Searching for "instagram"

protection against hacking

my Instagram account got hacked this week. Besides the nasty revamp of my profile (lude), being forced to change password and my account being blocked for that many days, the most painful part was having to manually unfollow 500+ users.

Here are useful steps to prevent such mishaps:

4 things you should be doing right now so you won’t get hacked

http://www.businessinsider.com/hacking-protection-2016-2

More info in this IMS blog on LastPass and password management:

password management

video tools for social media

14 Video Tools for Social Media

use to create screencasts, montages and slideshows.

December 7, 2015

http://www.socialmediaexaminer.com/14-video-tools-for-social-media-marketers

Facebook gives priority to native videos (as opposed to video links to external sources) to encourage this type of content. Videos that are directly uploaded to Facebook perform better and provide a better experience. They receive 30% more video views than videos posted from other websites, and have images up to 11 times larger in the news feed.

Screencasts / Lecture Capture

  • Camtasia Studio
  • ScreenFlow (Apple/Mac)
  • Snagit
  • TechSmith Fuse works with Camtasia Studio and Snagit. Capture the images and videos on your mobile device and send them to your desktop to use in your videos.
  • Reflector by Squirrels allows you to do wireless mirroring, so you can display your smartphone screen (Android or iOS) on your desktop.

Slideshows

Video Montages on Desktop and Mobile Apps

  • Animoto
  • Magisto is a free app that automatically turns your everyday videos and photos into movies
  • Adobe Voice. The app is available only for iPad

Mobile video capture

  • Flipagram. You can record voice narration, choose from Flipagram’s music or upload 15 seconds of music you already have on your mobile device.
  • Diptic app is another video tool for making collages that has a newly added animation feature, which works with transitions
  • Boomerang is a new app from Instagram that takes a burst of photographs and stitches them together into a 1-second video and loops it forward and backward. It’s not an animated GIF, but it’s designed to look like one.

More about lecture capture in this blog: https://blog.stcloudstate.edu/ims/?s=capture&submit=Search
More about video in this blog: https://blog.stcloudstate.edu/ims/?s=video&submit=Search
More about effective presentations and slideshows in this blog: https://blog.stcloudstate.edu/ims/?s=presentations&submit=Search

 

 

 

 

IMS Instruction Sessions Spring 2016

IMS Instruction Sessions Spring 2016

Where is MC 205? Per campus map, Miller Center 205 is on the second floor, direction computer lab, right-handside, pass the counter with printers on both sides. Please use this virtual reality direction map to find the room (use Google Chrome and activate QuickTime plugin).

please have a link to a PDF copy print out instruction sessions spring 2016

Dreamweaver: 4 Mondays –  10-10:45AM . Jan 18, 25, Feb 1, 8 ; location MC 205.  attendees cap is 5

Keywords: web development, web design, Adobe Dreamweaver

Description: Adobe Dreamweaver CC is the default web development tool on campus. In four consecutive weeks, learn the basics of Dreamweaver, web development, web design and maintaining web pages on the Web. Site map and site structure. HTML and HTML5 basics, basics of CSS, page properties, text editing, hyperlinks and images, tables, forms.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Photoshop: 4 Tuesdays – –  10-10:45AM .  Jan 19, 26, Feb 2, 9 ; location MC 205.  attendees cap is 5

Keywords: image processing, image editing, visual literacy, Adobe Photoshop

Description: In four 45 min sessions, learn the basics of image editing.  A comprehensive understanding of Adobe Photoshop and its essential tools. Design and edit, adjusting images for the Internet and print outs. Learn image formats, compressions, layers. Retouching, repairing and correcting photos

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Social Media in Education 9:30-10:15 AM. Feb 3, 10, 17, 24. location MC 205.  attendees cap is 15

Keywords: social media, social media in education, social media and learning, social media and teaching, social media and communication, Facebook, Twitter, Instagram, LinkedIn, YouTube, Diigo, Delicious, Evernote, SideVibe, Pinterest, Vine, Snapchat, Google+, Zotero, Mendeley, blogs, wikis, podcasts, visuals, text
Description: In four 45 min sessions, structure your approach to social media and assess how to use in teaching and learning. What is social media and how to use it. How to discriminate between personal and professional use of social media. Amidst 180 most popular social media tools, acquire a robust structure to cluster them and orient yourself quick and easy, which tools fit best your teaching materials and methods to enable learning and communication with your students. Visuals versus text and how to combine them for effective communication and teaching. Policies, engagement of students. Expanding and improving research and organization of your research through social media and networking toward your research through social media.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Cheating: what, why and how to avoid: Jan 28, 10-10:45AM .  location MC 205.  attendees cap is 15

Keywords: cheating, academic dishonesty, academic integrity, plagiarism.

Description: in 45 minutes we can start a conversation about identification of cheating practices and determination of what plagiarism is, considering generational differences, the evolution of the Internet. Identifying of “cheating” can provide robust boundaries for understanding students’ behavior and identifying practices and methods to alleviate such behavior, including change of teaching methods and practices.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

10 basics steps to start social media. March 16, 11-11:45AM  location MC 205.  attendees cap is 15

Keywords: social media, social media in education, social media and learning, social media and teaching, social media and communication, Facebook, Twitter, Instagram, LinkedIn, YouTube, Diigo, Delicious, Evernote, SideVibe, Pinterest, Vine, Snapchat, Google+, Zotero, Mendeley, blogs, wikis, podcasts, visuals, text

Description: introduction to social media and its use for personal and professional purposes. Ideas and scenarios of using different social media tools in education. Hands-on exercises for using social media in teaching.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Games and Gamification in Education. Feb 24 2-2:45PM, March 25, 10-10:45AM, April 14, 2-2:45PM MC 205, attendees cap is 5

Keywords: play, games, serious games, game-based learning, gaming, gamification.

Description: Gaming and Gamification is one of the most pronounced trends in education as per the New Horizon Report. Besides the increase of participation and enthusiasm, it increases learning. Introduction to gaming and gamification by establishing definitions, learning to distinguish gaming and gamification and learning the basics of gaming and gamification in the teaching process. Hands-on exercises for introducing gaming practices in the teaching and learning process and gamifying the existing syllabi.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Teaching Online. Jan. 29. 10-10:45AM. Feb 18, 2-2:45PM,  March 30, 3-3:45 PM MC 205. attendees cap is 5.

Keywords: online teaching, mobile teaching, distance education, distributive learning, hybrid learning, hybrid teaching, blended learning

Description: this 45 min session is aimed to help you transition your F2F teaching to hybrid and online teaching. Learn about synchronous and asynchronous modes of teaching and communication to structure and organize your class materials and methods for better delivery. Hands-on exercises for improving content delivery, class discussions and communications among instructor and students.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Effective Presentations. Jan 28, 2-2:45PM.  MC 205. attendees cap is 10

Keywords: presentations, PowerPoint, alternatives to PowerPoint, presentation design, presentation essentials, Prezi, SlideShare, LodeStar, Zentation, Zoho, Powtoon, Zaption, Thinglink, Haiku, Kahoot, Storify, EdPuzzle, PollDaddy, Evernote, Mammoth, SideVibe, Paddlet, Remind, Death by PowerPoint, visual literacy, media literacy, digital literacy, visuals
Description: https://blog.stcloudstate.edu/ims/2016/01/07/effective-presentations/ . These four 45 minute sessions are aimed to introduce and orient faculty, staff and students to the opulence of alternatives to PowerPoint and revisit the basics of well-tailored presentation. Hands-on exercises for improving the structure and delivery of presentation as well as the choice of presentation tools.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Death by PowerPoint. Feb 26, 10-10:45PM. MC 205. attendees cap is 10

Keywords: presentations, PowerPoint, alternatives to PowerPoint, presentation design, presentation essentials, Death by PowerPoint, visual literacy, media literacy, digital literacy, visuals.
Description: https://blog.stcloudstate.edu/ims/2016/01/07/effective-presentations/ . This 45 minute session is aimed to introduce and orient faculty, staff and students to the basics of PowerPoint and revisit the basics of a well-tailored presentation. Hands-on exercises for improving the structure and delivery of presentation as well as the choice of presentation tools.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Contemplative Computing or Disconnect: How to Bring Balance in Your Life by Managing well Your Technology. Feb 17. 2-2:45PM.  MC 205. attendees cap is 10

Keywords: disconnect, Sherry Turkle, contemplative computing, mediation, contemplative practices, balance, technology stress

Description: this 45 min session introduces faculty, staff and students to the idea of regulating the use of technology in a meaningful way. Hands-on exercises and sharing good practices on balancing the use of technology in daily life.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Videos in the classroom: fast and easy. Jan 28, 10-10:45PM. MC 205. attendees cap is 5.
Keywords: video, video editing, video manipulation, visual literacy, digital literacy, MovieMaker, iMovie, Instagram, Vine, YouTube, Kaltura

Description: this 45 min session is an orientation to the resources available for delivery of visual materials in the classroom. Hands-on experience of different basics tools on different computer platforms.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Voice Over presentations: solutions. Feb 4, 10-10:45PM. MC 205. attendees cap is 5.

Keywords: PowerPoint, VoiceThread, LodeStar, MediaSpace (Kaltura), audio editing, narration

Description: https://blog.stcloudstate.edu/ims/2015/04/28/voice-over-presentation-solutions/ . This 45 min session is a short hands-on introduction to the tools available at MnSCU intuitions and free third-party applications for delivery of narrative attached to presentations.

Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request

 

Infographics: make your projects, presentations and research credible through presentable data. Feb 10, 2-2:45PM.  March 29, 10-10:45AM, MC 205. attendees cap is 10

Keywords: Piktochart, Infogr, Visualy, statistics, visual literacy, digital literacy
Description: https://blog.stcloudstate.edu/ims/2014/04/09/infographics-how-to-create-them/. This 45 min session is an orientation to the world of infographics. Short introduction to the basics of statistics and their importance in presenting a research and idea. Hands-on exercise using one of the 3 popular infographic tools.

social media and the devaluation of information

Iran’s blogfather: Facebook, Instagram and Twitter are killing the web

http://www.theguardian.com/technology/2015/dec/29/irans-blogfather-facebook-instagram-and-twitter-are-killing-the-web

is it possible that the Iranian government realized the evolution of social media and his respective obsolescence and this is why they freed him prematurely?

Blogs were gold and bloggers were rock stars back in 2008 when I was arrested.

The hyperlink was a way to abandon centralisation – all the links, lines and hierarchies – and replace them with something more distributed, a system of nodes and networks. Since I got out of jail, though, I’ve realised how much the hyperlink has been devalued, almost made obsolete.

Nearly every social network now treats a link as just the same as it treats any other object – the same as a photo, or a piece of text. You’re encouraged to post one single hyperlink and expose it to a quasi-democratic process of liking and plussing and hearting. But links are not objects, they are relations between objects. This objectivisation has stripped hyperlinks of their immense powers.

At the same time, these social networks tend to treat native text and pictures – things that are directly posted to them – with a lot more respect. One photographer friend explained to me how the images he uploads directly to Facebook receive many more likes than when he uploads them elsewhere and shares the link on Facebook.

Some networks, like Twitter, treat hyperlinks a little better. Others are far more paranoid. Instagram – owned by Facebook – doesn’t allow its audiences to leave whatsoever. You can put up a web address alongside your photos, but it won’t go anywhere. Lots of people start their daily online routine in these cul-de-sacs of social media, and their journeys end there. Many don’t even realise they are using the internet’s infrastructure when they like an Instagram photograph or leave a comment on a friend’s Facebook video. It’s just an app.

A most brilliant paragraph by some ordinary-looking person can be left outside the stream, while the silly ramblings of a celebrity gain instant internet presence. And not only do the algorithms behind the stream equate newness and popularity with importance, they also tend to show us more of what we have already liked. These services carefully scan our behaviour and delicately tailor our news feeds with posts, pictures and videos that they think we would most likely want to see.

Today the stream is digital media’s dominant form of organising information. It’s in every social network and mobile application.

The centralisation of information also worries me because it makes it easier for things to disappear.

But the scariest outcome of the centralisation of information in the age of social networks is something else: it is making us all much less powerful in relation to governments and corporations. Surveillance is increasingly imposed on civilised lives, and it gets worse as time goes by. The only way to stay outside of this vast apparatus of surveillance might be to go into a cave and sleep, even if you can’t make it 300 years.

convocation winter 2016

Short link the information below on the IMS blog: https://blog.stcloudstate.edu/ims/?p=4441 and even shorter one: http://scsu.mn/1RsQErr

Weds 6th

Session I 10-11:15         Voyageurs North (Atwood)

Title
Engage your students: connect CMS (D2L) to social media to enhance the learning process.

Plamen Miltenoff and Emil Towner

Join us online via Adobe Connect: http://scsuconnect.stcloudstate.edu/ims (please login as a “guest” and use your real name)

Outline

In this rapid succession of examples, one can experience a showcase how to enhance students’ engagement by modernizing D2L experience through connection with social media. Bring your own examples and participate in a discussion, which aims finding the right tools for your class and field of study.

Audience:
beginners to advanced

Prerequisite:
come with your own social media accounts: Facebook, Twitter, Instagram, Pinterest, Vine

Outcomes:

By the end of this session, the participants will have an idea about peculiarity of each of the social media tools: Facebook, Twitter, Instagram, Pinterest, Vine

By the end of the session, the participants will be familiar with the integration of each of the social media tool into D2L

By the end of the session, the participants will be able to asses to what extent each particular tool fits their field of study

By the end of the session, the participants will be able to compare the pedagogical advantages and disadvantages of the social media tools compared to D2L

Useful links to contact us via social media:
IMS blog: https://blog.stcloudstate.edu/ims
IMS Facebook: https://www.facebook.com/InforMediaServices?ref=hl
IMS Twitter: https://twitter.com/SCSUtechinstruc
IMS Pinterest: http://www.pinterest.com/scsutechnology/
IMS Instagram: http://instagram.com/scsutechinstruct
IMS YouTube: https://www.youtube.com/channel/UC_UMIE5r6YB8KzTF5nZJFyA
IMS Google+: https://plus.google.com/u/0/115966710162153290760/posts/p/pub
IMS LinkedIn: http://www.linkedin.com/in/scsuinstructionaltechnology

Plan – Plamen Miltenoff:

 Please consider the following survey about your opinion regarding social media in education:

*http://aidemoreto.polldaddy.com/s/social-media-in-education*
please have the short link: http://scsu.mn/1Z8EFFx

most recent contemplations about blogs and social media in general:
https://blog.stcloudstate.edu/ims/2016/01/01/4507/

  • D2L and Vine
    Vine is a social media services, which provides the ability to share 7 sec videos. Vine is becoming more popular then Instagram (15 sec videos), with the simplicity to create short videos. Students can take sequence of short videos, which amount to 7 sec to reflect the main points of a project. E.g.: chemical reaction, biology dissection, progress of engineering planning, solving a math formula.
    URL to the vine can be posted in the D2L discussion area for further collaborative effort or for peers’ and instructions evaluation
    Vines are a click away from a FB group page or, with the right handle and hashtag, to a Twitter discussion
    The bottom-line to evaluate if fitting your field of study is: can the content be narrated or is it much better if visualized. If the latter, Vine can be your salvation.
    How to Create Social Videos With Your Smartphone https://blog.stcloudstate.edu/ims/2015/01/10/social-videos-with-your-smartphone/
  • D2L and YouTube, EdPuzzle (https://edpuzzle.com/), etc
    YouTube Unveils New Trending Tab
    https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/

    Per SCSU IT disclaimer: MediaSpace (Kaltura) is a free, cloud-based video repository solution for campus that allows faculty and staff to upload and distribute video and audio content for academic or administrative purposes. Facilitators will discuss potential uses of MediaSpace for campus, demonst rate how to create Webcam and screen recordings, upload audio/video, and embed or link to MediaSpace content from D2L or a web site.  YouTube is owned by Google and the integration, including statistics and analytics by Google are way beyond MediaSpace. The only selling point of MediaSpace is the FERPA requirement by MnSCU to host privacy data on a MnSCU owned server
  • Google+
    Google+ is indirect competition with any CMS, D2L included, with its GOogle Classroom platform (https://classroom.google.com/ineligible). K12 and higher institutions are outsourcing to GMAIL and with Google Hangouts (Skype also), one can share video, audio and desktops, which makes Adobe Connect + D2L way behind in integration even before Google Drive is mentioned.
    Google Introduces Shared Albums in Google Photos:
    https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
    8 Ways to Use Google+ Hangouts for Your Business https://blog.stcloudstate.edu/ims/2015/09/23/google-hangouts/You can record hangouts directly to your YouTube channel for future use.For private Google+ Hangouts, choose Google+ Video Hangouts, which allow you to have up to 10 participants in a video chat that is accessible only to the people invited.

Plan – Emil Towner:

  1. General stats on integrating social media and things to consider
  1. Integrating LinkedIn Assignments
  1. Integrating Facebook Groups
  • I will show a couple of groups that I have used
  • I can also come up with an “exercise” that participants can do, just let me know: (1) if you want me to and (2) if participants are suppose to have a Facebook account that they can log into during the session

 ===========================================================

Session K 2-3:15: 2PM Wed, Jan 8.  Location: CH455

Title
Engage your students: gaming and gamification in the learning process.

Outline

As part of the broader discussion, a short discussion segment to form and agree on definitions and terms regarding games and gamification. Another short segment to seek consensus if this SCSU campus is ready to departure on the path of gamifying education. After several examples, of how games are used in education and gamification techniques, a discussion on how gaming and gamification can be streamlined amidst shrinking budget and increasing workload. More details and information about gaming and gamification at: http://scsu.mn/1F008Re

Audience:
beginners to advanced

Outcomes:

By the end of this session, the participants will have a working definitions on play, games, serious games, game-based learning, digital game-based learning, gaming, gamification and badges. (more at http://scsu.mn/1F008Re)

By the end of the session, the participants will be familiar with the possibilities for integration of games in the educational process and for gamification of the educational process.

By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study

Plan:

===========================================

Friday 8th

Session M 10-11:15: CH 455

Title
Present and be presented: engage your students with modern ways to share information

Outline

Two trends plague education: the swamp of PowerPoint presentations and the lack of visual literacy. In this rapid succession of examples, one can experience a showcase of various cloud-based tools, which brings visual presentations way beyond PowerPoint and align with the Millennials demand for current social interaction. A discussion on how relevant these tools are to various disciplines and details on improving the interaction among instructors and students during the presentation. Ongoing discussion about design as part of visual literacy and the difference between blended learning and technology integration.

Audience:
beginners to advanced

Outcomes:

By the end of this session, the participants will have understand the movement “Death by PowerPoint” and will understand the advantage of cloud-based presentation tools to MS PowerPoint

By the end of the session, the participants will be familiar with several tools, which successfully replace PowerPoint and well beyond.

By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study

By the end of the session, the participants will be able to discriminate between technology integration and blended learning.

Plan:

 

Technology Instruction available free

Spring 2016 technology Sessions available

Student’s relationship with technology is complex. They recognize its value but still need guidance when it comes to better using it for academics.

Educause’s ECAR Study, 2013

InforMedia Services

IMS faculty would be happy to meet with you or your group at your convenience.
Please request using this Google Form:  http://scsu.mn/1OjBMf9 or
by email: pmiltenoff@stcloudstate.edu | informedia@stcloudstate.edu

How you can reach us:

Services we provide:

  • Instruct and collaborate with faculty, staff and students on specific computer, Cloud and mobile applications
  • Assist faculty in course design and instruction to incorporate SCSU’s resources
  • Join faculty in the classroom instructional design to assist students with learning technology application for the class
  • Consult with faculty on instructional design issues, particularly those that use the World Wide Web, multimedia techniques and interactivity
  • Collaborate with faculty, staff and students on technology-related projects
  • Work with campus units in technology planning and acquisition
  • Respond to faculty, staff and students requests and technology developments

wordpress


twitter
facebook1google2 copyyoutubeadobe connect2

http://scsu.mn/TechInstruct

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

Link to the IMS Satisfaction Survey: http://tinyurl.com/feedbackIMS

SMS as Disrupter to Social Media

How SMS is a Disrupter to Social Media

https://www.linkedin.com/pulse/sms-disrupter-social-media-michael-spencer

Email and Social media as we know it will die out. I’m not saying this year or in 5 years, but they will. I honestly think you are going to see Tablets in office spaces more and hybrid mobile devices take over at work.

The Interface of SMS is well, shiny and nice and not so annoying like a binary like Facebook feed, plain Jane like Twitter feed or hyper pseudo-useful like a LinkedIn one. Visual social channels like Pinterest and Instagram have more to offer, a better interface, UX and actual social utility.

  • SMS produces engagement 6-8 times higher than Email
  • 98% of text messages are read
  • Only 22% of Email are read
  • And 12% of Facebook feed posts

By 2016, it’s estimate apps like these below have been used to send 2x as many messages as traditional text messaging form person to person.

A – Category 

  • Snapchat – 3.9/5
  • WeChat = 4.3/5
  • WhatsApp = 4.4/5
  • Viber – 4.3/5
  • Kik – 4.3/5

mobile video is growing

Mobile video advertising is growing three times as fast as spending on desktop video

 http://www.businessinsider.com/mobile-video-drives-ad-growth-2015-5#ixzz3jixiqowN
YouTube, Facebook, Instagram, Twitch, BuzzFeed, and Snapchat videos are increasingly keeping audiences glued to their small screens, opening up new greenfield opportunities in advertising.

sociology and social media

Plan for presentation on social media impact in a “sociology and family” class.

Zuo, Jiping <jzuo@stcloudstate.edu>

“Media, Technology, Market, and Cosmopolitan Communities”

https://kahoot.it

Valentini, C. (2015). Is using social media “good” for the public relations profession? A critical reflection. Public Relations Review, 41(2), 170-177. doi:10.1016/j.pubrev.2014.11.009

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d108299204%26site%3deds-live%26scope%3dsite
http://www.sciencedirect.com/science/article/pii/S0363811114001817

p. 172 there is no doubt that digital technologies and social media have contributed to a major alteration in people’s interpersonal communications and relational practices. Inter- personal communications have substantially altered, at least in Western and developed countries, as a result of the culture of increased connectivity that has emerged from social media’s engineering sociality (van Dijck, 2013 ), which allows anyone to be online and to connect to others. Physical presence is no longer a precondition for interpersonal communication.

The Pew Research Center ( Smith & Duggan, 2013 , October 21) indicates that one in every ten American adults has used an online dating site or mobile dating app to seek a partner, and that in the last eight years the proportion of Americans who say that they met their current partner online has doubled. Another study conducted by the same organization ( Lenhart & Duggan, 2014 , February 11) shows that 25% of married or partnered adults who text, have texted their partner while they were both home together, that 21% of cell-phone owners or internet users in a committed relationship have felt closer to their spouse or partner because of exchanges they had online or via text message. Another 9% of adults have resolved online or by text message an argument with their partner that they were having difficulty resolving person to person ( Lenhart & Duggan, 2014 , February 11). These results indicate that digital technologies are not simply tools that facilitate communications: they have a substantial impact on the way humans interact and relate to one another. In other words, they affect the dynamics of interpersonal relations

the impact of social media on dating patterns (e.g. more like shopping around for a commodity) and dating relations (e.g. more temporary, unstable), along with many positive effects as well

1. Goal: introduce students to” a) social media b) the sociological impact of social media on family and dating issues

2. Learning outcomes: a) at the end of the session, students will have firm grasp of popular versus peer-reviewed (academic resources). b) students will be able allocate sources for information c) students will be able to evaluate [and compile? Zotero] information d) students will be able to discuss the impact of social media in general e) students will be able to discuss and evaluate the impact of social media on family and dating f) at the end of the session, students will understand the concepts of netiquette and privacy (digital citizenship, digital anthropology)

3. Possible q/s for the class:
a) why Tinder, Hinge, etc.?

These are the best pickup lines with the highest success rates, according to dating app Hinge

http://www.businessinsider.com/best-pickup-lines-with-highest-success-rates-according-to-hinge-2015-9

what other social media? Can Instagram, Twitter and FB be counted in this mix?

Is Instagram Flirting Really So Bad?

http://www.askmen.com/dating/dating_advice/social-media-dating-advice.html

b) what is so different in the dating scene? how did social media changed the scene?

If you’re single, these are the 10 best cities to find new love; http://www.businessinsider.com/zillow-best-cities-for-love-2015-9

“I’ve been surprised at what a real impact Facebook has on romantic relationships,” Galena Rhoades, clinical psychologist at the University of Denver, said in Allison McCann’s BuzzFeed article, How Facebook Ruined Dating (And Breaking Up Too). “And I do think Facebook is playing a bigger role in relationship formation and relationship disillusions.” http://psychcentral.com/blog/archives/2013/05/11/dating-and-the-impact-of-social-media/

c) how do family values change, based on the changes in [online] dating?

d) how does online dating differ across race, gender, sexual orientation, age and cultures

e) privacy, security, surveillance

f) mail brides on steroids? how does online dating apps change dubious practices?

g) does online dating impact marriages? are marriages better or weaker after online dating?

Finkel, et al. (2012).Online Dating: A Critical Analysis From the Perspective of Psychological Science. Psychological Science in the Public Interest. 13(1), pp. 3–66. http://www3.nd.edu/~ghaeffel/OnineDating_Aron.pdf
the authors say “yes” to online dating but “we see substantial opportunities for improving the way online dating is practiced. Some of this improvement can come from closer collaboration between scholars and service providers.”

4. possible collaborations. The topic of online dating, social media in particular, is of interest to specialists from Communication Studies (Usera, Fullick), Anthropology (Bocanete), Nursing (Couch), Gender Studies (Robinson), SCSU Counseling and Psychological Services (Houdet) .
E.g.:
Usera, D. (2014). Online Dating Interactions: A discursive look (Dissertation). Graduate College of The University of Iowa, The University of Iowa. Retrieved from https://www.academia.edu/13255554/Online_Dating_Interactions_A_discursive_look
Fullick, M. (2013). “Gendering” the Self in Online Dating Discourse. Canadian Journal Of Communication, 38(4). Retrieved from http://www.cjc-online.ca/index.php/journal/article/view/2647
Bocanete, A. C. (2013). All-male Mobile Dating Apps and their Users in London… After the Magic Wears Out (Dissertation). DEPARTMENT OF ANTHROPOLOGY, UNIVERSITY COLLEGE LONDON. Retrieved from https://www.academia.edu/12884810/All-male_Mobile_Dating_Apps_and_their_Users_in_London…_After_the_Magic_Wears_Out
Couch, D. (2006). Online dating and mating: the use of the internet to meet sexual partners (Master of Public Health). La Trobe University, Victoria, Australia. Retrieved from https://www.academia.edu/12639192/Online_dating_and_mating_the_use_of_the_internet_to_meet_sexual_partners
Robinson, B. (2015). “Personal Preference” as the New Racism: Gay Desire and Racial Cleansing in Cyberspace. Sociology of Race and Ethnicity, 1(2), 317–330. http://doi.org/10.1177/2332649214546870 http://sre.sagepub.com/content/1/2/317
Houdet, A. (2014, August 11). Online Dating Services and McGill: A Study of Usage and Perception (POLI 311: Techniques of Empirical Rsearch Paper). Mcgill, Montreal, Canada. Retrieved from https://www.academia.edu/7935047/Online_Dating_Services_and_McGill_A_Study_of_Usage_and_Perception

bibliography:

Right swiping on Tinderellas: Exploring a mobile dating app’s regulation of identity performances from Stefanie Duguay

and https://blog.stcloudstate.edu/ims/2014/09/25/online-dating/

Synopsis
UWire and The Guardian have a long list of reports. Academia.edu has also plenty of serious academic research. While UWire and the Guardian are explicitly centered on the Anglo-Saxon world (with one exception of report on Iran), Academia.edu presents a great choice of cases from around the world (different cultures) in mostly serious academic research

useful definitions and comparisons here:
Digital dating: a week with Kik, Tinder and OkCupid. (2014, July 30). UWIRE Text, p. 1. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA376503724&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=873df6af8e0f1cea1a22a33ca17f2d12
about online dating:
Toma, C. L., Hancock, J. T., & Ellison, N. B. (2008). Separating Fact From Fiction: An Examination of Deceptive Self-Presentation in Online Dating Profiles. Personality and Social Psychology Bulletin, 34(8), 1023–1036. http://doi.org/10.1177/0146167208318067
Wong AnKee, A., & Yazdanifard, R. (2015). The Review of the Ugly Truth and Negative Aspects of Online Dating. Global Journal of Management and Business Research, 15(14). Retrieved from https://www.academia.edu/12317015/The_Review_of_the_Ugly_Truth_and_Negative_Aspects_of_Online_Dating
Fact Sheet 37:  The Perils and Pitfalls of Online Dating: How to Protect Yourself. (2015). Privacy Rights Clearninghouse. Retrieved from https://www.privacyrights.org/perils-and-pitfalls-online-dating-how-protect-yourself
sociology peer-reviewed paper on online dating:
Rosenfeld, M., & Thomas, R. (2012). Searching for a Mate: The Rise of the Internet as a Social Intermediary. American Sociological Review, 77(4), 523–547.

http://web.stanford.edu/~mrosenfe/Rosenfeld_How_Couples_Meet_Working_Paper.pdf

The Tinder-Is-Satan Arms Race Heats Up Further http://nymag.com/scienceofus/2015/08/tinder-is-satan-arms-race-heats-up-further.html

The History of Digital Desire, vol. 1: An Introduction  http://saq.dukejournals.org/content/110/3/583.short

Stampler, L. (2014). The New Dating Game. Time, 183(6), 40.  http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d94317888%26site%3deds-live%26scope%3dsite

Kite, M. (2015). Click and flick: romance is being killed off by the brutal marketplace of dating apps such as Tinder. Spectator, (9729). 12.  http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.401492069%26site%3deds-live%26scope%3dsite

Hobson, T. (2015). Tinder feelings: Can mobile dating apps move beyond the promise of a one-night stand?. Spectator, (9740). 22. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.411742748%26site%3deds-live%26scope%3dsite

(2015). My Tinder date wants to be friends with benefits. I want to be serious. What now? Swipe Right is our advice column that tackles the tricky world of online dating. This week: weighing the benefits of casual liaisonsGet help making your profile work: forward screenshots to askevaguardian@gmail.com for a personal critique and upgrade; Swipe Right is our advice column that tackles the tricky world of online dating. This week: weighing the benefits of casual liaisonsGet help making your profile work: forward screenshots to askevaguardian@gmail.com for a personal critique and upgrade. theguardian.com. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.409945005%26site%3deds-live%26scope%3dsite
http://www.theguardian.com/lifeandstyle/2015/apr/16/swipe-right-online-dating-friends-with-benefits-relationships

Wood, M. (2015). Led by Tinder, the Mobile Dating Game Surges. The New York Times. p. 8. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.400230809%26site%3deds-live%26scope%3dsite

http://www.lexisnexis.com/lnacui2api/api/version1/getDocCui?lni=5F7B-R7N1-DXY4-X3K7&csi=6742&hl=t&hv=t&hnsd=f&hns=t&hgn=t&oc=00240&perma=true   http://www.nytimes.com/2015/02/05/technology/personaltech/led-by-tinder-the-mobile-dating-game-surges.html

(2015). Tinder hooks up with Instagram to woo new users to the dating app; Dating app overhauls its user profiles with photo app integration, and extended information pulled from Facebook. theguardian.com. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.409944725%26site%3deds-live%26scope%3dsite

(2015). Brand love in the time of Tinder; Thanks to dating apps such as Tinder, relationships are changing, but does that include the ones we form with brands too?. theguardian.com. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.409800099%26site%3deds-live%26scope%3dsite

(2015). A look at modern day dating – Tinder and Match.com. UWIRE Text. http://go.galegroup.com/ps/i.do?id=GALE%7CA401448144&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=4b52e991d97812282b4651b5c2276ca9

Right swipe on Tinder proves lucky for Bruin. (2015, February 13). UWIRE Text, p. 1. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA401365769&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=50627eab0b22cfef4795c03ff71f9872
Tinder isn’t just for dating — it’s also a game. (2015, February 8). UWIRE Text, p. 1. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA400682488&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=dfde7717895bda12f4d3337a0785d31c
Tinder: Matchmaker or dating disaster? (2015, March 14). UWIRE Text, p. 1. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA405561590&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=53e7a3eeae14aa02f237e1b38a7877c8
Dating app Tinder craze on campus. (2015, April 29). UWIRE Text, p. 1. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA411697728&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=c00d190c4790e2ec0b35016e676d6727
Tinder is comparable to traditional dating. (2014, September 29). UWIRE Text, p. 1. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA383934895&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=0690ccb6861c5fd27b457cbfcc221169
(2015). 42% of people using dating app Tinder already have a partner, claims report; Research firm GlobalWebIndex also claims that 62% of the app’s users are men, while hinting that Tinder’s new premium tier could catch on. theguardian.com. http://www.theguardian.com/technology/2015/may/07/dating-app-tinder-married-relationship
Curington, C. V., Lin, K.-H., & Lundquist, J. H. (2015). Positioning multiraciality in cyberspace: treatment of multiracial daters in an online dating website. American Sociological Review, 80(4), 764+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA425674423&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=7fdadb5f53a7acc0219b8a37c986a8f5
PotarcA, G., Mills, M., & Neberich, W. (2015). Relationship Preferences Among Gay and Lesbian Online Daters: Individual and Contextual Influences. Journal of Marriage and Family, 77(2), 523+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA403937092&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=73d2386ffbd902de46bf3f081854fce3
(2014). Scissr dating app: the new Tinder for lesbians; It’s the latest dating app for women seeking women, but what’s the app, named after a lesbian sex position, all about?. theguardian.com.
Constructing identities on a Japanese gay dating site: Hunkiness, cuteness and the desire for heteronormative masculinity. (n.d.). Retrieved August 18, 2015, from https://www.academia.edu/12807514/Constructing_identities_on_a_Japanese_gay_dating_site_Hunkiness_cuteness_and_the_desire_for_heteronormative_masculinity
Sinclair, H. C., Felmlee, D., Sprecher, S., & Wright, B. L. (2015). Don’t tell me who I can’t love: a multimethod investigation of social network and reactance effects on romantic relationships. Social Psychology Quarterly, 78(1), 77+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA408508799&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=d06ca248fc000a2c7bc55a868815b93e
Berlin, R. (2014). The professional ethics of online dating: need for guidance. Journal of the American Academy of Child and Adolescent Psychiatry, 53(9), 935+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA382846474&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=c9ef33658f8c48557c2db8e5bd91a7e4
“4 ways Asian dating apps are anti-Tinder.” CNN Wire. (March 23, 2015 Monday 1:29 AM GMT ): 679 words. LexisNexis Academic. Web. Date Accessed: 2015/08/18. http://www.lexisnexis.com/lnacui2api/api/version1/getDocCui?oc=00240&hnsd=f&hgn=t&lni=5FK4-K601-JBSS-S0M1&hns=t&perma=true&hv=t&hl=t&csi=385157&secondRedirectIndicator=true

ROBBINS, A. (2015). Sex and the (Newly!) Single Girl. Washingtonian Magazine, 50(8), 68.

Serjoie, K. A. (2015). Iranian ‘Tinder’ Seeks to Encourage Marriage But Not Dating. Time.Com, N.PAG. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dmih%26AN%3d108327379%26site%3deds-live%26scope%3dsite

Rhodan, M. (2015). Meet Willow, the Dating App That Won’t Judge You By Your Looks. Time.Com, N.PAG. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3df5h%26AN%3d100947723%26site%3deds-live%26scope%3dsite

Rutkin, A. (2015). Hackers can see your dating pics and chat. New Scientist, 226(3022), 20. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dulh%26AN%3d102818153%26site%3deds-live%26scope%3dsite

Grigoriadis, V. (2014). Inside the Hookup Factory. Rolling Stone, (1221), 24-26. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d98976542%26site%3deds-live%26scope%3dsite

Jamie, N. (2015, July 9). London launch for US dating app that rivals Tinder. Evening Standard. p. 55. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d103711119%26site%3deds-live%26scope%3dsite

Internet and the Male Homosexual Identity: A Critical Reading of the Online Dating Space for Homosexual Men in Bengaluru. (n.d.). Retrieved August 18, 2015, from https://www.academia.edu/14656772/Internet_and_the_Male_Homosexual_Identity_A_Critical_Reading_of_the_Online_Dating_Space_for_Homosexual_Men_in_Bengaluru
Going Offline: An Exploratory Cultural Artifact Analysis of An Internet Dating Site’s Development Trajectories. (n.d.). Retrieved August 18, 2015, from https://www.academia.edu/14184813/Going_Offline_An_Exploratory_Cultural_Artifact_Analysis_of_An_Internet_Dating_Site_s_Development_Trajectories
Five Tips for Dating Online. (n.d.). Retrieved August 18, 2015, from https://www.academia.edu/14078925/Five_Tips_for_Dating_Online
Old and New Methods for Online Research: The Case of Online Dating. (n.d.). Retrieved August 18, 2015, from https://www.academia.edu/13924873/Old_and_New_Methods_for_Online_Research_The_Case_of_Online_Dating
Remediating the Matchmaker: Arranging Marriage Online in the South Asian Diaspora in America. (n.d.). Retrieved August 18, 2015, from https://www.academia.edu/13897347/Remediating_the_Matchmaker_Arranging_Marriage_Online_in_the_South_Asian_Diaspora_in_America
Stranger Stranger or Lonely Lonely? Young Chinese and dating apps between the locational, the mobile and the social. (n.d.). Retrieved August 18, 2015, from https://www.academia.edu/13895551/Stranger_Stranger_or_Lonely_Lonely_Young_Chinese_and_dating_apps_between_the_locational_the_mobile_and_the_social
Roeffen, C. (2014). Mobile dating: Romance is just a swipe away Tinders’ Romantic and sexual interactions (Bachellor’s Degree). Urbane Technologieen, Netherlands. Retrieved from https://www.academia.edu/8899473/Mobile_dating_Romance_is_just_a_swipe_away_Tinders_Romantic_and_sexual_interactions
Lemke, R. (2014). Sexual Liberation on the Internet? Sexual Internet Use of MSM in 50 Different Countries. Mainz: Johannes Gutenberg Universitaet. Retrieved from https://www.academia.edu/8662454/Sexual_Liberation_on_the_Internet_Sexual_Internet_Use_of_MSM_in_50_Different_Countries
Kogovsek, T., Svab, A., & Kuhar, R. (2011). Intimacy Transformed? : Perceptions of Love, Intimacy and Partnership Among On-line Daters in Slovenia. Annales, 21(1), 177–186. https://www.academia.edu/7988186/Intimacy_Transformed_Perceptions_of_Love_Intimacy_and_Partnership_Among_On-line_Daters_in_Slovenia
Cacioppo, J. T., Cacioppo, S., Gonzaga, G. C., Ogburn, E. L., & VanderWeele, T. J. (2013). Marital satisfaction and break-ups differ across on-line and off-line meeting venues. Proceedings of the National Academy of Sciences, 110(25), 10135–10140. http://doi.org/10.1073/pnas.1222447110
Fullick, M. (2013). “Gendering” the Self in Online Dating Discourse. Canadian Journal Of Communication, 38(4). Retrieved from http://www.cjc-online.ca/index.php/journal/article/view/2647
Phillips, J. (n.d.). Online Dating: How Culture Affects Self-Presentation of Match.com Users. Retrieved from https://www.academia.edu/3845104/Online_Dating_How_Culture_Affects_Self-Presentation_of_Match.com_Users
Chow, E., Coulombe, D., Garcia, V., Vuu, D., & Wade, J. (2009, May 23). Culture, Power, Cyberspace: Age and Gender in Online Dating Websites: An Analysis of User Profiles on Mingles.com. Retrieved from http://anthrocyber.blogspot.com/2009/05/age-and-gender-in-online-dating.html
Masden, C., & Edwards, W. K. (n.d.). Understanding the Role of Community in Online Dating. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (pp. 535–544). Seoul, Korea. http://doi.org/10.1145/2702123.2702417

MN eSummit 2015

#MNsummit2015

Main speaker

Aaron Doering

aaron doening

aaron doening

Engagement not completion

Design experience not product

Create change, not simply respond to it

He was a geography teacher : Dimitrina

Experience explore expand. Adventure based how to collaborate in ways we have not collaborated before pedagogical guidelines internet driven

Instructor – content – design

Today: first think is design, content, instructor. So how do we design learning environments is the most important one

Guide learners as designers. Constructivism. Design for meaning. Through the power of the story.

Geotetic  design a learning environment learn geography using GIS

Situated movies (student-centered learning)

Grant Earthducation go to the most remote parts of the world to align their education with their culture, instead of what the government is downing as culture

Use of phone: whoever answers instructor’s question first, gets to pose the next question to the rest of the audience.

Design based research

Self-narrative, referencing the experience real world issues in real time

  1. reference knowledge . knowledge overlap. Technological pedagogical content knowledge.

Geotetic not only how prepare teachers, but desing learning environmwer of the story.

we explore: https://www.we-explore.com/

9.5 design as a learner.

the U Media Lab.
The Changing Earth. App GoX (instagram on steroids.  tell their story through the app). How is this different from Google Earth
Raptor Lab (rehabilitate a raptor).

  1. design experiences
  2. build trust
  3. guide learners as designers
  4. recognize learners as experts
  5. encourage collaboration
  6. inspire self narrative
  7. reference the knowledge domains
  8. teach for change
  9. design as learner

adoering@umn.edi     chasingseals.com   @chasingseals

 

podcast pontification (audio version of blog self reflections)

 Greg Steinke The U
A Digital Story Assignment using WeVideo

wevideo

WeVideo is the Google response to iMovie cloud

The U is on Google email and thus google drive and all other google tools

The Center for Digital Storytelling. short videos, 3-5 min incorporate photographs with the author narration, reflection

Assignment (verbal directions). process (write a 2 page script, every page is about a minute of video), gather images that support the story; edit the script (rewrite); record audio to the script (use an app on the phone instead of WeVideo), WeVideo can edit the audio recording; edit the story, edit the photos to match the story; YourTube and/or Google+

working with faculty: is the digital story a good fit for your course? two questions: does the course have many writing assignments? does everyone have to do the same type of assignment? do you want to offer choices? do you want your students to share their work outside of the class? to you want to explore opportunities for students to develop 21 century skills?

google communities for sharing

wewideo has a tutorial at Center for Digital Storytelling

students can use the digital story for their eportfolio

the entire exercise is entirely based on mobile devices

time frame: scaffolding options

3d printing products were the tangible result of the project and the digital storytelling just the format to present

Google Drive master folder for the phone images and video; iOS apps: MoviePro, FiLMc Pro, VoiceRecord Pro (including mp3); Android: WeVideo

Storyboard template

Faculty Development Programs: Digital Storytelling Community of Practice

http://it.umn.edu/faculty-development-programs-digital-0

Poster sessions:

Brad Hokanson

http://dha.design.umn.edu/faculty/BHokanson.html

iPAD video kit:

ipad video kit

Laurie Conzemius
Critical Thinking

laurie

ISTE: http://conference.iste.org/2016/
Joe Lau critical thinking

apps: Popplet  blog.popplet.com  http://www.popplet.com/ (mindmapping)

into the book: http://reading.ecb.org/

Kahoot – the token system. Polleverywhere  https://blog.stcloudstate.edu/ims/2015/05/21/polls-and-surveys-tools-for-education/

Symbaloo https://www.symbaloo.com/home/mix/13eOcK1fiV zotero, easybib, delicious, diigo depending on the grade

youth voices; http://youthvoices.net/ replace social media like teachertube is trying to replace youtube

quandary games in education. https://www.quandarygame.org/ sim city

citizen science alliance http://www.citizensciencealliance.org/

Toontastic https://itunes.apple.com/us/app/toontastic/id404693282?mt=8 now free  storytelling

coding and programming: https://www.makewonder.com/robots/dashanddot  scratch

Osmo : https://www.playosmo.com/en/ $79.99 + give a set for free Stride principle as a parental involvement

chainlink;

kickword; https://play.google.com/store/apps/details?id=com.makario.wordkick

red herring (four categories) https://play.google.com/store/apps/details?id=com.BlueOxTech.RedHerring&hl=en

http://www.mathplayground.com/logicgames.html

http://www.mathplayground.com/thinkingblocks.html

evaluation:

telestory  https://itunes.apple.com/us/app/telestory/id915378506?mt=8

explain everything http://explaineverything.com/

 

Exploring and Connecting 3D Printing to Teaching and Learning Jason Spartz, Saint Mary’s University of Minnesota

http://pubs.lib.umn.edu/minnesota-elearning-summit/2015/program/23/

http://pubs.lib.umn.edu/cgi/viewcontent.cgi?article=1023&context=minnesota-elearning-summit

3db 3da 3d lisa

Jason Spartz, Saint Mary’s University of MinnesotaFollow
Lisa Truax, Saint Mary’s University of MinnesotaFollow
Karen Sorvaag, Saint Mary’s University of MinnesotaFollow
Brett Bodsgard, Saint Mary’s University of MinnesotaFollow

chemistry professor. 3D printing with different materials.
what else can be made (e.g. reaction vessel)

printing of atoms

crystalography dbase

Karen: pre-service teachers professor: how to use 3d printers and be comfortable with them. Steve Hoover. Thinkercad and Autodesk123D>
3D academy http://www.team3dacademy.com/index2.html
. Pinterest board for3d Printing with resources

Lisa: graphic design. not intuitive.  Rhinoceros (not free anymore). 123D strong learning curve. 3d printing will be incorporated in the curriculum.  sculpture students and others don’t like fudging on the computer, but Adobe people love it. Some items takes up to 4 hours to print out. when working on the computer is difficult for some students to visualize the dimensionality.

collaborative learning opportunities.

no makerspace or fab lab. additional interest from the theater and business dept. 3d printing is connected to future work skills. new media ecology or media literacy set of skills.

the main presenter: build excitement and interest and gradually step back. how much material goes through and should we charge back. clean and maintenance involved; not too bad. better then a copier. plastic inexpensive. sizes with plastic – $25 and $50. how many project of a spool: depending on the size of the projects but considerable amount. two printers one art dept and one in the faculty dev area.

non profit visually impaired students.  how 3d can make difference in special ed.

3d printing lab with access for everybody. ownership brings policy. where housed: neutral place.

only one printer is barely sufficient for faculty to figure out how to use it. purchasing two more if students and curricula to be involved.

 

3dc 3d lisa 3da 3db

 

The Balancing Act: Team-Creating an eBook as an Alternative Method for Content Delivery Tom Nechodomu, University of Minnesota

ebook

tnecho@umn.edu
Susan Andre sandre@umn.edu
Linda Buturian butur001@umn.edu
Faculty Created digital stories – google “cultivaitng change series”
student created digital stories –
http://www.cehd.umn.edu/academics/online/
http://www.cehd.umn.edu/PSTL/water/
http://www.cehd.umn.edu/The-Changing-story/
Susan Andre uses a slide titled “trust” to elucidate how the entire project was enabled. “trust” and “transparency” are sparse currency in the environment I work in. if she is right an ebook ain’t happening anytime soon at my place.
inclining habitat.
students involvement. use stipends. student artists. food for the video interviews. create a community, student centered.
people able to change the book.
copyright process; did you find it cumbersome. copyright permission center.
time span and amount of hours spent: 3-4 months per chapter.

Main speaker
David Wiley. Making Teaching and Learning Awesome with Open

MN Learning Commons
open educational resources
LUMEN
lumen
education – sharing feedback, encouragement with students passion about the discipline, yourself
open is not the same as free.  free + permissions + copyright permission: 5 r = retain (make and own copies), reuse (use in a wide range of ways), revise (adapt, modify, and improve), remix (combine two or more), redistribute (share with others)
open:
free and unfettered access
perpetual, irrevocable copyright permissions
(look but don’t touch is not open)
tech enables OER permits
traditionally copyright materials on the Internet – not so good ; jet on the road
openly copyright materials on the internet _ yes: jet in the air
permission-less innovation. relatively inexpensive and broad permissions.
intellectual infrastructure of education: learning outcomes/objectives; assessments; textbooks. they are relatively expensive and narrow permissions.
disappearing ink strategies: buyback, rental, ebooks, online subscription
 mad, glad, sad, rad: the grumpy cat. student success per dollar
opennetgroup.org/review
change in student learning: replace commercial with open books – small. realign, bigger change. rethink is the large change.
responsibilities:
attribution and meeting other license requirements
thin common cartridge: a way to bring the content to the CMS, but the content remains on the creative commons
github.com/lumenlearning https://github.com/lumenlearning
disposable assignment: students hate doing them, instructors hate grading them. waste of time and energy
renewable assignment: students see value in doing them; instructor sees value grading them
https://www.youtube.com/watch?v=AsFU3sAlPx4
so what?
open education infrastructure: open outcomes, objectives, activities, educational resources
the culture of glued legos must be eradicated. open pedagogy. open credentialing model
summary: don’t settle for “affordable.” improve student outcomes. improve affordability. improve design / academic freedom

links generated from the discussion at my presentation:

https://www.google.com/search?q=tin+can&ie=utf-8&oe=utf-8

http://www.uwosh.edu/library/quizsmith

http://glickconsulting.com/resouce_brainegames

https://www.google.com/search?q=techers+skills&ie=utf-8&oe=utf-8

http://www.northeastern.edu/camd/gamedesign/people/sebastian-deterding/

https://www.duolingo.com/  Duolingo. App to learn languages using games

http://www.gamification.co/gabe-zichermann/

https://zebrazapps.com/  ZebraZapps

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