Searching for "educause faculty"

Digital Literacy Initiatives

When Bringing Your Own Device Isn’t Enough: Identifying What Digital Literacy Initiatives Really Need

Authors: Published:  Columns:

https://er.educause.edu/blogs/2019/4/when-bringing-your-own-device-isnt-enough-identifying-what-digital-literacy-initiatives-really-need

Device ownership alone doesn’t make people digitally literate; rather, digital literacy is about how and why they use devices to achieve particular goals and outcomes.

According to the 2018 EDUCAUSE Center for Analysis and Research (ECAR) Study of Undergraduate Students and Information Technology, 95% of undergraduate students own a smartphone and 91% own a laptop. This near-ubiquitous ownership of these devices might suggest that digital literacy is mainstream, but just because students own digital devices does not mean that they’ve developed digital literacy.

Definitions of digital literacy can include the ability to use and access digital devices, but studies from the past decade tend to deepen this definition. A commonly cited definition from Colin Lankshear and Michele Knobel asserts that digital literacy is “shorthand for the myriad social practices and conceptions of engaging in meaning making mediated by texts that are produced, received, distributed, exchanged etc., via digital codification.”

More recently, scholars including Jennifer Sparrow have suggested even adopting the term digital fluency instead of literacy in order to capture how students may need the “ability to leverage technology to create new knowledge, new challenges, and new problems and to complement these with critical thinking, complex problem solving, and social intelligence to solve the new challenges.”

Digital Familiarity Implies Intrinsic Knowledge

two-thirds of faculty think that students are prepared to use software applications, but students themselves express discomfort with applying these tools for learning.

instructional designers are key players who could take a more visible role in higher education to support educators in bringing explicit instruction on digital literacy engagement into their classes. University staff in instructional design and educational/faculty development spaces consult with instructors, lead workshops, and develop support documentation on a regular basis. People in these roles could be more empowered to have conversations with the instructors they support around building in particular lessons

Douglas Belshaw can be a source of inspiration for understanding how his essential elements of digital literacy may contribute to the development of students’ digital fluencies. In particular, some practices may include:

  1. Integrating the use of different applications and platforms so that students obtain practice in navigating these spaces, learning how to locate relevant and reliable information. For example, guiding students to specific databases that provide articles, books, etc., for your discipline may improve information and digital literacy. This is critical because most students default to Google search and Wikipedia, which may not be where you want them to explore topics.
  2. Developing student’s ability to curate content and how to follow academic integrity guidelines for citations and references.
  3. Establishing the norms and purpose for effective communication in a digital academic space.

 

 

 

synchronous vs asynchronous

My Note: synchronous vs asynchronous; Adobe Connect vs Zoom. Also Flipgrid for asynchronous videochats.

From: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of Celine Greene <celine.greene@JHU.EDU>
Reply-To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Tuesday, April 23, 2019 at 2:38 PM
To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: [BLEND-ONLINE] Advice for Synchronous Online Classes Using Zoom Meetings?

Our school is transitioning from using Adobe Connect to using Zoom Meetings for synchronous online class sessions, of which most of our online courses schedule at least a few times each term. So after years of “controlling the user experience” with the Adobe Connect layouts and relying primarily on text chat, we are heading in the direction of screen sharing with the enhanced social and community-building experience of video “taking over” chat. Some people are very excited about this move, given the popularity and ease-of-use of the Zoom platforms. Other people are a little more wary – especially when it comes to large (e.g., 40 to 200+ students) classes.

Please share your thoughts and experiences on what faculty and students should be aware of when using Zoom Meetings (not the webinar) for a synchronous class session. Here’s some of the things I was curious about…

  • Do you have a set of “instructions” or recommendations for students — e.g. so they see the chat as it happens?
  • Are there any best practices in terms of meetings set-up that you recommend for your faculty? (Mute participants upon entry, always show meeting control bar, etc.)
  • Have there been some scenarios that have been fantastic or some that have been horrible for using Zoom?
  • Is there a class size where the number of participants starts negatively impacting the learning opportunity? (i.e., I realize Breakout rooms are an option but also not appropriate for all situations, such as having a guest speaker come in to have an interactive Q & A or having a software demonstration.)
  • Are there any major “fails” you’ve learned from or, alternately, success stories?
  • Are your students required to have Zoom accounts?
  • Do you have a method for tracking attendance?

Thanks for your input!  – celine  Celine Greene  Instructional Technologist  Center for Teaching and Learning, JHSPH http://ctl.jhsph.edu

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more on synchronous learning environments
https://blog.stcloudstate.edu/ims?s=synchronous

detect plagiarism

Do we need to pay for services such as Turnitin?
Are there comparable services for free?
Do we need services such as those ones or we rather have faculty and students educated on plagiarism and faculty trained to detect plagiarism?
Is it supposed to be a “mechanical” process or educational activity?

These questions following a posting of today from the Educause Blended and Online Learning Group

Are any of you using a non-Turnitin plagiarism checker that you’re happy with (besides Google or Grammarly’s free service)?
Thanks,
Jenn Stevens (she, her, hers)
Director, Instructional Technology Group
403C Walker Building
Emerson College | 120 Boylston St | Boston, MA 02116
(617) 824-3093

At Ursinus, we use PlagScan, which is affordable and meets our needs.

We haven’t been able to get it to fully integrate within our LMS yet but hopefully we will be able to soon.

Christine Iannicelli
Instructional Technology Librarian
Library and IT
Library 124
Phone: 610-409-3466
ciannicelli@ursinus.edu

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

more on alternatives and Grammarly
https://blog.stcloudstate.edu/ims?s=grammarly
https://blog.stcloudstate.edu/ims/2017/08/16/grammarly-alternatives/

ELI webinar AI and teaching

ELI Webinar | How AI and Machine Learning Shape the Future of Teaching

https://events.educause.edu/eli/webinars/2019/how-ai-and-machine-learning-shape-the-future-of-teaching

When:
1/23/2019 Wed
12:00 PM – 1:00 PM
Where:
Centennial Hall – 100
Lecture Room
Who:
Anyone interested in
new methods for teaching

Outcomes

  • Explore what is meant by AI and how it relates to machine learning and data science
  • Identify relevant uses of AI and machine learning to advance education
  • Explore opportunities for using AI and machine learning to transform teaching
  • Understand how technology can shape open educational materials

Kyle Bowen, Director, Teaching and Learning with Technology https://members.educause.edu/kyle-bowen

Jennifer Sparrow, Senior Director of Teaching and Learning With Tech, https://members.educause.edu/jennifer-sparrow

Malcolm Brown, Director, Educause, Learning Initiative

more in this IMB blog on Jennifer Sparrow and digital fluency: https://blog.stcloudstate.edu/ims/2018/11/01/preparing-learners-for-21st-century-digital-citizenship/

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Feb 5, 2018 webinar notes

creating a jazz band of one: ThoughSourus

Eureka: machine learning tool, brainstorming engine. give it an initial idea and it returns similar ideas. Like Google: refine the idea, so the machine can understand it better. create a collection of ideas to translate into course design or others.

Netlix:

influencers and microinfluencers, pre- and doing the execution

place to start explore and generate content.

https://answerthepublic.com/

a machine can construct a book with the help of a person. bionic book. machine and person working hand in hand. provide keywords and phrases from lecture notes, presentation materials. from there recommendations and suggestions based on own experience; then identify included and excluded content. then instructor can construct.

Design may be the least interesting part of the book for the faculty.

multiple choice quiz may be the least interesting part, and faculty might want to do much deeper assessment.

use these machine learning techniques to build assessment. how to more effectively. inquizitive is the machine learning

 

students engagements and similar prompts

presence in the classroom: pre-service teachers class. how to immerse them and practice classroom management skills

https://books.wwnorton.com/books/inquizitive/overview/

First class: marriage btw VR and use of AI – an environment headset: an algorithm reacts how teachers are interacting with the virtual kids. series of variables, oppty to interact with present behavior. classroom management skills. simulations and environments otherwise impossible to create. apps for these type of interactions

facilitation, reflection and research

AI for more human experience, allow more time for the faculty to be more human, more free time to contemplate.

Jason: Won’t the use of AI still reduce the amount of faculty needed?

Christina Dumeng: @Jason–I think it will most likely increase the amount of students per instructor.

Andrew Cole (UW-Whitewater): I wonder if instead of reducing faculty, these types of platforms (e.g., analytic capabilities) might require instructors to also become experts in the various technology platforms.

Dirk Morrison: Also wonder what the implications of AI for informal, self-directed learning?

Kate Borowske: The context that you’re presenting this in, as “your own jazz band,” is brilliant. These tools presented as a “partner” in the “band” seems as though it might be less threatening to faculty. Sort of gamifies parts of course design…?

Dirk Morrison: Move from teacher-centric to student-centric? Recommender systems, AI-based tutoring?

Andrew Cole (UW-Whitewater): The course with the bot TA must have been 100-level right? It would be interesting to see if those results replicate in 300, 400 level courses

Recording available here

https://events.educause.edu/eli/webinars/2019/how-ai-and-machine-learning-shape-the-future-of-teaching

Reimagining Minnesota State

Reimagining Minnesota State 

Monday, January 14, 2019

10:00 a.m. – 12:00 p.m.

Session 2: The Digital Age: The Impact and Future Possibilities Offered by Data and Technology

Thank you for registering to participate in the second Reimagining Minnesota State forum. The Forums have been designed to spark not only individual reflection but what we hope can serve as catalysts for discussions in a variety of venues. The Forum will be recorded and available for viewing on the Reimagining website.

Below are the directions whether you are attending in person or by live stream.

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notes Plamen Miltenoff

John O’Brien, President and CEO of EDUCAUSE

http://www.minnstate.edu/board/reimagining/docs/PDF_Final-Final-Minnesota-State-OBrien-Remarks-011319.pdf

from ad hoc to systemic institutional innovations

ask Rachel for the two books announced

Bryan Mark GIll AR library tour

Bryan Rachel OER “visit”

Catherine Haslag: Is there any research to show students retention in an online class vs a face-to-face course?

the challenge is not collecting, but integrating, using data.

silos = cylinder of excellence.

technology innovation around advising. iPASS resources.

adaptive learning systems – how students advance through the learning process.

games and simulations Bryan Mark Gill. voice recognition,

next 3 to 5 years AR. by 2023 40% with AR and VR

AI around the controversial. Chatbot and Voice assistants.

Unizin: 13 founding members to develop platform, Canvas, instructional services, data for predictive analytic, consistent data standard among institutions,

University innovation Alliance. Analytics as the linchpin for students’ success. graduation rates increase. racial gap graduation. Georgia State.

digital ethics. Mark Gill and Susana Nuccetelli. digital ethics: Susana Nuccetelli brought her students from the Philosophy Dept to Mark Gill’s SCSu Vizlab so we can discuss ethics and AI, last semester. jobrien@educause.edu

Tiffany Beth Mfume

http://www.minnstate.edu/board/reimagining/docs/Mfume-Minnesota.State.1-14-2019.pdf

assistant vice president for student success and prevention Morgan State U

the importance of training in technology adoption

Dr. Peter Smith, Orkand Endowed Chair and Professor of Innovative Practices in Higher Education at University of Maryland University College 

social disruption, national security issue,
Allan Taft Candadian researcher, 700 hours / year learning something. 14 h/w.
learners deserve recognition
free range learning.
how do we get a value on people from a different background? knowledge discrimination. we value it on where they learned it. then how you learned it and what you can do with it. talent and capacity not recognized.

we, the campus, don’t control the forces for a very first time. MIT undergrad curricula is free, what will happen. dynamics at work here. declining student numbers, legislation unhappy. technology had made college more expensive, not less. doing the right thing, leads to more disruption. local will be better, if done well. workplace can become a place for learning.
learning is a social activity. distance learning: being on the farthest raw of 300 Princeton lecture. there is a tool and there is people; has to have people at the heart.
what will work not only for MN, but for each of the campuses, the personalization.

staying still is death.

Panel discussion

what is the role of faculty in the vendor and discussions about technology. a heat map shows that IT people were testing the vendor web site most, faculty and student much less.

 

ELI Annual Meeting 2019

ELI Annual Meeting 2019

https://events.educause.edu/eli/annual-meeting/2019/programs-and-tracks

  • What new kinds of leadership are required for this new teaching and learning landscape?
  • What are the best methods and techniques that promote innovation and creative thinking to support student learning?
  • What new educational technologies seem most promising?
  • What role should data and analytics play, and what are the trade-offs between analytics and privacy?
  • How can we best determine the efficacy of our learning innovations and technologies?
  • What learning spaces and environments best promote active learning

2019 ELI Annual Meeting Tracks

  • Accessibility and Universal Design for Learning (UDL)
  • Analytics: Privacy, Learning Data, Student Advising, and Interventions
  • Digital and Information Literacy
  • Faculty Development and Engagement
  • Innovation in Instructional Design and Course Models
  • Leadership and Academic Transformation
  • Learning Efficacy: Impact Evaluation, Learning Research and Science
  • Learning Environments and Spaces
  • Learning Horizons: Emerging Technology, Ground-Breaking Practices, and Educational Futures
  • Open Education
  • Student Success

U of St. Thomas HyFlex model of course delivery

ELI Annual Meeting 2018

https://events.educause.edu/eli/annual-meeting/2018/agenda/the-hyflex-model-of-course-delivery-tribulations-triumphs-and-technology

From: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of “Kinsella, John R.” <jrkinsella@STTHOMAS.EDU>
Reply-To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Thursday, November 15, 2018 at 11:43 AM
To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Flexible Training/Learning Incubation Spaces

We launched our group, STELAR (St. Thomas E-Learning and Research), almost 2 years ago.  Part of that launch included a physical space that offers: Innovative individual and collaborative group study spaces for students, consultation spaces for faculty and our staff, meeting spaces, a Technology Showcase providing access to leading edge technology for faculty and students (VR/AR, AI, ML,) an Active Learning classroom space used for training and for faculty to experiment, and a video recording space for faculty to create course video objects using a Lightboard, touch Panel computer or just talking to the camera.

We’ve seen exceptional usage among our students for this space, likely in part because we partnered with our library to include our space along with the other learning resources for students in our main library.  We have had numerous faculty not only experiment with but then integrate VR/AR and other leading edge technologies in their classes and research projects.  Our classroom is busy consistently for training, class sessions, meetings, etc. and our learning spaces see student use throughout the day and into the evening.  In short, our physical space has become an essential and highly visible part of the work we do around providing opportunities, expertise, and technology for the innovation of teaching and learning (Our tagline: … at the intersection of Pedagogy and Technology)

The reception has been so positive that our space has been used as a model for some new student-focus collaboration spaces around campus.

We have a good deal of information about STELAR as a team on our website: https://www.stthomas.edu/stelar/

It does include some information about our physical space but we’ve also pared that down since our launch.  I’d be happy to connect you with our team if you’d like to learn more about what we’ve done here, where we’ve seen success and ideas that didn’t pan out as we expected.

John Kinsella
Instructional Systems Consultant

ITS – STELAR: St. Thomas E-Learning and Research
(651) 962-7839
jrkinsella@stthomas.edu

24/7 Canvas Support: 1.877.704.2127 or Help button in Canvas course.
Other tech needs contact:Techdesk@stthomas.edu

Digital Learning Essentials: Students/faculty self-enroll here

MoreBlogOnline ShowcaseTrainings & Events, &  Online Teaching Certificate

New Directions in Instructional Design

ELI Online Focus Session

New Directions in Instructional Design: Keeping Pace in a Time of Rapid Change

April 19 & 20, 2017 | Noon–3:30 p.m. (ET)

https://events.educause.edu/eli/focus-sessions/2017/new-directions-in-instructional-design-keeping-pace-in-a-time-of-rapid-change

  • What new organizational models and practices do instructional design teams need to adopt?
  • How can instructional designers best make use of the increasing amount of learning data that is available?
  • What kinds of evidence-based practices make the most sense for instructional designers?
  • What are some professional development approaches that provide structure for instructional designers to share their mutual areas of expertise, while focusing on key areas of professional growth?
  • Learning technologists and instructional designers
  • Campus teaching and learning center directors and staff
  • Faculty members and instructors
  • Senior teaching and learning administrators (e.g., deans, provost office staff)
  • Librarians
  • Presentation Sessions: Sessions designed to provide an overview of specific topic areas and successful emerging approaches related to the focus session theme immediately followed by opportunities to interact one-on-one with session presenters.
  • Project Rounds: A series of institutional cases/examples presented in a sequential, fast-paced format exploring a single project, emerging technology, or campus initiative. Project rounds will be followed by an opportunity for separate discussion with each of the presenters.

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more on ID in this IMS post
https://blog.stcloudstate.edu/ims?s=instructional+design

can XR help students learn

Giving Classroom Experiences (Like VR) More … Dimension

https://www.insidehighered.com/digital-learning/article/2018/11/02/virtual-reality-other-3-d-tools-enhance-classroom-experiences

at a session on the umbrella concept of “mixed reality” (abbreviated XR) here Thursday, attendees had some questions for the panel’s VR/AR/XR evangelists: Can these tools help students learn? Can institutions with limited budgets pull off ambitious projects? Can skeptical faculty members be convinced to experiment with unfamiliar technology?

All four — one each from Florida International UniversityHamilton CollegeSyracuse University and Yale University — have just finished the first year of a joint research project commissioned by Educause and sponsored by Hewlett-Packard to investigate the potential for immersive technology to supplement and even transform classroom experiences.

Campus of the Future” report, written by Jeffrey Pomerantz

Yale has landed on a “hub model” for project development — instructors propose projects and partner with students with technological capabilities to tap into a centralized pool of equipment and funding. (My note: this is what I suggest in my Chapter 2 of Arnheim, Eliot & Rose (2012) Lib Guides)

Several panelists said they had already been getting started on mixed reality initiatives prior to the infusion of support from Educause and HP, which helped them settle on a direction

While 3-D printing might seem to lend itself more naturally to the hard sciences, Yale’s humanities departments have cottoned to the technology as a portal to answering tough philosophical questions.

institutions would be better served forgoing an early investment in hardware and instead gravitating toward free online products like UnityOrganon and You by Sharecare, all of which allow users to create 3-D experiences from their desktop computers.

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Campus of the Future” report, written by Jeffrey Pomerantz

https://library.educause.edu/~/media/files/library/2018/8/ers1805.pdf?la=en

XR technologies encompassing 3D simulations, modeling, and production.

This project sought to identify

  • current innovative uses of these 3D technologies,
  • how these uses are currently impacting teaching and learning, and
  • what this information can tell us about possible future uses for these technologies in higher education.

p. 5 Extended reality (XR) technologies, which encompass virtual reality (VR) and augmented reality (AR), are already having a dramatic impact on pedagogy in higher education. XR is a general term that covers a wide range of technologies along a continuum, with the real world at one end and fully immersive simulations at the other.

p. 6The Campus of the Future project was an exploratory evaluation of 3D technologies for instruction and research in higher education: VR, AR, 3D scanning, and 3D printing. The project sought to identify interesting and novel uses of 3D technology

p. 7 HP would provide the hardware, and EDUCAUSE would provide the methodological expertise to conduct an evaluation research project investigating the potential uses of 3D technologies in higher education learning and research.

The institutions that participated in the Campus of the Future project were selected because they were already on the cutting edge of integrating 3D technology into pedagogy. These institutions were therefore not representative, nor were they intended to be representative, of the state of higher education in the United States. These institutions were selected precisely because they already had a set of use cases for 3D technology available for study

p. 9  At some institutions, the group participating in the project was an academic unit (e.g., the Newhouse School of Communications at Syracuse University; the Graduate School of Education at Harvard University). At these institutions, the 3D technology provided by HP was deployed for use more or less exclusively by students and faculty affiliated with the particular academic unit.

p. 10 definitions
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.

A 3D scanner is not a single device but rather a combination of hardware and
software. There are generally two pieces of hardware: a laser scanner and a digital
camera. The laser scanner bounces laser beams off the surface of an object to
determine its shape and contours.

p. 11 definitions

Virtual reality means that the wearer is completely immersed in a computer
simulation. Several types of VR headsets are currently available, but all involve
a lightweight helmet with a display in front of the eyes (see figure 2). In some
cases, this display may simply be a smartphone (e.g., Google Cardboard); in other
cases, two displays—one for each eye—are integrated into the headset (e.g., HTC
Vive). Most commercially available VR rigs also include handheld controllers
that enable the user to interact with the simulation by moving the controllers
in space and clicking on finger triggers or buttons.

p. 12 definitions

Augmented reality provides an “overlay” of some type over the real world through
the use of a headset or even a smartphone.

In an active technology marketplace, there is a tendency for new terms to be
invented rapidly and for existing terms to be used loosely. This is currently
happening in the VR and AR market space. The HP VR rig and the HTC Vive
unit are marketed as being immersive, meaning that the user is fully immersed in
a simulation—virtual reality. Many currently available AR headsets, however, are
marketed not as AR but rather as MR (mixed reality). These MR headsets have a
display in front of the eyes as well as a pair of front-mounted cameras; they are
therefore capable of supporting both VR and AR functionality.

p. 13 Implementation

Technical difficulties.
Technical issues can generally be divided into two broad categories: hardware
problems and software problems. There is, of course, a common third category:
human error.

p. 15 the technology learning curve

The well-known diffusion of innovations theoretical framework articulates five
adopter categories: innovators, early adopters, early majority, late majority, and
laggards. Everett M. Rogers, Diffusion of Innovations, 5th ed. (New York: Simon and Schuster, 2003).

It is also likely that staff in the campus IT unit or center for teaching and learning already know who (at least some of) these individuals are, since such faculty members are likely to already have had contact with these campus units.
Students may of course also be innovators and early adopters, and in fact
several participating institutions found that some of the most creative uses of 3D technology arose from student projects

p. 30  Zeynep Tufekci, in her book Twitter and Tear Gas

definition: 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.

For the future of 3D technology in higher education to be realized, that
technology must become as much a part of higher education as any technology:
the learning management system (LMS), the projector, the classroom. New
technologies and practices generally enter institutions of higher education as
initiatives. Several active learning classroom initiatives are currently under
way,36 for example, as well as a multi-institution open educational resources
(OER) degree initiative.37

p. 32 Storytelling

Some scholars have argued that all human communication
is based on storytelling;41 certainly advertisers have long recognized that
storytelling makes for effective persuasion,42 and a growing body of research
shows that narrative is effective for teaching even topics that are not generally
thought of as having a natural story, for example, in the sciences.43

p. 33 accessibility

The experience of Gallaudet University highlights one of the most important
areas for development in 3D technology: accessibility for users with disabilities.

p. 34 instructional design

For that to be the case, 3D technologies must be incorporated into the
instructional design process for building and redesigning courses. And for that
to be the case, it is necessary for faculty and instructional designers to be familiar
with the capabilities of 3D technologies. And for that to be the case, it may
not be necessary but would certainly be helpful for instructional designers to
collaborate closely with the staff in campus IT units who support and maintain
this hardware.

Every institution of higher
education has a slightly different organizational structure, of course, but these
two campus units are often siloed. This siloing may lead to considerable friction
in conducting the most basic organizational tasks, such as setting up meetings
and apportioning responsibilities for shared tasks. Nevertheless, IT units and
centers for teaching and learning are almost compelled to collaborate in order
to support faculty who want to integrate 3D technology into their teaching. It
is necessary to bring the instructional design expertise of a center for teaching
and learning to bear on integrating 3D technology into an instructor’s teaching (My note: and where does this place SCSU?) Therefore,
one of the most critical areas in which IT units and centers for teaching and
learning can collaborate is in assisting instructors to develop this integration
and to develop learning objects that use 3D technology. p. 35 For 3D technology to really gain traction in higher education, it will need to be easier for instructors to deploy without such a large support team.

p. 35 Sites such as Thingiverse, Sketchfab, and Google Poly are libraries of freely
available, user-created 3D models.

ClassVR is a tool that enables the simultaneous delivery of a simulation to
multiple headsets, though the simulation itself may still be single-user.

p. 37 data management:

An institutional repository is a collection of an institution’s intellectual output, often consisting of preprint journal articles and conference papers and the data sets behind them.49 An
institutional repository is often maintained by either the library or a partnership
between the library and the campus IT unit. An institutional repository therefore has the advantage of the long-term curatorial approach of librarianship combined with the systematic backup management of the IT unit. (My note: leaves me wonder where does this put SCSU)

Sharing data sets is critical for collaboration and increasingly the default for
scholarship. Data is as much a product of scholarship as publications, and there
is a growing sentiment among scholars that it should therefore be made public.50

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more on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality+definition

Preparing Learners for 21st Century Digital Citizenship

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 don’t 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)  

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.

https://er.educause.edu/articles/2018/3/digital-fluency-preparing-students-to-create-big-bold-problems

https://events.educause.edu/annual-conference/2018/agenda/ethics-and-digital-fluency-in-vr-and-immersive-learning-environments

Literacy Is NOT Enough: 21st Century Fluencies for the Digital Age (The 21st Century Fluency Series)
https://www.amazon.com/Literacy-NOT-Enough-Century-Fluencies/dp/1412987806

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.

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