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code4lib

Code4Lib Proposed Preconference Workshops

http://2017.code4lib.org/workshops/proposed-workshops.html

Introduction to functional programming principles, including immutability, higher-order functions, and recursion using the Clojure programming language. This workshop will cover getting started with the Clojure REPL, building programs through function composition, testing, and web-development using ClojureScript.

Proposed by: Sam Popowich

This workshop will do a deep dive into approaches and recommend best practices for customizing Blacklight applications. We will discuss a range of topics, including styling and theming, customizing discovery experiences, and working with Solr.

Proposed by: Chris Beer, Jessie Keck, and Jack Reed

We all encounter failure in our professional lives: failed projects, failed systems, failed organizations. We often think of failure as a negative, but it has intrinsic value — and since it’s inevitable that we’ll eventually experience failure ourselves, it’s important to know how to accept it, how to take lessons from it, and how to grow from it professionally. Fail4Lib, now in its 5th year, is the perennial Code4Lib preconference dedicated to discussing and coming to terms with the failures that we all face in our professional lives. It is a safe space for us to explore failure, to talk about our own experiences with failure, and to encourage enlightened risk taking. The goal of Fail4Lib is for participants to be adept at failing gracefully, so that when we do fail, we do so in a way that moves us forward. This half-day preconference will consist of case studies, round-table discussions, and, for those interested in sharing, lightning talks on failures we’ve dealt with in our own work.

Proposed by: Andreas Orphanides and Bret Davidson

Intro to programming in Ruby on Rails

Proposed by: Carolyn Cole and Laney McGlohon

Amazon Web Services currently offers 58 services ranging from the familiar compute and storage systems to game development and the internet of things. We will focus on the 20-some services that you should be aware of as you move your applications to their cloud.

The morning session will be mostly overview and the afternoon session will be more practical examples and discussion. This could be broken into two sessions.

Proposed by: Cary Gordon, t/b/d, and t/b/d

FOLIO is a library services platform — infrastructure that allows cooperating library apps to share data. This workshop is a hands-on introduction to FOLIO for developers of library apps. In this tutorial you will work with your own Vagrant image through a series of exercises designed to demonstrate how to install an app on the platform and use the data sources and design elements the platform provides.

REQUIREMENTS Laptop (4GB) with Vagrant installed.

Proposed by: Peter Murray

Have an idea for an app? Want to work with FOLIO developers and others in the community on the FOLIO platform to make it happen. Come to this half-day hack-a-thon! Ideas for new developers will be posted in the project Jira, or bring your own concepts and work with others to make them reality.

REQUIREMENTS Laptop (4GB) with Vagrant installed. Attending the FOLIO Tutorial is recommended, but not required.

Proposed by: Peter Murray

Google Apps script is a server-side implementation of JavaScript which supports API calls to Google Services. This can provide an excellent platform for developing simple library applications. The libraries at Georgetown University and the University of Dayton have successfully deployed applications built with Google App Script.

In this workshop, we will step through the various types of applications that can be built with Google Apps Script.
(1) Custom cell formulas
(2) Spreadsheet Add On Functions (menu items, time based triggers)
(3) Google Apps Script as a Web Service
(4) Google Apps Script Add-Ons that can be shared globally or by domain

In this workshop, we will build sample instances of each of these types of applications (wifi-permitting) and spend some time brainstorming additional applications that would be useful for the library community.

Sample Applications: http://georgetown-university-libraries.github.io/#google-sheets

Proposed by: Terry Brady and Craig Boman

Calls to mindfulness and self care can have mixed reception in our field. While some view this important work as navel-gazing or unnecessary, it is integral to being present and avoiding burnout. Often this skewed attention to output comes at the expense of our personal lives, our organizations, our health, our relationships, and our mental well-being. Learning to prioritize self-care is an ongoing project among those who perform emotional labor. While some view the work of mindfulness as self-indulgent, it has proven to keep many on the track of being present and avoiding burnout.*

The purpose of this preconference is to provide a short introduction to self care and mindfulness with practical work we can use regardless of setting. We’ll discuss microaggressions and allyship (microaggressions being the brief and commonplace verbal, behavioral, or environmental indignities that marginalized people of various groups experience daily and allyship referring to the powerful role that individuals from privileged groups can play in supporting marginalized individuals). We will then transition to a modified unconference setting where participants can practice scenarios and learn practical solutions. Each of the presenters has different set of skills and experiences that allow for many techniques and strategies to be explored. Preconference attendees will participate in sessions like “Mentor Speed Dating” where they get to talk to and question potential mentors/mentees. They may be coached through a guided meditation or walked through a calming breathing exercise. For those looking to a more physical space, office yoga and stretching techniques may be shared depending on the outcomes of the unconference interest.

Foundational materials and articles will be shared with the registrants prior to the meeting with the option of further discussion at the workshop. An open access guide to all the resources and readings will be available after the preconference, and people will be encouraged to share additional their tools on a website.

Suggested Hashtag #c4lselfcare

* Abenavoli, R.M., Jennings, P.A., Greenberg, M.T., Harris, A.R., & Katz, D.A. (2013). The protective effects of mindfulness against burnout among educators. Psychology of Education Review, 37(2), 57-69

Proposed by: Carmen Mitchell, Lia Friedman, and Torie Quinonez

In this preconference, participants will be introduced to Virtual Reality uses in library settings, notably, by way of the VR Reading Room. Within the VR Reading Room prototype, users can collaboratively explore digital collections (e.g. HathiTrust) by way of VR headsets. Participants of this workshop will have the opportunity to experience HTC Vive functionality. The system will be setup with a prototype e-book experiment in order to model several VR affordances. Once attendees have been introduced to the HTC Vive hardware and sample project, groups of participants will have an opportunity to further brainstorm novel uses cases.

Proposed by: Jim Hahn

Python[1] has become one of the dominant languages in scientific computing and is used by researchers around the world. Its popularity is due in large part to a rich set of libraries for data analysis like Pandas[2] and NumPy[3] and tools for exploring scientific code like Jupyter notebooks[4]. Join us for this half-day workshop on the basics of using Pandas within a Jupyter notebook. We will cover importing data, selecting and subsetting data, grouping data, and generating simple visualizations. All are welcome, but some familiarity with Python is recommended, e.g. the concepts covered in the Codecademy[5] or Google[6] Python courses.

[1] https://www.python.org/
[2] http://pandas.pydata.org/
[3] http://www.numpy.org/
[4] http://jupyter.org/
[5] https://www.codecademy.com/learn/python
[6] https://developers.google.com/edu/python/

Proposed by: Bret Davidson and Kevin Beswick

Learn about the features and capabilities of Sufia, a Hydra-based repository solution. Attendees will participate in a hand-on demonstration where they deposit content, edit metadata, create collections, and explore access control options. Attendees should bring laptops with Chrome, Firefox, or Safari installed. Please plan on bringing at least one image, document, or other digital content that you’re comfortable uploading and using for demo and experimentation purposes 🙂

Proposed by: Mark Bussey and Justin Coyne

The web can be a trove of openly accessible data, but it is not always readily available in a format that allows it to be downloaded for analysis and reuse. This workshop aims to introduce attendees to web scraping, a technique to automate extracting data from websites.

Part one of the workshop will use browser extensions and web tools to get started with web scraping quickly, give examples where this technique can be useful, and introduce how to use XPath queries to select elements on a page.

Part two will introduce how to write a spider in Python to follow hyperlinks and scrape several web pages using the Scrapy framework. We will conclude with an overview of the legal aspects of web scraping and an open discussion.

You don’t need to be a coder to enjoy this workshop! Anyone wishing to learn web scraping is welcome, although some familiarity with HTML will be helpful. Part two will require some experience with Python, attendees unfamiliar with this language are welcome to stay only for part one and still learn useful web scraping skills!

Proposed by: Thomas Guignard and Kim Pham

Paper prototyping is a low-cost, structured brainstorming technique that uses materials such as paper and pencils to better understand the way users interact with physical, visual, and textual information. It can help us learn how to better think through workflows, space design, and information architecture. Session attendees will learn about the ways low-fidelity prototyping and wireframing can be used to develop ideas, troubleshoot workflows, and improve learning and interaction.

In the first half of the workshop, participants will step through activities in icon design, persona development, and task development. In the second half they will develop a low fidelity prototype and step through a guerilla usability testing process with it.

Proposed by: Ekatarina (Eka) Grguric and Andreas Orphanides

teaching with technology

Boulder Faculty Teaching with Technology Report
Sarah Wise, Education Researcher ,  Megan Meyer, Research Assistant, March 8,2016

http://www.colorado.edu/assett/sites/default/files/attached-files/final-fac-survey-full-report.pdf

Faculty perceive undergraduates to be less proficient with digital literacy skills. One-third think
their students do not find or organize digital information very well. The majority (52%) think
they lack skill in validating digital information.
My note: for the SCSU librarians, digital literacy is fancy word for information literacy. Digital literacy, as used in this report is much greater area, which encompasses much broader set of skills
Faculty do not prefer to teach online (57%) or in a hybrid format (where some sessions occur
online, 32%). One-third of faculty reported no experience with these least popular course types
my note: pay attention to the questions asked; questions I am asking Mike Penrod to let me work with faculty for years. Questions, which are snubbed by CETL and a dominance of D2L and MnSCU mandated tools is established.

Table 5. Do you use these in-class technologies for teaching undergraduates? Which are the Top 3 in-class technologies you would like to learn or use more? (n = 442)

Top 3 use in most of my classes have used in some classes tried, but do not use  

N/A: no experience

in-class activities, problems (via worksheets, tablets, laptops, simulations, beSocratic, etc.)  

52%

 

33%

 

30%

 

6%

 

30%

in-class question, discussion tools (e.g. Twitter, TodaysMeet, aka “backchannel communication”)  

 

47%

 

 

8%

 

 

13%

 

 

11%

 

 

68%

using online resources to find high quality curricular materials  

37%

 

48%

 

31%

 

3%

 

18%

iClickers 24% 23% 16% 9% 52%
other presentation tool (Prezi, Google presentation, Slide Carnival, etc.)  

23%

 

14%

 

21%

 

15%

 

51%

whiteboard / blackboard 20% 58% 23% 6% 14%
Powerpoint or Keynote 20% 74% 16% 4% 5%
document camera / overhead projector 15% 28% 20% 14% 38%

 

Table 6. Do you have undergraduates use these assignment technology tools? Which are your Top 3 assignment technology tools to learn about or use more? (n = 432)

Top 3 use in most of my classes have used in some classes tried, but do not use N/A: no experience using
collaborative reading and discussion tools (e.g. VoiceThread, NB, NotaBene, Highlighter, beSocratic) 43% 3% 10% 10% 77%
collaborative project, writing, editing tools (wikis, PBWorks, Weebly, Google Drive, Dropbox, Zotero)  

38%

 

16%

 

29%

 

12%

 

43%

online practice problems / quizzes with instant feedback 36% 22% 22% 8% 47%
online discussions (D2L, Today’s Meet, etc) 31% 33% 21% 15% 30%
individual written assignment, presentation and project tools (blogs, assignment submission, Powerpoint, Prezi, Adobe Creative Suite, etc.)  

31%

 

43%

 

28%

 

7%

 

22%

research tools (Chinook, pubMed, Google Scholar, Mendeley, Zotero, Evernote) 30% 33% 32% 8% 27%
online practice (problems, quizzes, simulations, games, CAPA, Pearson Mastering, etc.) 27% 20% 21% 7% 52%
data analysis tools (SPSS, R, Latex, Excel, NVivo, MATLAB, etc.) 24% 9% 23% 6% 62%
readings (online textbooks, articles, e-books) 21% 68% 23% 1% 8%

Table 7. Do you use any of these online tools in your teaching? Which are the Top 3 online tools you would like to learn about or use more? (n = 437)

 

 

 

Top 3

 

use in most of my classes

 

have used in some classes

 

tried, but do not use

N/A: no experience using
videos/animations produced for my course (online lectures, Lecture Capture, Camtasia, Vimeo)  

38%

 

14%

 

21%

 

11%

 

54%

chat-based office hours or meetings (D2L chat, Google Hangouts, texting, tutoring portals, etc.)  

36%

 

4%

 

9%

 

10%

 

76%

simulations, PhET, educational games 27% 7% 17% 6% 70%
videoconferencing-based office hours or meetings (Zoom, Skype, Continuing Education’s Composition hub, etc.)  

26%

 

4%

 

13%

 

11%

 

72%

alternative to D2L (moodle, Google Site, wordpress course website) 23% 11% 10% 13% 66%
D2L course platform 23% 81% 7% 4% 8%
online tutorials and trainings (OIT tutorials, Lynda.com videos) 21% 4% 16% 13% 68%
D2L as a portal to other learning tools (homework websites, videos, simulations, Nota Bene/NB, Voice Thread, etc.)  

21%

 

28%

 

18%

 

11%

 

42%

videos/animations produced elsewhere 19% 40% 36% 2% 22%

In both large and small classes, the most common responses faculty make to digital distraction are to discuss why it is a problem and to limit or ban phones in class.
my note: which completely defies the BYOD and turns into empty talk / lip service.

Quite a number of other faculty (n = 18) reported putting the onus on themselves to plan engaging and busy class sessions to preclude distraction, for example:

“If my students are more interested in their laptops than my course material, I need to make my curriculum more interesting.”

I have not found this to be a problem. When the teaching and learning are both engaged/engaging, device problems tend to disappear.”

The most common complaint related to students and technology was their lack of common technological skills, including D2L and Google, and needing to take time to teach these skills in class (n = 14). Two commented that digital skills in today’s students were lower than in their students 10 years ago.

Table 9. Which of the following are the most effective types of learning opportunities about teaching, for you? Chose your Top 2-3. (n = 473)

Count           Percentage

meeting 1:1 with an expert 296 63%
hour-long workshop 240 51%
contact an expert on-call (phone, email, etc) 155 33%
faculty learning community (meeting across asemester,

e.g. ASSETT’s Hybrid/Online Course Design Seminar)

116 25%
expert hands-on support for course redesign (e.g. OIT’s Academic Design Team) 114 24%
opportunity to apply for grant funding with expert support, for a project I design (e.g. ASSETT’s Development Awards)  

97

 

21%

half-day or day-long workshop 98 21%
other 40 8%
multi-day retreats / institutes 30 6%

Faculty indicated that the best times for them to attend teaching professional developments across the year are before and early semester, and summer. They were split among all options for meeting across one week, but preferred afternoon sessions to mornings. Only 8% of respondents (n = 40) indicated they would not likely attend any professional development session (Table 10).

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Teaching Through Technology
http://www.maine.edu/pdf/T4FinalYear1ReportCRE.pdf

Table T1: Faculty beliefs about using digital technologies in teaching

Count Column N%
Technology is a significant barrier to teaching and learning. 1 0.2%
Technology can have a place in teaching, but often detracts from teaching and learning. 76 18.3%
Technology has a place in teaching, and usually enhances the teaching learning process. 233 56.0%
Technology greatly enhances the teaching learning process. 106 25.5%

Table T2: Faculty beliefs about the impact of technology on courses

Count Column N%
Makes a more effective course 302 72.6%
Makes no difference in the effectiveness of a course 42 10.1%
Makes a less effective course 7 1.7%
Has an unknown impact 65 15.6%

Table T3: Faculty use of common technologies (most frequently selected categories shaded)

Once a month or less A few hours a month A few hours a week An hour a day Several hours a day
Count % Count % Count % Count % Count %
Computer 19 4.8% 15 3.8% 46 11.5% 37 9.3% 282 70.7%
Smart Phone 220 60.6% 42 11.6% 32 8.8% 45 12.4% 24 6.6%
Office Software 31 7.8% 19 4.8% 41 10.3% 82 20.6% 226 56.6%
Email 1 0.2% 19 4.6% 53 12.8% 98 23.7% 243 58.7%
Social Networking 243 68.8% 40 11.3% 40 11.3% 23 6.5% 7 2.0%
Video/Sound Media 105 27.6% 96 25.2% 95 24.9% 53 13.9% 32 8.4%

Table T9: One sample t-test for influence of technology on approaches to grading and assessment

Test Value = 50
t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference
Lower Upper
In class tests and quizzes -4.369 78 .000 -9.74684 -14.1886 -5.3051
Online tests and quizzes 5.624 69 .000 14.77143 9.5313 20.0115
Ungraded  assessments 1.176 66 .244 2.17910 -1.5208 5.8790
Formative assessment 5.534 70 .000 9.56338 6.1169 13.0099
Short essays, papers, lab reports, etc. 2.876 70 .005 5.45070 1.6702 9.2312
Extended essays and major projects or performances 1.931 69 .058 3.67143 -.1219 7.4648
Collaborative learning projects .000 73 1.000 .00000 -4.9819 4.9819

Table T10: Rate the degree to which your role as a faculty member and teacher has changed as a result of increased as a result of increased use of technology

Strongly Disagree Disagree Somewhat Disagree Somewhat Agree Agree Strongly Agree
Count % Count % Count % Count % Count % Count %
shifting from the role of content expert to one of learning facilitator  

12

 

9.2%

 

22

 

16.9%

 

14

 

10.8%

 

37

 

28.5%

 

29

 

22.3%

 

16

 

12.3%

your primary role is to provide content for students  

14

 

10.9%

 

13

 

10.1%

 

28

 

21.7%

 

29

 

22.5%

 

25

 

19.4%

 

20

 

15.5%

your identification with your University is increased  

23

 

18.3%

 

26

 

20.6%

 

42

 

33.3%

 

20

 

15.9%

 

12

 

9.5%

 

3

 

2.4%

you have less ownership of your course content  

26

 

20.2%

 

39

 

30.2%

 

24

 

18.6%

 

21

 

16.3%

 

14

 

10.9%

 

5

 

3.9%

your role as a teacher is strengthened 13 10.1% 12 9.3% 26 20.2% 37 28.7% 29 22.5% 12 9.3%
your overall control over your course(s) is diminished  

23

 

17.7%

 

44

 

33.8%

 

30

 

23.1%

 

20

 

15.4%

 

7

 

5.4%

 

6

 

4.6%

Table T14: One sample t-test for influence of technology on faculty time spent on specific teaching activities

Test Value = 50
t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference
Lower Upper
Lecturing -7.381 88 .000 -12.04494 -15.2879 -8.8020
Preparing course materials 9.246 96 .000 16.85567 13.2370 20.4744
Identifying course materials 8.111 85 .000 13.80233 10.4191 17.1856
Grading / assessing 5.221 87 .000 10.48864 6.4959 14.4813
Course design 12.962 94 .000 21.55789 18.2558 24.8600
Increasing access to materials for all types of learners 8.632 86 .000 16.12644 12.4126 19.8403
Reading student discussion posts 10.102 79 .000 21.98750 17.6553 26.3197
Email to/with students 15.809 93 .000 26.62766 23.2830 29.9724

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Study of Faculty and Information Technology, 2014

http://net.educause.edu/ir/library/pdf/ers1407/ers1407.pdf

Although the LMS is pervasive in higher education, 15% of faculty said that they
do not use the LMS at all. Survey demographics suggest these nonusers are part of
the more mature faculty ranks, with a tenure status, more than 10 years of teaching
experience, and a full-professor standing.
18
The vast majority of faculty use the LMS
to conduct or support their teaching activities, but only three in five LMS users (60%)
said it is critical to their teaching. The ways in which faculty typically use the LMS are
presented in figure 8.
19
Pushing out information such as a syllabus or other handout
is the most common use of the LMS (58%), which is a basic functionality of the
first-generation systems that emerged in the late 1990s, and it remains one of the core
features of any LMS.
20
Many institutions preload the LMS with basic course content
(58%), up about 12% since 2011, and this base gives instructors a prepopulated plat
form from which to build their courses.
21
Preloading basic content does not appear to
preclude faculty from making the LMS part of their daily digital habit; a small majority
of faculty (56%) reported using the LMS daily, and another 37% use it weekly.

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Digital Literacy, Engagement, and Digital Identity Development

https://www.insidehighered.com/blogs/student-affairs-and-technology/digital-literacy-engagement-and-digital-identity-development

igital Literacy, Engagement, and Digital Identity Development

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more on digital literacy in this IMS blog

https://blog.stcloudstate.edu/ims?s=digital+literacy

Save

gradecraft is lms plus gaming

An LMS to Support ‘Gameful’ Learning

Seeking to bring the qualities of well-designed games to pedagogical assessment, the University of Michigan created a learning management system that uses gaming elements such as competition, badges and unlocks to provide students with a personalized pathway through their courses.

By David Raths 08/24/16

https://campustechnology.com/articles/2016/08/24/an-lms-to-support-gameful-learning.aspx

UM School of Information and School of Education

a new type of learning management system called GradeCraft. GradeCraft borrows game elements such as badges and unlocks to govern students’ progress through a course. With unlocks, for example, you have to complete a task before moving to the next level.

Written in Ruby on Rails and hosted on Amazon Web Services, GradeCraft was created by a small team of students and faculty with additional software support from Ann Arbor-based developer Alfa Jango. Their work received support from UM’s Office of Digital Education and Innovation and the Office of the Provost. GradeCraft can work as a stand-alone platform or in conjunction with a traditional LMS via the LTI (Learning Tools Interoperability) protocol.

Here is how it works: Instructors create a course shell within GradeCraft (similar to the process with any LMS). Students use a tool called the “Grade Predictor” to plan a personalized pathway through the course, making predictions about both what they will do and how they will perform. When assignments are graded, predictions turn into progress; students are then nudged to revisit their semester plan, reassessing what work is available and how well they need to do to succeed overall. Students are able to independently choose an assessment pathway that matches their interests within the framework of learning objectives for the course.

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more on LMS in this blog

https://blog.stcloudstate.edu/ims?s=gaming

more on gaming in this blog

https://blog.stcloudstate.edu/ims?s=lms

more on badges in this blog

https://blog.stcloudstate.edu/ims?s=badges

Ethical Considerations For Using Virtual Reality

Five Ethical Considerations For Using Virtual Reality with Children and Adolescents

Five Ethical Considerations For Using Virtual Reality with Children and Adolescents

G+ link https://plus.google.com/+TessPajaron/posts/8YYgjoPrQvq

In an address to the VRX conference in San Francisco, noted game developer and tech wizard, Jesse Schell predicted that over 8 million VR gamer headsets will be sold in 2016. Facebook purchased Oculus Rift, presumably laying the groundwork for a future where friends and family will interact in rich virtual spaces. All the major players, including Microsoft, Sony, Samsung, Google and an HTC and Valve partnership are jostling for the consumer headset market.

Experimenting with VR in his classes as part of a project piloted by Seattle-based foundry10, a privately funded research organization that creates partnerships with educators to implement, research and explore the various intersections of emerging technologies and learning, including VR..

And the technology’s potential for good is vast. It has already been used to help with autism, improve personal financial management, treat PTSD and manage pain. More and more news outlets, including the New York Times, are adopting immersive journalism, where news stories can be experienced through VR.

As an educational tool, VR might prove transformative. Google Expeditions allows students to take over 100 virtual journeys from ancient Rome to the surface of Mars. It might also have a big impact on social emotional learning (SEL), as VR’s unique ability to produce empathy recently led Wired magazine to explore its potential as “the ultimate empathy machine”. Addressing a persistent anxiety, Suter used Samsung Gear’s Public Speaking Simulator to successfully prepare a few nervous students for class presentations, reporting they felt “much more calm” during the live delivery.

Ethical Considerations

In a recently published article, researchers Michael Madary and Thomas K. Metzinger from Johannes Gutenberg University in Germany review a series of ethical considerations when implementing VR. The illusion of embodiment may provide VR’s greatest value to education, but also lies at the heart of its ethical implementation. Madary and Metzinger believe that VR is not just an evolution from television and video game screens, but a revolution that will have an enormous social impact. In their paper, they claim that:

VR technology will eventually change not only our general image of humanity but also our understanding of deeply entrenched notions, such as “conscious experience,” “selfhood,” “authenticity,” or “realness.”

It’s important to remember that many current VR uses in schools, like Google Expeditions, are not interactive VR, but simply 360-degree video experiences. In these cases, students experience immersive 3D pictures or panoramas, but do not deeply interact with the content. The illusion of embodiment is a product of interactive content and motion tracking, where users can alter and affect their environment and engage with others who share their virtual space. Headsets like the Vive and Occulus Rift fall under this latter category, but it won’t be long before most, if not all, consumer oriented VR technology will be completely immersive and interactive.

1. Long-Term Effects and Prolonged Exposure

2. The Impact of Environment on Agency and Behavior

3. Aggravating Preexisting Psychological or Emotional Issues

4. (Un)Reality and Diminished Real World Interactions

5. Privacy and Data Gathering

 

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more on virtual reality in this IMS blog

https://blog.stcloudstate.edu/ims?s=virtual+reality

LRS drone

REPORT

Unmanned Aircraft Systems (UAS), AKA drones

August 15, 2016

Sources:

  • This report is based on a DVD “Drones on Campus. UAS Issues for the Higher Education Community” of February 2, 2016. The DVD contains a PDF file and flattened media file with a voice-narrated PPT based on the information from the PDF.
  • The report takes into consideration the opulence of materials gathered during the last 4-5 years in the IMS blog: https://blog.stcloudstate.edu/ims?s=drones

Narrative / synopsis:

The DVD is a commercial product for sale for the Higher Ed. It is the recoding of a commercial seminar for Higher Ed, led by a lawyer (Lisa Ellman, lisa.ellman@hoganlovells.com, Twitter handle @leelellman) from the legal practice Hogan Lovells and by employee from FAA.

The information below represents the main points from the PDF / PPT presentation, as well as additional information with clarifications, which I added while working with the PDF and PPT files.

Discussion topics:

  1. How and when UAS can be approved for flying at SCSU
  2. The effect on SCSU of the domestic UAS legal framework
  3. Protection against rogue drones on campus
  4. Policymaking around UAS

FAA Modernization and Reform Act (P.L. 112-095) Reports and Plans Integration of Civil Unmanned Aircraft Systems (UAS) in the National Airspace System (NAS) Roadmap https://www.faa.gov/about/plans_reports/modernization/media/Sec.332(a).pdf
Unmanned Aircraft Systems Comprehensive Plan (Section 332 (a)(5))
https://www.faa.gov/about/plans_reports/modernization/media/Sec.332(a)(5)2.pdf
Unmanned Aircraft Systems Privacy Requirements (Section 332 (a)(5))
https://www.faa.gov/about/plans_reports/modernization/media/Sec.332(a)(5).pdf
section 333 exemptions
http://www.faa.gov/uas/getting_started/fly_for_work_business/beyond_the_basics/section_333/333_authorizations/
Small UAS Notice of Proposed Rulemaking (NPRM)
http://www.faa.gov/regulations_policies/rulemaking/media/021515_suas_summary.pdf
The term “unmanned aircraft system” means an unmanned aircraft and associated elements (including communication links and components that control the unmanned aircraft) that are required for the pilot in command to operate safely and efficiently in the national airspace system.
Federal Gov’t UAS Policymaking. FAA Reauthorization Act of 2012, FAA Rulemaking process, Federal Interagency Process, Agency-Specific Processes
UAS categorization:

  • Model aircraft
  • Public – UAS owned and operated by government agencies and organizations, such as public university
    a public COA (certificate of waiver of authorization) is issued by the FAA to a public agency/organization for public aircraft operations
    most aspects of public aircraft operations are not subject to FAA oversight
    If we are a public university… can we operate UAS under a public COA?
    in order to operate under a public COA< the UAS must be operated by the university for a “core governmental function, which is defined as:
    “… and activity undertaken by a government, such as national defense, intelligence missions, firefighting, search and rescue, law enforcement (including transport of prisoners, detainees, and illegal aliens), aeronautical research, or biological or geological resource management.
    In an FAA Office, it was clarified that “aeronautical research” must be focused on the development and testing of the UAS itself, rather than the thing being observed and monitored using the UAS.
  • Civil
  • Any private sector (non-governmental) operation of a drone for purposes other than recreation or hobby is considered a “civil” operation
  • This category covers all commercial use of UAS, including use by private universities and colleges

Summary Grant Exemption / Blanket COA conditions and COA conditions and limitations:

  • Below 200 feet
  • Within visual line-of-sight of the pilot and visual observer
  • At least 500 feet from nonparticipating persons, vessels, vehicles, or structures, unless certain conditions met
  • Over private or controlled access property with consent
  • Visual observer required
  • Pilot must have an FAA issues pilot certificate and a medical certificate or DL
  • Mussed give a way to all manned aircraft

SCSU must apply for section 333 exemption – FAA has granted 3.129 out of 4500 applications. FAA current goal: 50+ exemption grants per week

QA regarding exemption / blanket COA requirements

Small UAS Rule: June 2016 (IMS blog)

  • Must be < 55 lbs
  • Max altitude speed 500 feet / 100 mph
  • Minimum visibility 3 miles
  • UAS always yield right-of-way to other aircraft
  • UAS cannot be operated recklessly
  • Registration and marking required
  • Hobbyist operators: December 21, 2015
  • All UAS >.55 pounds and less than 55 pounds must be registered either using the new online system or the FAAs existing paper-based registration system before the UAS can be operated outdoors
  • UAS within that right range purchased prior to December 21, 2015 must be registered by February 19, 2016
  • Hobbies required to submit basic contact info, such as name, address email. Costs $5 to register hobbyist owner’s entire fleet of UAS. The FAA will issue a single CAR (certificate of aircraft registration) with one registration number that can be used for and should be put on each UAS. Every 3 years, renewal.

Boggs v Meredith. How high do airspace rights extend over private property

  • Up to 83 feet in the air
  • Other legal liability issues:
    • Trespass
    • Nuisance

Mitigating UAS Legal Liabilities

  • When hiring a UAS server provider
    • Seek to shift and limit liability through contract
    • Vendors operating UAS on university property should sing a written agreement
    • Ensure the UAS service provider has adequate insurance
  • When selecting a UAS model:

Who is in charge

  • University should have a UAS operations manual with policies and procedures
    • Permission to fly on campus (who, how and when)
    • UAS operation, maintenance and inspection procedures
    • Emergency procedures, accident / incident notification, reporting
    • FAA recordkeeping requirements
      • UAS flight activity (when, where, duration)
      • Incidents/accidents involving personal injury or property damage
      • Lost-link events (AKA fly-aways)
      • UAS maintenance and inspection
      • UAS flight crew training / qualifications
      • Participant / property owner consent
    • Faculty/staff/student qualifications and training
    • Privacy policies, data management, retention
    • Consent and notification requirements for operating near people and structures

 

Outline of immediate tasks:

Based on the information above:

  • SCSU, LRS in particular, must decide what drone’s certificate to apply for: a. model; b. public; c.civil; or d. hobbies
  • After selection of certificate type, SCSU, LRS in particular, must register the drone[s].
  • SCSU, LRS in particular, must develop policies for service, operation and maintenance.
  • SCSU, LRS in particular, must assign person[s] in charge of the training, maintenance and operation.

Suggestions and recommendations:

  • Hosting a drone in the library.
    If to adhere to the ALA call for the librarians to be the forefront of technology on campus, LRS can use the drone purchased in April 2014 to train and lend the drone for research on campus.
    If LRS continues the policy of the previous dean, further suggestions below can be waved off.
  • Training, maintenance and operation
    Shall LRS keep the drone, the best person to conduct the training and service of the drone will be an IMS faculty. As per email correspondence attached below, please have again the rational:
    – hosting the drone with Circulation (staff) does not provide the adequate academic/research services. It is expected that the foremost users will be faculty, students and then staff and the foremost use will be academic and then leisure activities. While IMS faculty can meet the “leisure activities” for all three constituency, as it has been provided by the Circulation staff until this point, the IMS faculty can also provide the research and academic service, which Circulation staff is not educated neither trained for. With that said, the point made is not against staff not participating in the effort to train and service campus with the drone; it just makes the point that charging staff with that task is limited and against the best interest of the faculty and students on campus.
    – blocking the effort of IMS faculty to lead technology-oriented services on campus, LRS in particular.
    Upon hiring of a “technology” librarian, previous dean Mark Vargas blocked any technology-related activities by IMS faculty: e.g. 3d printer AKA makerspace, gaming and gamification, drones, etc.
    If I am to understand well, the “technology” librarian’s charge must be toward automated library systems and similar, rather than educational use of multimedia and interactivity. Blocking IMS faculty to do what they do best by freezing any of their efforts and reserving “technology” for [unknown] future leadership of the “technology” librarian is a waste of IMS faculty expertise and knowledge.
    Gaming and Gamification (https://blog.stcloudstate.edu/ims/2015/03/19/recommendations-for-games-and-gaming-at-lrs/) charge by previous dean Mark Vargas to the first-year “technology” librarian revealed as obvious that giving the preference to junior faculty to “lead” an effort can become a dangerous tool in the hands of the administration to manipulate and slow down efforts of educational trends of time-sensitive character. While, as from the beginning, the collaboration of the “technology” librarian has been welcomed and appreciated, it does not make sense from any cultural or institutional perspective, to put in charge a new faculty, who does not have the knowledge and networking of the campus, less the experience and knowledge with multimedia and interactive tools as the rest of the seasoned IMS faculty. Decision and consequent refusal of the “technology” librarian to work with the IMS faculty did not contribute to improvement of the situation.
    A very important point, which goes against the “consensus” efforts of the previous dean, is the fact that now the library faculty is using the newly-hired “technology” librarian to hinder further the integration of the IMS faculty as part of LRS by using her as a focal point for any technology initiative in LRS, thus further excluding the IMS faculty from LRS activities. It will help: 1. delineate the expertise parameters of the “technology” librarian and 2. have the librarian faculty think about their work with the IMS faculty, which has been a thorny issue for more than 10 years now (pretty much since the hire of the bulk of the reference librarians).

If there are questions, or the need of more information, please do not hesitate to request.

Plamen Miltenoff, Ph.D., MLIS
Professor

+++++++++++++++++++++++++++++++++++

From: Miltenoff, Plamen
Sent: Wednesday, June 22, 2016 9:44 AM
To: Banaian, King <kbanaian@stcloudstate.edu>
Subject: request to release the library drone

 

Dr. Banaian,

 

My name is Plamen Miltenoff and I am faculty with the InforMedia Services of the SCSU Library. I have worked in the last 15+ years with faculty, students and staff on educational technology and instructional design. I hold two doctoral degrees in education and four master’s degrees in history and Library and Information Science.
I have extensive background in new educational technologies, which is amply reflected in the following blog: https://blog.stcloudstate.edu/ims/. Shall more proof of my abilities is needed, here is detailed information about publications, presentations and projects, which I have accomplished: http://web.stcloudstate.edu/pmiltenoff/faculty/

In the spring of 2014, Mark Vargas purchased a drone. As per my job description and long experience working with faculty across campus with other technologies, I immediately alerted SCSU faculty who have strong interest in applying drone’s technology in their studies, research and teaching, assuming that the newly-appointed library director (Mark Vargas) will support my years-long efforts.

Due to complications with FAA regulations the drones across the country were grounded.

Mark Vargas “stationed” it with the library Access Services, a unit, which is comprised of staff only. When I approached the library staff from Access Services, they chose to not collaborate with me, but rather deflect me to Mark Vargas.
As per my email to Mark Vargas of July 21, 2015 (attachment 1), I requested an explanation and shared my feeling that SCSU faculty are being left in disadvantage after I witness the drone being used. I also asked my immediate supervisor Mark Vargas about the policies and release conditions. Unfortunately, my repeated requests remained unanswered.

As of yesterday, FAA has finally released the last version of the regulations:
https://blog.stcloudstate.edu/ims/2016/06/22/faa-final-rules-drones/

Here is extensive information on how drones can be used in education, which I collected through the years: https://blog.stcloudstate.edu/ims?s=drones

I am turning to you as the appointed administrator-in-charge of the library (attachment 2), with the request that you share the amounted paperwork regarding the drone. Mark Vargas did not share that information, despite numerous requests, e.g., if the drone is registered, etc.

I am seeking your administrative approval to pursue the completion of the paperwork and secure immediate usability of the drone, so it is available also to all interested SCSU faculty with or without my participation (as per regulations). The request is timely, since such technologies are aging quickly. Besides the depreciation of the technology, SCSU students and faculty deserves being kept with the times and explore a technology, which is rapidly becoming a mainstream, rather than novelty.

Please consider that I am the only library member with terminal degrees in education as well as extensive experience with technologies in general and educational technologies in particular.  I am also the only library member with extensive network among faculty across campus. I am perceived by colleagues across campus more often as a peer, collaborator and research partner, then merely a service provider, as most of the library staff and faculty consider themselves. I am the only library member, who sits on theses and doctoral committees and the invitations to these committees are greatly based on my experience in educational technologies and my research and publishing skills. Leaving the drone in the Access Services, as appointed by the previous administrator, will result in a dormancy of technology as it has happened with numerous other technologies on this campus. It is a waste of equipment, which this university cannot afford in the respective financial times. Letting me take the lead of the drone project will secure active promotion and better application of this technology and possibly other venues (e.g. grants) to pursue further endeavors.

Thank you and looking forward to your approval.

 

Plamen Miltenoff, Ph.D., MLIS

Professor

320-308-3072

pmiltenoff@stcloudstate.edu

http://web.stcloudstate.edu/pmiltenoff/faculty/

 

Attachment 1

 

From: Miltenoff, Plamen
Sent: Tuesday, July 21, 2015 5:09 PM
To: Vargas, Mark A. <mavargas@stcloudstate.edu>
Cc: Quinlan, Jennifer M. <jmquinlan@stcloudstate.edu>; Prescott, Melissa K. <mkprescott@stcloudstate.edu>; Hergert, Thomas R. <trhergert@stcloudstate.edu>
Subject: LRS drones

 

Mark,

Last week LRS staff was handling the LRS drones.

Did I miss email correspondence informing about the change in regulations? If so, I would like to have a copy of it.

If not, I would like to know your rational for your selective choice releasing this technology.

Per the IMS blog:

https://blog.stcloudstate.edu/ims/?s=drones&submit=Search

and direct oral and written communication with you, I have expressed strong academic interest in research of this technology for educational purposes. I have the educational background and experience for the aforementioned request.

I am asking you for access to this technology since early summer of 2014.

I would like to be informed what your plan for this technology is and when it will be open to the LRS faculty. I also would like to know when preference to LRS staff is given when technology is concerned, so I can plan accordingly.

Thank you and looking forward to hearing from you soon.

Plamen

—————-

Plamen Miltenoff, Ph.D., MLIS

 

Attachment 2

From: lrs_l-bounces@lists.stcloudstate.edu [mailto:lrs_l-bounces@lists.stcloudstate.edu] On Behalf Of Vaidya, Ashish K.
Sent: Monday, June 13, 2016 2:08 PM
To: lrs_l@stcloudstate.edu <lrs_l@lists.stcloudstate.edu>
Subject: [LRS_l] Interim Leadership for LRS

Dear LRS Faculty and Staff,

As you are aware, Mark Vargas has submitted his resignation as Dean of Learning Resources Services. Mark’s last day on campus was Friday, June 10, 2016.

I want to assure you that any decision about interim leadership will be made after careful consideration of the needs of the Library and the University. I will continue conversations with various individuals, including the President, to ensure we have strategic alignment in both support and oversight for LRS.  LRS is committed to providing excellent services to our students, faculty, and staff, creating opportunities for knowledge, and serving the public good. I look forward to working together with you to accomplish these goals.

I expect to identify an interim dean shortly and to begin a national search this fall with an appointment to begin July 1, 2017.  I have asked Greta to schedule a time for me to visit with faculty and staff in Learning Resource Service next week. In the meantime, Dean King Banaian will serve as the administrator-in-charge of LRS until June 30, 2016.

Sincerely yours,

Ashish

 

 

Pokemon for students

Penn State Program Intros Teens to Software Behind Pokémon Go

By Dian Schaffhauser 08/04/16

https://campustechnology.com/articles/2016/08/04/summer-program-intros-teens-to-software-behind-pokemon-go.aspx

A summer-time enrichment experience for high schoolers at Penn State has taken on a heightened level of excitement with the use of the same development toolset behind the global phenom Pokémon Go.

Besides Unity, the platform used by Niantic to create Pokémon Go and other popular games, the course also introduces students to AutoDesk’s Maya, a program used for 3D animation, modeling, simulation and rendering.

problem-based learning, which brings the students together for team problem-solving.

++++++++++++++++++++++++++++

More on Pokemon Go in this IMS blog

Pokemon Go

more on badges

Badging: Not Quite the Next Big Thing

While badging and digital credentialing are gaining acceptance in the business world and, to some extent, higher education, K-12 educators — and even students — are slower to see the value.

By Michael Hart 07/20/16

https://thejournal.com/articles/2016/07/20/badging-not-quite-the-next-big-thing.aspx

That’s when the MacArthur Foundation highlighted the winning projects of its Badges for Lifelong Learning competition at the Digital Media and Learning Conference in Chicago. The competition, co-sponsored by the Bill & Melinda Gates Foundation and the Mozilla Foundation, had attracted nearly 100 competitors a year earlier. The winners shared $2 million worth of development grants.

Evidence of Lifelong Learning

A digital badge or credential is a validation, via technology, that a person has earned an accomplishment, learned a skill or gained command of specific content. Typically, it is an interactive image posted on a web page and connected to a certain body of information that communicates the badge earner’s competency.

Credly is a company that offers off-the-shelf credentialing and badging for organizations, companies and educational institutions. One of its projects, BadgeStack, which has since been renamed BadgeOS, was a winner in the 2013 MacArthur competition. Virtually any individual or organization can use its platform to determine criteria for digital credentials and then award them, often taking advantage of an open-source tool like WordPress. The credential recipient can then use the BadgeOS platform to manage the use of the credential, choosing to display badges on social media profiles or uploading achievements to a digital resume, for instance.

Finkelstein and others see, with the persistently growing interest in competency-based education (CBE), that badging is a way to assess and document competency.

Colorado Education Initiative, (see webinar report in this IMS blog https://blog.stcloudstate.edu/ims/2016/06/20/colorados-digital-badging-initiative/)

There are obstacles, though, to universal acceptance of digital credentialing.
For one, not every community, company or organization sees a badge as something of value.

When a player earns points for his or her success in a game, those points have no value outside of the environment in which the game is played. For points, badges, credentials — however you want to define them — to be perceived as evidence of competency, they have to have portability and be viewed with value outside of their own environment.

 

+++++++++++++++++++++++

More on badges in this IMS blog:

https://blog.stcloudstate.edu/ims?s=badges

gamification position

Tenure Track Position in Gamification Tampere University of Technology

http://www.computeroxy.com/announcement,a2945.html

Tampere University of Technology (TUT) is an active scientific community of 2,000 employees and more than 10,000 students. The University operates in the form of a foundation and has a long-standing tradition of collaboration with other research institutions and business life. Many of the fields of research and study represented at the University play a key role in addressing global challenges. Internationality is an inherent part of all the University’s activities. Welcome to join us at TUT!

The University of Turku is a world-class multidisciplinary research university which offers interesting challenges and a unique vantage point to national and international research and education.

Tenure track (Gamification)

The tenure track position is shared between Tampere University of Technology and the University of Turku. It supports the co-operation in teaching and research in the area of gamification between the two universities.

The professorship is especially associated with the TUT Game Lab (Pori Department, TUT) and the Digital Culture research group of the Cultural Production and Landscape Studies degree programme (School of History, Culture and Arts Studies, UTU). These research groups currently have five on-going research projects related to games and playing.

The TUT Game Lab brings together learning scientists, developers and humanists to conduct research and develop new ways of utilizing games in learning. The aim is to develop and study high-impact digital games that address real world challenges.

The main research objectives of TUT Game Lab are:
– Developing scientifically justified games to demonstrate and conduct research
– Studying the impact of educational games
– Exploring ways to combine learning and assessment in games
– Studying and modelling the playing experience

The Digital Culture research group (UTU) has three research focuses:
– cultural appropriation of technologies
– social media
– game cultures.

The Digital Culture research group specializes in the study of the cultural history of digital games and the uses of digital game histories in contemporary culture (so-called “history culture”). Furthermore, the research group has participated in various digital game exhibition projects as well as practical game design and gamification projects combining digital and non-digital elements. Digital Culture is a part of the Cultural Production and Landscape Studies degree programme which also incorporates two other major subjects: Cultural Heritage Studies and Landscape Studies.

Job description:

We invite applications for one (1) tenure track position in the area of Gamification.

The area of gamification covers:
– research of games and gamification
– games and playing as a cultural phenomenon
– game mechanisms, edugames and pervasive playing
– utilization of games in business, e.g. in new products and services

The emphasis of the position can be tailored according to the specific expertise of the candidate. Suitable educational and research backgrounds for the position include e.g. media studies, cultural studies, information technology and business and management.

The successful candidate is expected to:
– pursue and supervise scientific research in the field
– lead, conduct and develop education in the field
– participate in the activities of the national and international scientific communities
– acquire external funding
– interact with society
– commit to the strategies of TUT and UTU.

The successful candidate will participate in teaching both in the master’s degree programme in Management and Information Technology (TUT) as well as the subject of Digital Culture (UTU) by integrating the gamification theme into the existing course selection, in particular. Supervising theses and conducting doctoral seminars are also essential areas of responsibility.

The position will be filled at the level of Associate Professor.

The successful candidate will be employed by TUT. For more information on TUT’s tenure track career system, please refer to tut.fi/openpositions – Tenure track.

Requirements:

All candidates considered for a tenure track position are expected to:
– hold an applicable doctoral degree
– demonstrate a record of achievement in research that meets high international standards in the field of gamification
– demonstrate the capacity for independent scholarly activity
– possess the teaching skills required for the successful performance of their duties and
– have the ability to co-operate in a multidisciplinary university environment and with industry.

We appreciate experience and a track record in acquiring research funding, along with collaboration and leadership positions in research networks and industry.

For more information on the criteria for each level of TUT’s tenure track, please refer to tut.fi/openpositions – Tenure track.

We offer:

Both TUT and UTU have ambitious and challenging goals in effective, high-quality research, education and social influence. We offer an active research community with a good team spirit, intense cooperation with industry and business, public organizations and students, and opportunities for growth and advancement in academia. Our international cooperation is active and recognized, both in research and education.

We offer the successful candidate an opportunity to contribute to the creation of a new research area that combines gamification with areas such as cultural studies, information technology and business.

TUT offers a wide range of staff benefits, such as occupational health care. Since 2014, TUT has held the European Commission HR Excellence in Research recognition.

For more information, please visit tut.fi/en – About TUT – Careers at TUT
(http://www.tut.fi/en/about-tut/careers-at-tut/index.htm)
(http://www.tut.fi/en/about-tut/quality-assurance/hr-excellence-in-research)

Salary:

The salary will be based on both the job demands and the employee’s personal performance in accordance with the Finnish University Salary System (YPJ).

The advertised position is typically placed on the job demand level 7 (Associate Professor). In addition, the employees receive performance-based salary and they are covered by TUT’s bonus system.

Trial period:

The appointment is subject to the satisfactory completion of a trial period of four months.

Other:

The position will be filled for a fixed-term period of four years. The appointment is expected to begin on 1 December 2016 or as mutually agreed.

The duties are mainly located on the Pori campus in close co-operation with the main campuses in Tampere and Turku.

For the candidates with the most potential for the position, the selection process will involve an external assessment, individual interviews, aptitude assessments and a trial lecture.

For more information, please contact:

Director of University Consortium of Pori, Professor Jari Multisilta, e-mail: jari.multisilta@tut.fi, tel. +358 40 826 2910. Best availability for enquiries: 7 July–15 July and 1 August- 10 August.

In questions concerning the recruitment process, please contact HR Specialist
Eveliina Nurmi, e-mail. eveliina.nurmi@tut.fi, tel. +358 50 3015253. Best availability for enquiries: 15 June – 8 July and 8 August-10 August.

How to apply:

Applications must be submitted through TUT’s online employment system. The closing date for applications is 10 August 2016 (10:00 pm UTC). All applications and supporting documents must be submitted in English.

The applications must include the following documents prepared according to TUT’s instructions:
1. Curriculum Vitae (.doc or .pdf)
2. Research plan
3. List of publications
4. Teaching portfolio
5. References

Additional information on TUT’s tenure track system and attachments to applications.

gen z coming to campus

Survey: What Gen Z Thinks About Ed Tech in College

A report on digital natives sheds light on their learning preferences.
Like the millennials before them, Generation Z grew up as digital natives, with devices a fixture in the learning experience. According to the survey results, these students want “engaging, interactive learning experiences” and want to be “empowered to make their own decisions.” In addition, the students “expect technology to play an instrumental role in their educational experience.”
to cater to the digital appetites of tomorrow’s higher education learners, technology in education will need to play a bit of catch-up, states the New Media Consortium’s 2015 Course Apps report. According to NMC’s analysts, digital-textbook adoption was one of the leading trends helping to reinvent how higher education students learn. But publishers have not captured the innovations happening elsewhere in the digital marketplace.

The Generation Z report ranked the effectiveness of 11 education technology tools:

  1. Smartboards
  2. Do-It-Yourself Learning
  3. Digital Textbooks
  4. Websites with Study Materials
  5. Online Videos
  6. Game-Based Learning Systems
  7. Textbook
  8. Social Media
  9. Skype
  10. Podcasts
  11. DVD/Movies
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more on Gen Z in this blog:

Generation Z bibliography

 

Alternate Reality Gaming

Alternate Reality Gaming Spices Up Professional Development

Saint Leo University uses a game-based storyline to invigorate professional learning.

By Dennis Pierce, 01/27/16

https://campustechnology.com/articles/2016/01/27/alternate-reality-gaming-spices-up-professional-development.aspx

Borden and his colleagues teamed up with Edchat Interactive, a company that is working to transform online professional development into a more interactive experience that reflects how people learn best, and Games4Ed, a nonprofit organization that brings together educators, researchers, game developers, and publishers to advance the use of games and other immersive learning strategies in education.

“People don’t learn by watching somebody discuss a series of slides; they learn best by interacting with others and reflecting. Great teachers always have people break into groups to accomplish a task, and then the different groups all report back to the group as a whole. That should be replicable online.”

Adult Learning Through Play

Using simulations for professional development is fairly common. For instance, in SimSchool, a program developed by educational scientists at the University of North Texas and the University of Vermont, new and pre-service teachers can try out their craft in a simulated classroom environment, doing the same activities as actual teachers but getting real-time feedback from the simulated program and their instructors.

Christopher Like, a science teacher and STEAM coordinator for the Bettendorf Community School District in Iowa, developed a game-based model for ed tech professional development that has been adapted by K-12 school districts across the nation. His game, Mission Possible, has teachers complete 15-minute “missions” in which they learn technology skills and advance to successively higher levels. “It engages teachers’ competitive nature just like Call of Duty does with my eldest son,” he wrote in a blog post.

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