Oct
2018
Geocaching
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more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification
Digital Literacy for St. Cloud State University
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more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification
November 7, 2018 | 1:00 – 2:00 p.m. EST
Creating Digital Badges to Incentivize Participation in Faculty Development
Badges are more than just participation trophies. Design them to commensurately represent the knowledge and skills gained.
While many institutions have used digital badges as an alternative way to recognize the skills and knowledge developed by students, some are also starting to use this approach in their in-house professional development programs – especially in faculty development programs.
By offering well-designed badges that accompany these programs, you can boost both participation and impact. Join us for this online training and learn how to design your badges to encourage deeper engagement that goes beyond “showing up”. Our instructor, Lindsay Doukopoulos, will share best practices for badging criteria at Auburn University, where 82% of participants chose to earn badges at annual professional development workshops.
Assistant Director, Biggio Center for the Enhancement of Teaching and Learning, Auburn University
Lindsay’s teaching expertise includes experiential, active, and team-based learning in small and large lecture formats. Her research interests include instructional technologies and the use of digital artifacts (e.g., badging, ePortfolios, etc.) to assess and enhance integrated learning, gameful learning, and metacognition for students and faculty.
After a brief overview of our instructor’s faculty development badging program, we’ll walk through several badges Auburn has implemented for faculty. For each badge collection, we’ll address the following:
We’ll close with a brief exercise that will let you start designing your own badge criteria for a program on your campus.
$525 through Oct 31$600
Live Webcast + Recording
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more on badges in this IMS blog
https://blog.stcloudstate.edu/ims?s=badges
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 user’s environment.
Virtual Shapes
DEVICES: iOS, Android, Chromebook, PC, COURSE: Geometry, GRADES: 2-5, 60 minutes
Storytelling
DEVICES: iOS, Android, COURSE: English Language Arts, Speaking and Listening, GRADES: K-1
Augmented and Virtual Reality with EON
DEVICES: iOS, Android, COURSE: Earth and Space Science, GRADE: 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 “discover.”
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.
An Opportunity for Interdisciplinary Research
When: Friday, September 28, 8:30am-3:00pm
Where: Wilson Research Collaboration Studio, Wilson Library
Cost: Free; advanced registration is required
1968 was one of the most turbulent years of the 20th century. 2018 marks the 50th anniversary of that year’s landmark political, social and cultural events–events that continue to influence our world today.
Focusing on the importance of this 50 year anniversary we are calling out to all faculty, staff, students, and community partners to participate the workshop ‘Mapping 1968, Conflict and Change’. This all-day event is designed to bring people together into working groups based on common themes. Bring your talent and curiosity to apply an interdisciplinary approach to further explore the spatial context of these historic and/or current events. Learn new skills on mapping techniques that can be applied to any time in history. To compliment the expertise that you bring to the workshop, working groups will also have the support of library, mapping, and data science experts to help gather, create, and organize the spatial components of a given topic.
To learn more and to register for the workshop, go here.
Workshop sponsors: Institute for Advanced Studies (IAS), U-Spatial, Liberal Arts Technologies & Innovation Services (LATIS), Digital Arts, Science & Humanities (DASH), and UMN Libraries.
https://www.goodreads.com/book/show/5114403-early-thematic-mapping-in-the-history-of-cartography – symbolization methods, cartographers and statisticians.
Kevin Ehrman-Solberg ehrma046@umn.edu PPT on Mapping Prejudice. https://www.mappingprejudice.org/
Henneping County scanned the deeds, OCR, Python script to search. Data in an open source. covenant data. Local historian found microfishes, the language from the initial data. e.g. eugenics flavor: arian, truncate.
covenance: https://www.dictionary.com/browse/convenance
Dan Milz. Public Affairs. geo-referencing, teaching a class environmental planning, spatial analysis, dmilz@umn.edu @dcmlz
Chris ancient historian. The Tale of Mediterranean, City: Mapping the history of Premodern Carthage and Tunis.
College of Liberal Arts
from archives to special resources. archaeological data into GIS layers. ESRI https://www.esri.com/en-us/home how interactive is ESRI.
mapping for 6 months. finding the maps in the archeological and history reports was time consuming. once that data was sorted out, exciting.
Kate Carlson, U-Spatial Story Maps, An Intro
patters, we wouldn’t see if we did not bring it up spatially. interactivity and data visualization, digital humanities
making an argument, asking questions, crowdsourcing, archival and resources accessibility, civitates orbis terrarum http://historic-cities.huji.ac.il/mapmakers/braun_hogenberg.html
storymaps.arcgis.com/en/gallery https://storymaps.arcgis.com/en/gallery/#s=0 cloud-based mapping software. ArcGIS Online. organizational account for the U, 600 users. over 700 storymaps creates within the U, some of them are not active, share all kind of data: archive data on spreadsheet, but also a whole set of data within the software; so add the data or use the ArcGIS data and use templates. web maps into the storymap app, Living Atlas: curated set of data: hunderd sets of data, from sat images, to different contents. 846 layers of data, imagery, besides org account, one can create maps within the free account with limited access. data browser to use my own data – Data Enrichment to characterized my data. census data from 2018 and before,
make plan, create a storyboard, writing for the web, short and precise (not as writing for a journal), cartographic style, copyright, citing the materials, choosing the right map scale for each page. online learning materials, some only thru org account ESRI academy has course catalogue. Mapping 101, Dekstop GIS 101, Collector 101, Imagery 101, SQL 101, Story Maps 101,
Awards for UMN undergrad and grad students, $1000
history, anthropology, political science,
Melinda, Kernik, Spatial Data Curator kerni016@umn.edu Jenny McBurney jmcburney@umn.edu
z.umn.edu/1968resources https://docs.google.com/presentation/d/1QpdYKA1Rgzd_Nsd4Rr8ed1cJDAX1zeG7J3exRO6BHV0/edit#slide=id.g436145dc5b_0_23
data2.nhgis.org/main
University Digital COnservancy
civil rights information from the U (migrants blog)
DASH Digital Arts, Sciences and Humanities. text mining data visualization,
data repository for the U (DRUM)
DASH director, https://dash.umn.edu/. Ben Wiggins
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more on GIS in this IMS blog
https://blog.stcloudstate.edu/ims?s=GIS
According to San Jose State University researcher Ziming Lu, this is typical “screen-based reading behavior,” with more time spent browsing, scanning and skimming than in-depth reading. As reading experiences move online, experts have been exploring how reading from a screen may be changing our brains. Reading expert Maryanne Wolf, author of Proust and the Squid, has voiced concerns that digital reading will negatively affect the brain’s ability to read deeply for sophisticated understanding, something that Nicholas Carr also explored in his book, The Shallows. Teachers are trying to steer students toward digital reading strategies that practice deep reading, and nine out of ten parents say that having their children read paper books is important to them.
Cognitive scientist Daniel T. Willingham said that digital devices aren’t changing the way kids read in terms of actual cognitive processes—putting together letters to make words, and words to make sentences. In fact, Willingham is quick to point out that in terms of “raw words,” kids are reading more now than they were a decade ago (thanks mostly to text messaging). But he does believe, as he writes in his book, The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads, that kids’ reading habits are changing. And it’s reasonable to guess that digital technology, in all its three-second-video and Snapchat glory, is changing those habits.
For many parents and teachers worried that spending so much time with video games and Snapchats will shred kids’ attention spans—the average 8-12-year-old spends about six hours a day in front of a screen, and teenagers spend more than nine — Willingham thinks they may be concerned about the wrong thing. He isn’t convinced that spending so many hours playing Super Smash Bros will shorten kids’ attention spans, making them unable to sustain the attention to read a book. He’s more concerned that Super Smash Bros has trained kids’ brains to crave experiences that are more like fast-paced video games.
instead to help kids distinguish between the easy pleasures of some digital media, and the more complex payoff that comes when reaching the end of the Harry Potter series. He recommends telling kids that you want them to experience both, part of a larger strategy to make reading a family value.
“It’s watermelon or chocolate for dessert.
According to Julie Coiro, a reading researcher at the University of Rhode Island, moving from digital to paper and back again is only a piece of the attention puzzle: the larger and more pressing issue is how reading online is taxing kids’ attention.
Each time a student reads online content, Coiro said, they are faced with almost limitless input and decisions, including images, video and multiple hyperlinks that lead to even more information.
https://docs.google.com/document/d/1dVtIha1-P1t6t7GEFjzGYd8aegU_OVzRQM-BHzxYwNg/edit
Excerpts from the program
Sun.
August 5 |
12NOON SLT | CVL Librarians | Networking Forum at Community Virtual Library | How can librarians help educators in virtual worlds?
Held at CVL main library SLurl: http://maps.secondlife.com/secondlife/Cookie/206/219/21 Embedded librarianship holds potential for immersive learning. Come learn how to promote your virtual world communities and the great work of educators in virtual worlds through networking. https://communityvirtuallibrary.wordpress.com/ |
Fri. August 10 | 12pm SLT | Dieter Heyne (Edward Tarber) | Web Based Virtual Worlds in Education | Organizing collaboration for 400 students in a web based virtual learning environment. Setting up a “synthetic” college.
In the VWMOOC HQ: http://maps.secondlife.com/secondlife/Madhupak/113/66/62 |
Sat. August 11 | Noon SLT / | Lyr Lobo, Cynthia Calongne
Kae Novak (SL: Kavon Zenovka, WoW: Maskirovka) Chris Luchs (SL: Abacus Capellini, WoW: Cheerwine) |
What Can We Learn from the World of Warcraft? | Join us as we host a blended reality session featuring a live stream from the World of Warcraft (WoW) as we explore educational opportunities in a massive multiplayer online roleplaying game (MMORPG). We will have a YouTube live stream, a Discord channel for voice discussion, and an immersive event in WoW. Educators from the International Society for Technology in Education – Games and Simulations Network (ISTE G&SN) will host an immersive event & discuss learning in a multiuser virtual environment (MUVE).
To join us in WoW: visit this site: https://worldofwarcraft.com/en-us/news/3128270 Click Try for Free and download the Blizzard Launcher, which manages the download. You’ll need 52GB for the game. Create an account, select Sisters of Elune realm and create a troll if you are new to WoW and using a Free Trial account. Location: In the World of Warcraft and for those who do not have the game, over a YouTube Live stream (available that day) and hosted after the event over https://www.youtube.com/user/gamesmooc/videos |
Friday
August 17 |
9 am slt | Lynne Berrett (Wisdomseeker) | Howard Gardner’s “Theory of Multiple Intelligences” explored through an Interactive, Immersive Experience in Second Life | Dr. Gardner has proposed 8 different types of intelligence, ranging from Interpersonal to Kinesthetic. Join us to discover your own most innate type. You may be surprised, like many of the teachers who have tried this challenge as part of our whole-brain training program.
http://maps.secondlife.com/secondlife/Inspiration%20Island/48/54/22 |
Fri. August 17 | Noon SLT | Mark Childs (Gann McGann) | Theatrical performances in virtual worlds | This is a summary of various performance-based activities in Second Life and how performance studies can provide an insight into the experience of virtual worlds.
Presented in the VWMOOC HQ: http://maps.secondlife.com/secondlife/Madhupak/113/66/62 |
Jamie Heiman.
All materials on #DigitalLiteracy in the IMS blog here: https://blog.stcloudstate.edu/ims?s=digital+literacy
Scenario for digital literacy in English classes:
July 18, 2018
high school students now create infographics, BuzzFeed-like quizzes and even virtual reality (VR) experiences to illustrate how they can research, write and express their thoughts.
technology — using sites like CoSpaces Edu and content learning system Schoology (my note: the equivalnet of D2L at SCSU) — to engage and empower her students.
Thinklink, during a session called “Virtually Not an Essay: Technological Alternatives to a standard essay assignment.” (see this blog materials on ThingLink and like here: https://blog.stcloudstate.edu/ims?s=thinglink. The author made typo by calling the app “ThinKlink, instead of ThinGlink. Also, to use Thinglink’s Video 360 editor, the free account is not sufficient and the $125/month upgrade is needed. Not a good solution for education)
Jamie: I would love to discuss with you #infographics and #Thinglink for use in your courses and the Departmental course.
Digital literacy (DL): options, ideas, possibilities
https://www.npr.org/2018/05/05/608164530/the-fortnite-craze-might-be-here-to-stay
In April, a PLAYlive Nation lounge in Tracy, Calif., hosted its first Fortnite tournament and sold out. Hundreds of players bought tickets to play against one another and win prizes.
Joost van Dreunen, the CEO of Superdata Research, a video game analytics firm, says most shooter games are serious and simulate violence. Fortnite, he says, is more like a friendly game of tag.
His company estimates the game has made about $223 million across all platforms in March alone. In lifetime sales, it had made about $614 million. The game is free to play, but Epic Games, the company that owns Fortnite, makes money through microtransactions. Players can spend real money to make cosmetic changes to their characters in the game. They can buy things like skins, which are like costumes, for their characters or emotes, which are celebratory dance moves their characters can do after winning or killing another player in the game.
Ninja, the gamer name taken by 26-year-old Tyler Blevins, is now a legend in the Fortnite world. He is a master at the game and rocketed into popularity after playing in an online battle with rap artists Drake and Travis Scott on March 14. That battle has been watched more than 9 million times.
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https://www.edweek.org/ew/articles/2018/05/03/educators-battle-fortnite-for-students-attention.html
Many educators want to ban the game from their classrooms, but some are taking the opposite approach, attempting to weave students’ interest in Fortnite into class discussions and assignments.
Nick Fisher, a science teacher at Fort Zumwalt North High School in O’Fallon, Mo., said his students like to take screenshots of gameplay and send them to friends over Snapchat. Teenagers want to broadcast their victories, and because the game is on their phones, it’s easy to post updates to social media, making Fortnite “the perfect concoction of addiction,” said Fisher.
North High blocks all social media and gaming sites on its WiFi, said Fisher, but students tell him how they circumvent the restriction: They use virtual private networks, or VPNs, to establish independent internet connections. (Dozens of YouTube videos provide step-by-step tutorials for students looking to get around school WiFi controls.)
“Kids can’t multitask,” she said. “Even having a digital device within sight can cognitively distract the student enough that they can’t focus on the academics.”
Schools and teachers should be guiding parents when it comes to appropriate limits around screen time, said Kolb. Most parents will appreciate research-based recommendations, such as turning off all screens a set amount of time before bed, she said.
Games like Fortnite can even have social benefits, said John Velez, an assistant professor of journalism and electronic media at Texas Tech University. Velez, who studies the positive effects of video games, has found that playing violent games cooperatively with helpful teammates promotes pro-social behavior.
Chris Aviles, the coordinator of innovation, technology, and 21st century skills for the Fair Haven Public Schools in New Jersey, wrote “A Teacher’s Guide to Surviving Fortnite,” an exploration of ways the game can be used for instructional purposes. The guide, posted to his blog Teched Up Teacher, suggests how to integrate the game into writing prompts, math lessons on probability, and physics.
Aviles doesn’t advocate playing the game at school. There isn’t any educational value in letting students engage in virtual combat during a lesson, he said. Instead, teachers can build a lesson around one aspect of the game, such as having students calculate the best angle of approach as they jump from the “Battle Bus,” the floating bus that drops players onto the map at the beginning of each match.
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more on gaming in this IMS blog
https://blog.stcloudstate.edu/ims?s=gaming
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more on social media addiction in this IMS blog
https://blog.stcloudstate.edu/ims/2018/05/08/social-media-addiction/