple way to solve for today and tomorrow. This webinar will review mobility trends, connectivity requirements and converged fiber networks for cellular, Ethernet and Wi-Fi needs.
Rick Baldasare from Vision Technologies Rick.baldasarre@visiontech.biz (240) 319-1700
graphs with data from universities. Global IP will increase threefold over the next five years.
QoS (Quality of Service)
Mobile as the Norm of User Access> Cloud asa the Norm of Back Access
Ron Wells: Corning wellsrw@corning.com (913) 706-4135
PON: Passive Optical Networks
Optical DAS
- April 21-25, 2014: Social Media in Teaching and Learning
https://blog.stcloudstate.edu/ims/2013/12/04/social-media-explained/
https://blog.stcloudstate.edu/ims/2013/11/17/connectivism-and-traditional-learning-theories/
Top 10 Social Media Management Tools: beyond Hootsuite and TweetDeck
In addtion to this blog (https://blog.stcloudstate.edu/ims)
and Twitter: @scsutechinstruc
please follow us and let us follow you regrading relevant information in the world of educational technology:
Pinterest
http://www.pinterest.com/scsutechnology/
Instagram:
http://instagram.com/scsutechinstruct
YouTube
http://www.youtube.com/channel/UC_UMIE5r6YB8KzTF5nZJFyA
Google +
https://plus.google.com/u/0/115966710162153290760/
Campus Technology, a leading periodical in the use of technology in education, lists for consideration the 2014 technology trends for education:
- Mobile Platforms and Bring Your Own Device (BYOD)
- Adaptive Learning (personalization of online learning)
- Big Data (predictive analysis)
- Flipped Classroom
- Badges and Gamification (assessment and evaluation)
- iPADs and Other Tablets (mobile devices)
- Learning Management Systems (on SCSU campus – D2L)
The Journal
has a similar list:
- BYOD (it is a trend going up)
- Social Media as a Teaching and Learning Tool ( trend going up))
- Digital Badges (split vote, some of the experts expect to see the us of badges and gamification as soon as in 2014, some think, it will take longer time to adopt)
- Open Educational Resources (split vote, while the future of OER is recognized, the initial investment needed, will take time)
- Desktop Computers (it is a trend going down; every market shows a decline in the purchase of desktop computers)
- iPADs: (trend going up)
- ePortfolios (trend going down)
- Learning Management Systems, on SCSU campus – D2L (split vote). LMS is useful for flipped classroom, hybrid and online education uses CMS, but gradual consolidation stifles competition
- Learning Analytics, Common Core (trend going up)
- Game-Based Learning (split vote), but the gaming industry is still not to the point to create engaging educational games
Regarding computer operating systems (OS):
- Windows (trend going down)
- Apple / Mac OS X (split vote)
- iOS (iPhone, iPAD etc) (trend going up)
- Android (trend going up)
The materials in these two articles are consistent with other reports as reflected in our IMS blog:
IMS offers an extensive numbers of instructional sessions on social media, D2L and other educational technologies:
Please email us with any other suggestions, ideas and requests regarding instructional technology and instructional design at:
ims@stcloudstate.edu
Looking to attend and/or present at appropriate event regarding technology in education?
Please have a tentative list below.
Do you know an event, which is worth presenting/attending? Please contribute!
by Barry Dahl (Greg Jorgensen) - link to a list of conferences regarding e-learning:
http://www.scoop.it/t/e-learning-conferences
campus technology conf. - boston - http://events.campustechnology.com/Events/CT-Summer-Educational-Technology-Conference/Home.aspx
educause - anaheim – October - http://www.educause.edu/annual-conference
devlearn las vegas – October - http://www.elearningguild.com/DevLearn/content/2825/devlearn-2013-conference-and-expo---home/?gclid=CJj7usLCy7gCFdBaMgodeR8AoQ
dist. learning - ann arbor -- ??
iste (intl soc. tech ed) july – Atlanta - http://www.isteconference.org/2014/
aect (assoc education communications and tech) - oct 29 - 2 nov, Anaheim - http://aectorg.yourwebhosting.com/events/Louisville/default.asp
ascd (assoc of supervision and curricular dev) - november 1 - 3, las vegas - http://www.ascd.org/conferences/conference-on-educational-leadership/2013-registration.aspx#payment
salt (soc. of applied learning and tech) - august 14 - 16, reston, VA - http://www.salt.org/dc/washingtonR.asp?pn=wPrices
National Forum on Active Learning Classrooms - august - u of m - http://www.cce.umn.edu/National-Forum-on-Active-Learning-Classrooms/index.html
D2L Fusion - july – Nashville – http://fusion.desire2learn.com
Sloan c - november disney world, florida - http://sloanconsortium.org/conference/2013/aln/registration
QM - october 1-4, Nashville - https://www.qualitymatters.org/5th-annual-conference-2013-0
distance teaching and learning - madison - august 7 – 9 - http://www.uwex.edu/disted/conference/2013_Registration.cfm
LERN - san fran. - nov. 21 – 23 - http://www.lern.org/conference/
CCUMC – october 9-13 – Chicago – http://www.ccumc.org/2013-conference-rates
The United States Distance Learning Association (USDLA) http://www.usdla.org/2014_national_conference/home.html
U.S. Ed Tech Spending to Reach $27.6 Billion in 2021
https://campustechnology.com/articles/2021/10/07/report-u.s-ed-tech-spending-to-reach-27.6-billion-in-2021.aspx
The report forecast China’s growth in ed tech spending to be 15.6 percent over the same period, reaching $34.2 billion by 2026. Japan, Canada and Germany are all expected to see double-digit growht in ed tech spending over the report period as well: Japan at 14.5 percent, Canada at 14 percent and Germany at 11.9 percent CAGR.
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More on educational technology in this blog
https://blog.stcloudstate.edu/ims?s=Educational+technology
Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education.
Educational Technology Research and Development,
66(5), 1141–1164.
https://doi.org/10.1007/s11423-018-9581-2
an affective path in which immersion predicted presence and positive emotions, and a cognitive path in which immersion fostered a positive cognitive value of the task in line with the control value theory of achievement emotions.
business analyses and reports (e.g., Belini et al. 2016; Greenlight and Roadtovr 2016), predict that virtual reality (VR) could be the biggest future computing platform of all time.
better understanding of the utility and impact of VR when it is applied in an educational context.
several different VR systems exist, including cave automatic virtual envi-ronment (CAVE), head mounted displays (HMD) and desktop VR. CAVE is a projection-based VR system with display-screen faces surrounding the user (Cruz-Neira et al. 1992). As the user moves around within the bounds of the CAVE, the correct perspective and stereo projections of the VE are displayed on the screens. The user wears 3D glasses insidethe CAVE to see 3D structures created by the CAVE, thus allowing for a very lifelikeexperience. HMD usually consist of a pair of head mounted goggles with two LCD screens portraying the VE by obtaining the user ́s head orientation and position from a tracking system (Sousa Santos et al. 2008). HMD may present the same image to both eyes (monoscopic), or two separate images (stereoscopic) making depth perception possible. Like the CAVE, HMD offers a very realistic and lifelike experience by allowing the user to be completely surrounded by the VE. As opposed to CAVE and HMD, desktop VR does not allow the user to be surrounded by the VE. Instead desktop VR enables the user to interact with a VE displayed on a computer monitor using keyboard, mouse, joystick or touch screen (Lee and Wong 2014; Lee et al. 2010).
the use of simulations results in at least as good or better cognitive outcomes and attitudes
toward learning than do more traditional teaching methods (Bayraktar 2000; Rutten et al.
2012; Smetana and Bell 2012; Vogel et al. 2006). However, a recent report concludes that
there are still many questions that need to be answered regarding the value of simulations
in education (Natioan Research Council 2011). In the past, virtual learning simulations
were primarily accessed through desktop VR. With the increased use of immersive VR it is
now possible to obtain a much higher level of immersion in the virtual world, which
enhances many virtual experiences (Blascovich and Bailenson 2011).
an understanding of how to harness the emotional appeal of e-learning tools is a central issue for learning and instruction, since research shows that initial situ-ational interest can be a first step in promoting learning
several educational theories that describe the affective, emotional, and motivational factors that play a role in multimedia learning which are relevant for understanding the role of immersion in VR learning environments.
the cognitive-affective theory of learning with media (Moreno and
Mayer 2007),
and
the integrated cognitive affective model of learning with multimedia
(ICALM; Plass and Kaplan 2016)
control-value theory of achievement emotion CVTAE
https://psycnet.apa.org/record/2014-09239-007
Presence, intrinsic motivation, enjoyment, and control and active learning are the affective factors used in this study. defintions
The sample consisted of 104 students (39 females and 65 males; average age =23.8 years)
from a large European university.
immersive VR (Samsung Gear VR with Samsung Galaxy S6) and
the desktop VR version of a virtual laboratory simulation (on a standard computer). The
participants were randomly assigned to two groups: the first used the immersive VR
followed by the desktop VR version, and the second used the two platforms in the opposite
sequence.
The VR learning simulation used in this experiment was developed by the company Labster and designed to facilitate learning within the field of biology at a university level. The VR simulation was based on a realistic murder case in which the participants were required to investigate a crime scene, collect blood samples and perform DNA analysis in a high-tech laboratory in order to identify and implicate the murderer
we conclude that the emotional value of the immersive VR version of the learning simulation is significantly greater than the desktop VR version. This is a major empirical contribution of this study.