Searching for "internet"

philosophy and technology

Philosophy’s influence on technology design – and why it needs to change

http://phys.org/news/2016-02-philosophy-technology-designand.html

How we communicate is as important as why

Communication technology has tapped into a very human need to be liked and appreciated.

Why should any of this matter to designers, manufacturers, and users of technology? A narrow view of why we communicate inevitably limits the sorts of we build. Interestingly, many of the things we do with technology are byproducts of what they were originally designed for (e.g. the internet emerged as the result of a US Defence project researching possibilities for network packets). Once we drop our preconceived ideas that transmitting information is their only purpose – an assumption that carries with it a shortsighted vision – the possibilities of what we could create are endless.
There is a difference between understanding the words a speaker has said, and understanding the speaker – understanding the “why” as well as the “what”.

student engagement in online classes

per SCSU faculty request, please have compiled literature (books and peer-reviewed articles) on:

Here some names who are well regarded in the community of online learning as specialists in online discussions:

  1. Susan Ko
    https://mplus.mnpals.net/vufind/Record/007248228
  2. Palloff and Pratt:
    https://www.goodreads.com/author/show/159169.Keith_Pratt (not sure if you are a goodreads user, I am)
    https://mplus.mnpals.net/vufind/Record/007494813

the most recent peer-reviewed literature on keywords: “engag*” + “student*” + “online” = 13K+ titles for the period 2010-2016:

http://scsu.mn/1W6Y7wF

and about 20 articles from the link above with the general search:

Record: 1

A Digital Badging Dataset Focused on Performance, Engagement and Behavior-Related Variables from Observations in Web-Based University Courses By: McDaniel, Rudy; Fanfarelli, Joseph R.. British Journal of Educational Technology, v46 n5 p937-941 Sep 2015. (EJ1071635)

Database:

ERIC

Record: 2

A Student-Centered Guest Lecturing: A Constructivism Approach to Promote Student Engagement By: Li, Lei; Guo, Rong. Journal of Instructional Pedagogies, v15 Oct 2015. (EJ1060070)
Full Text from ERIC

Database:

ERIC

Record: 3

Creating Effective Student Engagement in Online Courses: What Do Students Find Engaging? By: Dixson, Marcia D.. Journal of the Scholarship of Teaching and Learning, v10 n2 p1-13 Jun 2010. (EJ890707)
Full Text from ERIC

Database:

ERIC

Record: 4

Effects From Student Engagement Online. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p67-73. 7p. DOI: 10.1002/aehe.20018.

Database:

EBSCO MegaFILE

Record: 5

Engaging Students in Online Courses By: Jacobs, Pearl. Research in Higher Education Journal, v26 Oct 2014. (EJ1055325)
Full Text from ERIC

Database:

ERIC

Record: 6

Engaging Students via Social Media: Is It Worth the Effort? By: Mostafa, Rania B.. Journal of Marketing Education, v37 n3 p144-159 Dec 2015. (EJ1080980)

Database:

ERIC

Record: 7

Engaging Students with Social Media By: Bal, Anjali S.; Grewal, Dhruv; Mills, Adam. Journal of Marketing Education, v37 n3 p190-203 Dec 2015. (EJ1081047)

Database:

ERIC

Record: 8

HOW TO BETTER ENGAGE ONLINE STUDENTS WITH ONLINE STRATEGIES. By: BRITT, DR. MARGARET. College Student Journal. Fall2015, Vol. 49 Issue 3, p399-404. 6p.

Database:

EBSCO MegaFILE

Record: 9

Instructor scaffolding for interaction and students’ academic engagement in online learning: Mediating role of perceived online class goal structures. By: Cho, Moon-Heum; Cho, YoonJung. Internet & Higher Education. Apr2014, Vol. 21, p25-30. 6p. DOI: 10.1016/j.iheduc.2013.10.008.

Database:

EBSCO MegaFILE

Record: 10

Measuring Student Engagement in an Online Program By: Bigatel, Paula; Williams, Vicki. Online Journal of Distance Learning Administration, v18 n2 Sum 2015. (EJ1065381)

Database:

ERIC

Record: 11

Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE) By: Dixson, Marcia D.. Online Learning, v19 n4 Sep 2015. (EJ1079585)
Full Text from ERIC

Database:

ERIC

Record: 12

On-Line Course Development: Engaging and Retaining Students By: Bruster, Benita G.. SRATE Journal, v24 n2 p1-7 Sum 2015. (EJ1083122)
Full Text from ERIC

Database:

ERIC

Record: 13

Promoting Online Students’ Engagement and Learning in Science and Sustainability Preservice Teacher Education By: Tomas, Louisa; Lasen, Michelle; Field, Ellen. Australian Journal of Teacher Education, v40 n11 Article 5 Nov 2015. (EJ1083370)
Full Text from ERIC

Database:

ERIC

Record: 14

Strengthening student engagement: what do students want in online courses? By: Chakraborty, Misha; Nafukho, Fredrick Muyia. European Journal of Training & Development. 2014, Vol. 38 Issue 9, p782-802. 21p. DOI: 10.1108/EJTD-11-2013-0123.

Database:

EBSCO MegaFILE

Record: 15

Student Engagement in Online Learning: What Works and Why. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p1-14. 14p. DOI: 10.1002/aehe.20018.

Database:

EBSCO MegaFILE

Record: 16

Student Perceptions of Twitters’ Effectiveness for Assessment in a Large Enrollment Online Course By: Rohr, Linda; Costello, Jane. Online Learning, v19 n4 Sep 2015. (EJ1079590)
Full Text from ERIC

Database:

ERIC

Record: 17

Techniques for Student Engagement Online. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p37-66. 30p. DOI: 10.1002/aehe.20018.

Database:

EBSCO MegaFILE

Record: 18

The civic-social media disconnect: exploring perceptions of social media for engagement in the daily life of college students. By: Mihailidis, Paul. Information, Communication & Society. Oct2014, Vol. 17 Issue 9, p1059-1071. 13p. DOI: 10.1080/1369118X.2013.877054.

Database:

EBSCO MegaFILE

Record: 19

The Online University Classroom: One Perspective for Effective Student Engagement and Teaching in an Online Environment By: Carr, Marsha. Journal of Effective Teaching, v14 n1 p99-110 2014. (EJ1060450)
Full Text from ERIC

Database:

ERIC

Record: 20

The Perils of a Lack of Student Engagement: Reflections of a “Lonely, Brave, and Rather Exposed” Online Instructor By: Stott, Philip. British Journal of Educational Technology, v47 n1 p51-64 Jan 2016. (EJ1086712)

Database:

ERIC

Record: 21

The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom: The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction By: Francescucci, Anthony; Foster, Mary. Canadian Journal of Higher Education, v43 n3 p78-91 2013. (EJ1018277)
Full Text from ERIC

Database:

ERIC

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

More on “Classroom Discussion and Students Participation” in this IMS blog entry:
https://blog.stcloudstate.edu/ims/2016/01/29/classroom-discussion-and-students-participation/

honors and shame

221 HONORS.
The Honor System:
A Comparison Between the U.S. South and the Mediterranean World

Plamen Miltenoff, MLIS, Ph.D.

Meeting Times & Places

5:00 pm – 7:30 pm Wednesdays Miller Center 206

  • Asynchronous interaction:
    • Most of the discussions will occur asynchronously in the D2L “Discussion” area.
    • Use of Web 2.0 tools such as blogs and wikis is strongly encouraged.
    • Use of Web 2.0 tools such as social networking sites (e.g., Facebook) only after consultation with the instructor

Contact Information

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The best way to contact me is through email, but you can use any of the options below.

Email: pmiltenoff@stcloudstate.edu
Phone: 320-308-3072
Web Site: http://web.stcloudstate.edu/pmiltenoff/faculty
Office Location: Miller Center, 204-J

Course Description:

The Honor system is a phenomenon well known in many cultures across the globe and strongly presented in cultures since Ancient Greece and Rome. The concepts of honor and shame have long been associated with cultures in the Mediterranean region mostly because the first scholars to study the social impact of these concepts did so in Southern Europe. Honor has two fundamental components: birth and morality. People could gain or lose their honor by the morality of their conduct. Despite the scholarly emphasis on the Mediterranean, the concept of honor influenced social systems all over the world, and historians are beginning to detect its traces in places as different as China and Africa. The Southern Honor system can firmly be traced back in the European roots and determined to a great degree the American history of the 19th century.

This course will study the geography, history, sociology and religions, cultural and political systems of two worlds and learn to compare the findings. Based on those comparisons, lessons in gender, culture and politics will be drawn.

  1. What is Honor and Shame system and why is it so important to know about it and recognize it
  2. What is the connection between the Honor system in the Mediterranean and in the American South
  3. How does the knowledge of the Honor system aim our daily actions and our global perspective

Course Goals

Students in this course will

  • Practice research methods and ability to find and evaluate information as well as select reliable information technologies.
  • Explore applications and technologies for communication and creative collaboration.
  • Gain practical, hands-on experience with a wide variety of research and online communication tools.
  • Students will demonstrate ability to research and find academically reliable information from peer-reviewed sources in the online databases, which SCSU is subscribed. Students will demonstrate ability to find and evaluate information from the Internet.
  • Students will demonstrate competencies in creation of textual and multimedia narratives in individual and collaborative environment.
  • Students will demonstrate competencies in application of technology toward creation and dissemination of textual and multimedia materials.

Attendance/Discussion Requirements

  • Attendance is required. If you cannot attend class, it is required to alert the instructor in advance. If the reason for the absence is an emergency, it is expected to approach the instructor and provide an explanation thereafter about the character of the emergency.
  • Discussion are expected. If you are shy and are hesitant to participate in class, you must compensate with the use of other communication tools (e.g., D2L Discussion List).

Assignment Descriptions

  • Discussions. You are expected to contribute to each class session with your ideas and your responses to the ideas of your peers. Your comments are expected in class and in between class sessions (using, e.g., D2L discussion list). Your comments must go beyond “yes, I agree,” and “no, I disagree” and provide analysis and synthesis of your thoughts.
  • Readings – you will be expected to contribute to each class sessions with bibliographical findings on your own.
  • Written responses – you will be expected to deliver four written responses to peer-reviewed articles related to topics discussed in the class sessions.
  • Final project – you will be expected to write and present a final project. The written part of the project will be in the realm of 4-5000 words; will adhere to academic research and style; will include a bibliography with at least 2/3 of the sources being peer-reviewed and outside of the 5000 words. The presentation can be of any multimedia form, whereas it will be peer-evaluated, but my (instructor’s) preference will be given to advance multimedia presentations (beyond PPT and using e.g. Prezy, iMovie/Moviemaker movie and/or audio narration)

Course Policies

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Late Assignment Policy

All assignments should be submitted by midnight of the date on which they are due. Ten percent of an assignment’s point value will be removed for each day an assignment is late. This policy will be adjusted on a case-by-case basis if emergencies prevent you from submitting an assignment on time. In these situations, contact me as soon as is reasonable to determine how this policy can be adjusted in a way that meets your needs and is still fair to other students.

Grading

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The grade book in D2L will be used to show detailed information about grades in this course. The table below shows the value of each assignment and the total number of points available.

  Overall Grade
94% – 100% = A
90 % – 93.99% = A-
86% – 89.99% = B+
83% – 85.99% = B
80% – 82.99% = B-
70% – 79.99% = C
60% – 69.99% = D
59.99% or lower = F

 

Assignments Schedule

WEEK 1. August 28
Reading[s]:
Peruse through all articles in the D2L content area. Choose one article to your liking and be ready to reflect on it.Assignment[s]:
1. complete entry survey. 2. Prepare to present in coherent and concise manner your understanding of Honors and Shame and discuss the goals for this course. 3. Enter a short essay in the D2L discussion on how do you see applying the knowledge from this course in your future studies, research and work
Introduction.  Orientation, class parameters and familiarizing with the syllabus. Questions and issues. Course goals What is an/the Honor System? Entry Interview (D2L survey is completed and analyzed). Why explore this topic and these vastly different geographic entities (US South and the Mediterranean). Define interest in this class and interest for a project; how this class can help your studies? Your career? All over as a human being?
WEEK 2.Sept 4

Reading[s]:
BUSATTA, S. (2006). Honour and Shame in the Mediterranean. Antrocom, 2(2). 75-78. Retrieved March 19, 2013, from http://www.academia.edu/524890/Honour_and_Shame_in_the_Mediterranean
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson.   http://tinyurl.com/qdvc499. (p. 24-26).
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Esmer, T. U. (n.d.). Honor in Ottoman and Contemporary Mediterranean Societies: Controversies, Continuities, and New Directions. conference announcement. Retrieved from http://www.h-net.org/announce/show.cgi?ID=196551

Assignment[s]: 1. Find an article on Honor and Shame. 2. Outline in two paragraphs the content of one of the three articles and in a third paragraph compare to your findings; use academic style to log your responses. If you have hesitation about your style, please check with the Write Place, your peers and me.

Why research? Work on the reading material for class

Find articles for the course.

What is academic research? What is a peer-review article? When and how research the Internet. How do I access and keep track of resources.
RefWorks versus Zotero and Mendeley
What is an academic paper. How do I write an academic paper. The Write place.
Making plans: final project
WEEK 3. Sept 11

Reading[s]:
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Smith, A. (2004). Murder in Jerba: Honour, Shame and Hospitality among Maltese in Ottoman Tunisia. History and Anthropology Routledge, 15(2), 107–132.
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707

Assignment[s]:
Your first written response is due in the D2L   dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.

Honors and Shame from a historical perspective Do we have a robust theory/notion about the Honor/Shame system through the centuries? Do you think tracking that model through centuries helps in the 21st century? If yes, how and if no, why?
WEEK 4. Sept 18

Reading[s]: Fernand Braudel (http://en.wikipedia.org/wiki/Fernand_Braudel) and the Annales School
Santos, N. F. (2008). Family, Patronage, and Social Contests: Narrative Reversals in the Gospel of Mark. S&J, (2). (footnote p. 200).
Hall, J. L. (1907). Half-hours in southern history. B. F. Johnson publishing co.
Harrell, L. A. (2009, December 4). It’s an honorable choice: Rebellions Against Southern Honor in William Styron’s The Confessions of Nat Turner. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2614

Assignment[s]:
Your second written response is due in the D2L dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.

Honors and Shame from a geographic perspective Is there a “southern” connection (Mediterranean is the European South)? Can be Annale School be right (geography and relief determines history)? To what degree geography and geographical conditions determine such models (Honor/Shame)?
WEEK 5. Sept 25

Reading[s]: Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611.
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499 (p. 22)
Lever, A. (1986). Honour as a Red Herring. Critique of Anthropology, 6(3), 83–106. doi:10.1177/0308275X8600600305

Assignment[s]:
Your third written response is due in the D2L   dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.

Honors and Shame from a cultural perspective. Gender roles, Masculinity Does the Honor/Shame model help understand gender roles, social status, masculinity etc.?
WEEK 6. Oct 2

Reading[s]:
Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611. (p. 593)
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499. (p. 26-27; p. 30-33).
Cohen, D. (n.d.). Insult, Aggression, and the Southern Culture of Honor: An “Experimental Ethnography.” Journal of Personality and Social Psychology, 70(5), 945–960.
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707

Assignment[s]:
Your forth written response is due in the D2L   dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.

Honors and Shame from a political and social perspective Can Honor/Shame be connected with the current political situation in Egypt, Syria, Turkey? Did Honor/Shame system influence decision in American history?
WEEK 7. Wednesday Oct 9

Assignment[s]: final project details

Start working on the final project Present and discuss your final project: 1. Finalized title 2. Outline 3. Plan 4. Clear work distribution among group members 5. Clear way for peer assessment.
 WEEK 8. Wednesday Oct 16
Assignment[s]: details on final project
Final brainstorming and start working on the project Meeting as a whole: 1. Present group’s plan to class. 2. Share group’s ideas with class. 3. Share technology 4. Share sources 5. Share means for peer assessment
WEEK 9. Wednesday Oct 23

Assignment[s]: draft of bibliography

Class as a whole: peer review and brainstorming Meeting as a whole: 1. Are sources reliable? 2. Are sources of academic origin (peer-reviewed)? 3. Is the bibliography adhering correctly to the formats (APA, Chicago, ALA)
WEEK 10. Wednesday Oct 30

Assignment[s]: details on presentation

Work on the final project Meeting as a whole: 1. Presentation format 2. Share technology 3. Share ideas
WEEK 11. Wednesday Nov 6
Assignment[s]: paper draft due in D2L dropbox
Work on final project Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 12. Wednesday Nov 13
Assignment[s]: paper draft and presentation
Work on project Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 13. Wednesday Nov 20
Assignment[s]: paper draft due in D2L dropbox
Work on project Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 13. Wednesday Nov 27
Work on project Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 13. Wednesday Dec 4
Assignment[s]: paper final draft due in D2L dropbox
presentations Class presentations of the final projects
WEEK 13. Wednesday Dec 11
presentations Class presentations of the final projects

 

BIBLIOGRAPHY:

Bertram Wyatt-Brown. (n.d.). Retrieved from http://personal.tcu.edu/swoodworth/Wyatt-Brown.htm

Brayford, S. A. (1999). TO SHAME OR NOT TO SHAME: SEXUALITY IN THE MEDITERRANEAN DIASPORA. Semeia, (87), 163.

BUSATTA, S. (2006). Honour and Shame in the Mediterranean. Antrocom, 2(2). 75-78. Retrieved March 19, 2013, from http://www.academia.edu/524890/Honour_and_Shame_in_the_Mediterranean

Cohen, D. (n.d.). Insult, Aggression, and the Southern Culture of Honor: An “Experimental Ethnography.” Journal of Personality and Social Psychology, 70(5), 945–960.

Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611.

Culture of honor (Southern United States). (n.d.). Retrieved from http://en.wikipedia.org/wiki/Culture_of_honor_(Southern_United_States)

Dussere, E. (2001). The Debts of History: Southern Honor, Affirmative Action, and Faulkner’s Intruder in the Dust. Faulkner Journal, 17(1), 37–57.

Esmer, T. U. (n.d.). Honor in Ottoman and Contemporary Mediterranean Societies: Controversies, Continuities, and New Directions. conference announcement. Retrieved from http://www.h-net.org/announce/show.cgi?ID=196551

Family, Patronage, and Social Contests.pdf. (n.d.).

Hall, J. L. (1907). Half-hours in southern history. B. F. Johnson publishing co.

Harrell, L. A. (2009, December 4). It’s an honorable choice: Rebellions Against Southern Honor in William Styron’s The Confessions of Nat Turner. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2614

Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707

Hellerman. (n.d.). Reconstructing Honor in Roman Philippi. Cambridge University Press.

Herzfeld, M. (1980). Honour and Shame: Problems in the Comparative Analysis of Moral Systems. Man, 15(2), 339–351. doi:10.2307/2801675

Honor, Shame, and Social Status.pdf. (n.d.).

honor-04-Antrocom_Honour and Shame in the Mediterranean_S.pdf. (n.d.).

Honors and Shame and the Unity of the Mediterranean. (n.d.). Retrieved from http://www.jstor.org/stable/3317790

Honour and shame (Anthropology). (n.d.). Retrieved from http://what-when-how.com/social-and-cultural-anthropology/honour-and-shame-anthropology/

Lever, A. (1986). Honour as a Red Herring. Critique of Anthropology, 6(3), 83–106. doi:10.1177/0308275X8600600305

Manly Honor Part V: Honor in the American South. (n.d.). The Art of Manliness. Retrieved August 15, 2013, from http://www.artofmanliness.com/2012/11/26/manly-honor-part-v-honor-in-the-american-south/

Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499

Murder in Jerba_ Honour, Shame and.pdf. (n.d.).

Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2

Peoples and Cultures of the Mediterranean. (n.d.). Retrieved March 19, 2013, from http://www.academia.edu/2437701/Peoples_and_Cultures_of_the_Mediterranean

Rabichev, R. (n.d.). The Mediterranean concepts of honour and shame as seen in the depiction of the biblical women. Retrieved from http://prophetess.lstc.edu/~rklein/Doc6/renata.htm

Santos, N. F. (2008). Family, Patronage, and Social Contests: Narrative Reversals in the Gospel of Mark. S&J, (2).

Slavery and Southern Honor. (n.d.). StudyMode. Education. Retrieved from http://www.studymode.com/essays/Slavery-Southern-Honor-72644.html

Smith, A. (2004). Murder in Jerba: Honour, Shame and  Hospitality among Maltese in Ottoman  Tunisia. History and Anthropology Routledge, 15(2), 107–132.

Stewart,, Y. (n.d.). Mursi: A Study in Honor-Shame dynamics. CATEGORY ARCHIVES: HONOR-SHAME CULTURE. Retrieved from http://www.theaugeanstables.com/category/honor-shame-culture/

TO SHAME OR NOT TO SHAME_ SEXUALITY IN THE MEDITERRANEAN DIASPORA..pdf. (n.d.).

Weir, D. (n.d.). Honour and Shame. Islam Watch. Retrieved from http://www.islam-watch.org/Others/Honour-and-Shame-in-Islam.htm

Women, honor, and context in Mediterranean antiquity.pdf. (n.d.).

Wyatt-Brown, B. & Milbauer, Richard J. (2004). Honor, Shame, and Iraq in American Foreign Policy. In Note prepared for the Workshop on Humiliation and Violent Conflict, Columbia University,  New York, November 18-19, 2004. Presented at the Workshop on Humiliation and Violent Conflict, Columbia University,  New York,. Retrieved from http://www.humiliationstudies.org/documents/WyattBrownNY04meeting.pdf

 

 

 

digital literacy for EDAD

one-credit courses on digital literacy offered for the School of Education department for Educational Leadership

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

EDAD 697Introduction to Educational Technology

1 credit, summer 2016

Technology forecast for education: https://blog.stcloudstate.edu/ims/2016/01/27/4710/

Course Description

This synchronous online course will introduce school administrators to the multitude and complexity of educational technology issues. Through group discussions and exercises, the course will focus on the development of knowledge, skills and depositions to effective professional practice in educational leadership. The goal of the course is to develop knowledge and understanding of appropriate application of technology in the teaching and learning process and in the management of educational programs.
Information and experience in the course will include review of the latest trends in technology. Familiarity to acquisition of expertise will be sought in understand and use of Web 2.0 and Web 3.0, as well as social media, multimedia and interactivity and how it affects school life as well as the role of the educational leader. Specific attention will be paid to the importance and ability to develop and maintain policies, which reflect the ever-changing world of technology. Auxiliary, but no less important issues such as legal issues, copyright issues, ethics and other forms of digital citizenship will be discussed.

Course Objectives:

Upon successful completion of this course the student will:

Course Objective Knowledge Skill Disposition Impact
1.      Demonstrate knowledge and the use of related technologies appropriate to the management of a school # o o
2.      Demonstrate knowledge and the use of related technologies appropriate to the instructional program of a school # o o
3.      Demonstrate knowledge and the use of various types of related technologies for supporting the instructional program of the school # o o
4.      Demonstrate knowledge of planning and management procedures and policies for the appropriate use of technological resources to serve the mission of the school # o o
5.      Demonstrate knowledge of common computer and related technological applications # o o
6.      Identify gender & diversity issues related to technology in education o o o
7.      Demonstrate knowledge of adaptive technology devices for individuals with special needs o o o o
8.      Demonstrate skill in the use of technology for materials preparation, presentations, record keeping, computation, communication, information / data collection and management, and the effective use of the Internet o o o
9.      Demonstrate an understanding of legal issues, including copyright issues, related to educational technology o o
10.  Demonstrate an understanding of the importance of ethical practice in the use of technology o o
11.  Demonstrate knowledge and understanding of administrative policies and procedures that promote appropriate utilization of technology by school personnel o o o
12.  Demonstrate familiarity with appropriate professional standards related to educational leadership and technology o o o o
13.  Demonstrate an understanding of the digital age learning culture, digital citizenship in particular o o

 

# http://ed.mnsu.edu/edleadership/docs/license_competencies/K-12_Principal_Competencies_revised_8_22_08.pdf

National Educational Technology Standards for Administrators.

http://www.iste.org/standards/ISTE-standards/standards-for-administrators

Demonstrate familiarity with appropriate professional standards related to educational leadership and technology
http://www.ccsso.org/Documents/2015/ProfessionalStandardsforEducationalLeaders2015forNPBEAFINAL.pdf

Resources On Line

IMS Technology blog: https://blog.stcloudstate.edu/ims/

Twitter: #edtech ; #edtechchat ; #edtechUK; @Edtech_K12

Facebook: #edtech ;  #edleadership

Pinterest #edtech; #edleadership ; #edtechleadership

Agency for Instructional Technology             http://www.ait.net

Center for Technology and Teacher Education            http://www.teacherlink.org

Center for Children and Technology            http://www.edc.org/CCT/

T.H.E. Journal (Technology Horizons in Education Online Journal)            http://www.thejournal.com

Cybertimes Navigator (New York Times) http://www.nytimes.com/navigator

International Society for Technology in Education (ISTE)            http://cnets.iste.org/

Technology Standards for School Administrators (TSSA)   http://cnets.iste.org/tssa

ISTE curriculum and Content Area Standards   http://Cnets.iste.org/currstands/

Preparing Tomorrow’s Teachers to use Technology (PT3)              http://www.pt3.org

Assistive Technology information:  http://www.abilityhub.com  http://www.enablemart.com

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EDAD ??? Technology and Curriculum Design

1 credit, Summer 2016

Course Description

This course seeks hands-on experience in integration of educational technology into the classroom. Students will learn to select opportunities for application [or not] of technology in education. The course will provide a hands-on experience for educational leaders to understand the application of technology in the curriculum process. Topics of consideration include instructional design, media and formats, devices, telecommunications and social interactivity. The course will provide an opportunity to apply technology knowledge and experience in hands-on exercises for curriculum management as well as monitoring student achievement progress. Further discussions and practical approach will include modern, effective and efficient ways of communications among parents, students, faculty and administration. The course offered in synchronous online mode and F2F mode.

Objectives/Outcomes

Upon successful completion of this course the student will:

  1. Understand the impact of technology on the teaching and learning process.
  2. Understand the principles of the Universal Design for Learning (UDL) and National Educational Standards for Students (NETS*S) and their application in the curriculum process.
  3. Research and assess the opportunities for technology to be integrated in the classroom.

Universal Design for Learning (UDL)
http://www.udlcenter.org/aboutudl/whatisudl

The ISTE National Educational Technology Standards (NETS•T) and

Performance Indicators for Teachers

https://www.kent.edu/sites/default/files/file/ISTEstandards.pdf

 

EDAD ??? Technology as an Integral Part of Successful Educational Leadership

1 credit, Summer 2016

Course Description

Course Description

This class will support teacher leaders and school administrators in reviewing and systematizing the fast aspects of modern electronic technologies. Based on a foundational better understanding of how technologies work, future educational leaders will develop skills and practice the application of ideas, tactics and methods for better integration of technologies in the teaching and learning process as well as the creation of better policies and procedures.

The course is designed to bring research and analytical skills and build structure in the process of resolving technology issues, which educational leaders face in modern schools, including hardware and software problems, networks and computers, curriculum and teaching and learning methods.

The course will offer discussions as well as practical solutions such as social media (e.g. Twitter) for professional development, online tools for teacher evaluation, online tools for collaboration and creativity, immediate and future trends, which already impact education and educational leadership.
The course offered in synchronous online mode and F2F mode.

Objectives/Outcomes

  1. Students will be able to identify and update sources for information to keep current their technology knowledge
  2. Students will demonstrate knowledge and understanding of technology leadership standards.
  3. Student will demonstrate an understanding of how to create, promote, and sustain a dynamic, digital – age learning culture that provides a rigorous, relevant, and engaging education for all students.
  4. Students will demonstrate understanding of how to promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources.
  5. Students will demonstrate an understanding of how to provide digital – age leadership and management to continuously improve the organization through the effective use of information and technology resources.
  6. Students will understand and apply knowledge of how to model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture.
  7. Students will demonstrate knowledge of technology as integral part of facilities and resource management
  8. Students will be able to describe and use budget planning and management procedures related to educational computing and technology.
  9. Students will be able to describe and maintain current information involving facilities planning issues related to computers and related technologies.
  10. Students will be able to design and develop policies and procedures concerning staffing, scheduling, and security for managing computers/technology in a variety of instructional and administrative school

tech ed trends in 2016

What’s Hot, What’s Not in 2016

Our expert panelists weigh in on education technology to give us their verdict on which approaches to tech-enabled learning will have a major impact, which ones are stagnating and which ones might be better forgotten entirely.

By Greg Thompson 01/12/16

https://thejournal.com/articles/2016/01/12/whats-hot-whats-not-in-2016.aspx

  • Bring Your Own Device (BYOD): Lukewarm to Hot

  • Social Media for Teaching and Learning: Lukewarm to Hot

  • Digital Badges: Mostly Lukewarm

  • Open Educational Resources (OERs): Mostly Hot

  • E-Portfolios: Losing Steam

  • Learning Management Systems (LMS): Lukewarm to Hot

  • Flipped Learning: Mostly Hot (but Equitability a Question)

  • Blended Learning: Unanimously Hot

  • Student Data Privacy Concerns: Unanimously Hot

  • Apps for Learning: A Mostly Lukewarm Mixed Bag

  • Games for Learning: Hot

What are the hot devices?

Cameras like the Canon VIXIA, the Sony HDR-MV1 or the Zoom Q4 or Q8 range from $200 to $400. The secret of these small devices is a tradeoff between video flexibility and audio power. With digital-only zoom, these cameras still deliver full HD video (or better) but with limited distance capabilities. In return, the audio quality is unsurpassed by anything short of a professional boom or wireless microphone setup; most of these cameras feature high-end condenser microphone capsules that will make music or interview recordings shine.

The Chromebook is hot. Seventy-two percent of Chromebook sales were education-related purchases in 2014.

The smartphone is hot. Every day, the smartphone becomes less of a “phone” and more of a device for connecting with others via social media, researching information on the Internet, learning with apps and games and recording experiences with photos and videos.

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.

the evolution of the library

For Internet To Go, Check The Library

http://www.npr.org/sections/alltechconsidered/2016/01/03/460962121/for-internet-to-go-check-the-library

But Urban argues it’s a good fit for the evolution of the library, while maintaining its purpose: to connect people to knowledge.
An evolution, which remains unnoticed by other libraries, including university ones. 

Get off the train in Florence Italy and you’re in a city-wide free wi-fi hotspot with better bandwidth access and speed than most home modems in the USA. There’s no reason that wi-fi access shouldn’t be provided as a benefit of being a citizen of the wealthiest (yet still incredibly backwards) nation on Earth.

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.

streaming

Inside Netflix’s Plan to Boost Streaming Quality and Unclog the Internet (Exclusive)

http://variety.com/2015/digital/news/netflix-better-streaming-quality-1201661116/

a new bandwidth-saving technology that the company has been working on for four years

At the lowest end was a file encoded with a bitrate of 235 kbps, which would work even on very slow connections, but also only deliver a resolution of 320 by 240 pixels. Somewhere in the middle was a 1750 kbps file for a resolution of 1280 by 720, and the best quality was a 5800 kbps version for a great-looking 1080p experience.

 

 

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