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Welcome to the Re-Imagining the First Year of College Project George L. Mehaffy
Vice President for Academic Leadership and Change
undertake innovations simultaneously in 4 “buckets”—1. Institutional Intentionality, 2. Curriculum, 3. Faculty and Staff, and 4. Students.
some examples of innovations in each area:
• Institutional Intentionality
* Administrative structures
* Budgeting
*Data and Data Analytics: Predictive analytics, use of data in scheduling and advising, etc.
* Collaborative, not individual. Creating opportunities for crowdsourcing, collective projects, etc.
* Creating a supporting environment for innovation * Building a culture of obligation
• Curriculum
* Personalization. Software that takes each student on a different journey
* Course Re-Design: Blended courses such as the ones we are working on. Interdisciplinary courses, gateway courses, etc.
* Pathways: Reduced choice, math alternatives, First Year Seminar, Orientation, Summer Bridge
* Degree maps
• Faculty/Staff:
* Incentives for teaching in the first year
* Research about first year outcomes
* Collaboration between academic affairs and student affairs
• Students
* Non-Cognitive Factors: belonging, mindset, etc.
* Advising: Professional, linked to data, intrusive, etc.
* Career Focus: purpose, ethnography of work, early field experiences
* Reduction in choices
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more on first year college experience in this IMS blog
https://blog.stcloudstate.edu/ims?s=first+year
Digital (Re)Visions: Blending Pedagogical Strategies with Dynamic Classroom Tactics
http://praxis.technorhetoric.net/tiki-index.php?page=PraxisWiki%3A_%3ADigital_Revisions
I therefore approach that aspect of the FYW class with this baseline assumption: Most of the eighteen- to twenty-year-olds who attend The University of Arizona already communicate via digital technologies in various ways and can learn to use template-based applications with relative ease, especially if they are first given time during class to collaborate on penalty-free projects with select applications.
Beyond that initial experimentation with the capabilities and functionality of new technologies, what FYW students most need to learn in our limited time is a thing or two about conventions that span across many online publishing venues and multimodal genres (such as nonlinearity and linking) and basic design principles (such as visual organization, coherence, and impact). Also essential are multiple conversations about fair use, copyright, and other ethical concerns regarding representation of self, others, and ideas that students must consider when going public with their compositions. Such an approach builds on what Stuart Selber (2004) calls the “functional literacy” of digital technology that FYW students typically bring to these classes, challenging students to develop critical and rhetorical literacies and become questioners and producers of digital texts.
I ask my FYW students to translate their written public arguments (open letters; letters to editors, public figures, or organizations; opinion columns; perspective-forwarding creative nonfiction) into more visually and/or aurally oriented arguments (via Prezi or YouTube; through the creation of editorial cartoons, infographics, public service announcements or other multimodal texts). (For more information, see the assignment sheet
Webinar on April 17,
First-Year Students & Libraries: Assessing the Impact of Information Literacy,
as well as a link to it on the Innovative Educators Website.
http://www.innovativeeducators.org//v/vspfiles/IEfiles/4_17_FY_Students_and_Libraries.pdf
A Digital Badge Initiative in First-Year Writing Courses
http://campustechnology.com/articles/2014/04/17/a-digital-badge-initiative-in-first-year-writing-courses.aspx
a WordPress theme coupled with the BadgeOS plugin, a free program that enables credit issuing in the form of digital badges. The badges themselves were developed with Credly, a free online service that allows users to create, customize, store and issue achievement-based digital badges. In total, the only cost of the program development has been the domain hosting fee.
https://www.kqed.org/mindshift/49742/deciding-at-what-age-to-give-a-kid-a-smartphone
Nov 21, 2017, Claire McInerny
We hear that smartphones can be addictive, that screen time can hurt learning, but can’t these minicomputers also teach kids about responsibility and put educational apps at their tiny fingertips?
safety
Common Sense Media, a nonprofit focused on kids and technology, says rather than considering the age of a child, focus on maturity. Some questions to consider are:
- Are they responsible with their belongings?
- Will they follow rules around phone use?
- Would having easy access to friends benefit them for social reasons?
- And do kids need to be in touch for safety reasons? If so, will an old-fashioned flip phone (like the one Sydney never charged) do the trick?
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https://www.digitaltrends.com/mobile/right-age-for-smartphone-child/ 2016
While Pew Research from 2015 puts adult smartphone ownership in the U.S. at 72 percent, there’s some debate about smartphone ownership among children. The average age for a child to get their first smartphone is currently 10.3 years according to the recent Influence Central report, Kids & Tech: The Evolution of Today’s Digital Natives.
An average of 65 percent of children aged between 8 and 11 have their own smartphone in the U.K. according to a survey by Internet Matters. That survey also found that the majority of parents would like a minimum age for smartphone ownership in the U.K. to be set at age 10.
However, some kids are using smartphones from a very young age. One study by the American Academy of Pediatrics that focused on children in an urban, low-income, minority community suggested that almost all children (96.6 percent) use mobile devices and that 75 percent have their own mobile device by the age of four.
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peer reviewed
Lauricella, A., Wartella, E., & Rideout, V. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. https://doi.org/10.1016/j.appdev.2014.12.001
Wood, E., Petkovski, M., De Pasquale, D., Gottardo, A., Evans, M., & Savage, R. (2016). Parent Scaffolding of Young Children When Engaged with Mobile Technology. Frontiers in Psychology. Retrieved from http://discovery.ucl.ac.uk/10024286/1/Wood_Parent_Scaffolding_Young_Children.pdf
Rikuya Hosokawa, & Toshiki Katsura. (2018). Association between mobile technology use and child adjustment in early elementary school age. PLoS ONE, 13(7), e0199959. https://doi.org/10.1371/journal.pone.0199959
Percentage of moms whose children used device by age 2.(THE DATA PAGE)(Statistical data). (2011). Editor & Publisher, 144(10).
PERCENTAGE OF MOMS WHOSE CHILDREN USED DEVICE BY AGE 2
Gen Y moms Gen X moms
Laptop 34% 29%
Cell Phone 34% 26%
Smart Phone 33% 20%
Digital Camera 30% 18%
iPod 34% 13%
Videogame System 13% 8%
Hand-held gaming device 13% 10%
Source: Frank N. Magid & Associates, Inc./Metacafe
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more about the use of mobile devices in the classroom in this IMS blog entry
https://blog.stcloudstate.edu/ims/2017/04/03/use-of-laptops-in-the-classroom/
The invasion that wiped out every man from Spain 4,500 years ago
New research indicates all local males on the Iberian peninsula were killed by hostile invaders with superior technology
MANUEL ANSEDE 4 OCT 2018 – 02:36 EDT
https://elpais.com/elpais/2018/10/03/inenglish/1538568010_930565.html
More than 5,000 years ago a nomadic group of shepherds rode out of the steppes of eastern Europe to conquer the rest of the continent. The group, today known as the Yamna or Pit Grave culture, brought with them an innovative new technology, wheeled carts, which enabled them to quickly occupy new lands. More than 4,500 years ago, the descendants of these people reached the Iberian peninsula and wiped out the local men, according to new research by a team of international scientists.
colonized by the first Neolithic migration wave 8,000 or 9,000 years ago but also by a later one 4,500 years ago, which brought with it a very different culture
War axes and carts with four wheels can be found in the layers of earth that date back 4,500 years. “From then on, almost all men’s tombs were filled with weaponry, adornments, displays of wealth. The archaeology reveals marked signs of a hierarchical society that broke with the old egalitarianism of the early Neolithic period.
This research team announced they had discovered a “discontinuity” in the Y chromosome during the Bronze Age in the Iberian Peninsula, after studying the DNA of the remains of 14 people found in archaeological sites in Portugal.
“In terms of why the Y chromosome was replaced, we could speculate that the populations from the steppes had superior technology, better weapons and also domesticated horses that could have given them an advantage in war
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more on history in this IMS blog
https://blog.stcloudstate.edu/ims?s=history
Report: VR and AR to Double Each Year Through 2021
By Joshua Bolkan 08/07/17
https://thejournal.com/articles/2017/08/07/report-vr-and-ar-to-double-each-year-through-2021.aspx
a new forecast from International Data Corp. (IDC).
Canada will see the fastest growth, with a CAGR of 145.2 percent over the forecast period. Other leaders in terms of growth include Central and Eastern Europe at 133.5 percent, Western Europe at 121.2 percent and the U.S. at 120.5 percent.
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Leslie Fisher Thinks Augmented Reality First, Then VR in the Classroom
An interview with the former Apple K–12 systems engineer, who will participate in multiple sessions during ISTE.
By Richard Chang 05/12/17
https://thejournal.com/Articles/2017/05/12/Leslie-Fisher-Presents-at-Ed-Tech-Conferences-for-a-Living.aspx
THE Journal: What do you think about virtual reality (VR) and augmented reality (AR) in the classroom? Is the cost point for VR prohibitive?
In virtual reality, one of my favorite apps is CoSpaces. It allows anyone to design a 3D space, and then interact with it in virtual reality.
Virtual reality can be quite affordable with Google Cardboard. We can get into basic interaction in VR with Cardboard. There are 40 or 50 VR apps where you can simply use Cardboard and explore. Google Street View allows you to do virtual viewing of many different locations. That technology augments what the teacher is doing.
Most kids can’t afford to buy their own
Oculus headset. That price point is quite a bit higher. But we don’t need to have 30 kids using Oculus all of the time. Two or three might work
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more on VR and AR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
Mobile: Best Apps, Games and Sites of the Last Year
https://thejournal.com/Articles/2016/01/05/Best-AppsGames-and-Sites-of-the-Last-Year.aspx
GameMaker: Studio
Grades: 5–12
Pricing: Free, paid
Concepts: Digital creation, programming and coding, game design
GameMaker: Studio is a robust game-making tool that appeals to both entry-level novices and game-development pros alike.
The Orchestra
Grades: 6–12
Pricing: $13.99
Concepts: Music theory, memorization, listening, part-whole relationships
The Orchestra is an interactive iPad app for exploring classical music, the orchestra and orchestral instruments.
WonderBox
Grades: 2–8
Pricing: Free
Concepts: Design, geography, curiosity, imagination, making new creations
As its name suggests, WonderBox is an app that piques kids’ natural curiosity through video, drawing, taking pictures, messaging with family and friends and engaging in multistep challenges.
A.D.A.M. Interactive Anatomy Online
Grades: 9–12
Pricing: Free to try, paid
Concepts: Anatomy, biology, memorization, part-whole relationships
A.D.A.M. Interactive Anatomy Online is a 3D visualization and curriculum-development tool all about the human body. Teachers can select and create assignments that allow students to manipulate 3D images of the human body.
Construct 2
Grades: 7–12
Pricing: Free, paid
Concepts: Digital creation, programming and coding, game design
Construct 2 is a Web-based 2D game-creation tool for students and teachers who want to get into game design without the need to know programming languages.
Fruity Fractions
Grades: 1–3
Pricing: $2.99
Concepts: Fractions, part-whole relationships
Set in a tropical jungle full of brightly colored fruit and animated birds, Fruity Fractions teaches fractions concepts to kids in first through third grades.
welcome to the new academic year