Searching for "intrinsic"

intrinsic vs extrinsic

https://www.pinterest.com/pin/34269647136873852/

Why Both Intrinsic and Extrinsic Motivators Matter in Gamification

manager must understand: intrinsic requires a long-term commitment to such motivation

creation of expectation for social motivation. If the manager does not value this anymore, the employee is disappointed.

Intrinsic and Extrinsic Motivators Matter in Gamification

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more on intrinsic in this IMS blog
http://blog.stcloudstate.edu/ims?s=intrinsic

Accessible Media, Web and Technology Conference

Accessing Higher Ground – Accessible Media, Web and Technology Conference

Virtual Agenda November 14-16, 2018

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Not So Fast: Implementing Accessibility Reviews in a University’s IT Software Review Process

  • Crystal Tenan, IT Accessibility Coordinator, NC State University
  • Bill Coker, Software Licensing Manager, NC State University

Summary

In this presentation, we will provide an overview of NC State’s IT Purchase Compliance process and focus on the accessibility review process. We will discuss the process of implementation, important considerations for working with the campus community and vendors, and the impact of the IT Purchase Compliance process on campus.

Abstract

Before a university purchases software, it should review the software to ensure it complies with university standards and follows Federal and State guidelines for security and accessibility. Without review, there is a higher risk that purchases put sensitive university data at risk, do not meet the needs of the campus population with disabilities, or require integration with enterprise level applications.

In a joint effort between the Office of Information Technology, the Office of General Counsel and the Purchasing Department, NC State University implemented a process to review purchases of software prior to issuing a purchase requisition.

In this presentation, we will provide an overview of NC State’s IT Purchase Compliance process and focus on the accessibility review process. We will discuss the process of implementation, important considerations for working with the campus community and vendors, and the impact of the IT Purchase Compliance process on campus.

Keypoints

  1. Participants will learn the importance of software reviews prior to purchasing.
  2. Participants will be exposed to an example format of how to structure a software review process.
  3. Participants will learn techniques for collaborating with various campus departments for software reviews.

(handouts available: ask me)

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Math Accessibility in Word, Canvas, Conversion and More!

  • Paul Brown, Vice President, Texthelp
  • Rachel Kruzel, Assistive Technology & Accommodations Specialist, Augsburg University

Rachel Kruzel: Free and Low Cost Accessibility Tools (March 2018) https://vimeo.com/259224118

Link to Resources at Augsburg: http://www.augsburg.edu/class/groves/assistive-technology/

Session Details

  • Length of Session: 1-hr
  • Format: Lecture
  • Expertise Level: Beginner
  • Type of session: General Conference

Summary

This session will overview Texthelp’s exciting math accessibility program, EquatIO. Learn how students and professors easily insert math into Word, Canvas, and more as well as make STEM textbook conversion a much easier process. Augsburg’s Rachel Kruzel will provide an inside look into how EquatIO is making math accessible across her campus.

Abstract

EquatIO is Texthelp’s game-changing math software program that gives students and professors multiple means of producing, engaging with, and expressing math with ease. This session will overview how to easily insert math into Microsoft Word, Canvas, and other programs as well as how it can save valuable time and resources in STEM textbook conversion. The program’s core features including math-to-speech, speech-to-math, math prediction, math OCR capabilities and many other tools will be demonstrated, helping empower students in this traditionally challenging area. Attendees will not only learn the program, but also how they can gain free access to its premium features as well as assist their students in utilizing the freemium and premium tools.

Keypoints

  1. Math accessibility is here!
  2. EquatIO is a digital math solution for all students and staff.
  3. Save time and resources in STEM textbook conversion.

Disability Areas

All Areas, Cognitive/Learning, Vision

Topic Areas

Alternate Format, Assistive Technology, eBooks, Faculty Instruction/Accessible Course Design, Including Accessibility in Curriculum, Information Technology, Uncategorized, Web/Media Access

Speaker Bio(s)

Paul Brown

Paul Brown has been in education for 20 years as a teacher, technology coach, manager, and currently is a Vice President at Texthelp. Paul’s team oversees the successful implementation of the Read&Write and EquatIO product lines. Paul is a Cleveland Browns fan for life and asks for your pity ahead of time. He and his family live in Edina, MN.

Rachel Kruzel

Rachel Kruzel, ATP, is the Assistive Technology & Accommodations Specialist at Augsburg University in Minneapolis, Minnesota, and is a RESNA Certified Assistive Technology Practitioner (ATP). She has over 8 years of experience working in in the CLASS Office (Disability Resources) focusing on assistive technology, educational technology, transitioning from K-12 to higher education, academic accommodations implementation, and digital, electronic, and web accessibility. Rachel has presented both regionally and nationally on a variety of topics about assistive technology, as well as accessibility, transition, assistive technology tools such as the QIAT-PS and specific software program demonstrations and trainings, as well as general consultation with students, parents, schools, and organizations. She also provides consulting and direct consumer support through assistive technology consultation and the implementation process.

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“We don’t have enough staff assigned to making IT accessible!”

Summary

How often do we hear people say this or feel this way ourselves? In this session the speaker will engage with attendees on promising practices for making the most of limited resources toward a more accessible IT environment on campus.

Abstract

How often do we hear people say this or feel this way ourselves? In this session the speaker will engage with attendees on promising practices for making the most of limited resources toward a more accessible IT environment on campus. Topics will included but not be limited to convening a high level task force of key stakeholders on campus, developing policies and guidelines, offering training on accessibility within other training opportunities, presenting at regularly occurring meetings and special interest groups, developing partnerships, supporting a group of IT accessibility liaisons to extend the reach of central services, securing funds to proactively caption videos and remediate inaccessible documents (particularly those that are high impact/use), providing online resources for specific target groups, and purchasing accessibility tools for campus-wide use. The speaker will provide examples and the audience will contribute their own ideas, experiences, and lessons learned.

Keypoints

  1. Organizations promoting accessible IT on campuses are often under staffed.
  2. Promising practices have been developed at some schools for maximizing the impact of available resources.
  3. Promising practices have been developed at some schools for maximizing the impact of available resources.

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Information Technology, Uncategorized

Speaker Bio(s)

Sheryl Burgstahler

Dr. Sheryl Burgstahler founded and directs the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center and the ATC (Access Technology Center) as part of her role as Director of Accessible Technology Services at the University of Washington (UW). These centers promote (1) the support the success of students with disabilities in postsecondary education and careers and (2) the development of facilities, IT, services, and learning activities that are welcoming and accessible to individuals with disabilities. The ATC focuses efforts at the UW; the DO-IT Center reaches national and international audiences with the support of federal, state, corporate, foundation, and private funds. Dr. Burgstahler is an affiliate professor in the UW College of Education. She developed and taught the Accessibility and Compliance in Online Education online course offered by Rutgers University and currently teaches graduate courses in applications of universal design in higher education at City University of New York and Saint Louis University.

(handouts available: ask me)

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Evaluating and Repairing Word and PowerPoint Files

Summary

In this hands-on workshop, learn to evaluate and repair common accessibility issues in Microsoft Word and PowerPoint.

Abstract

Both Word and PowerPoint contain a very useful accessibility checker that can identify many potential accessibility issues within a document. However, like any automated checker, there are also many issues that it cannot detect–accessibility evaluation is always a combination of evaluation tools and manual checks.

During this workshop, participants will practice evaluating and repairing many common accessibility issues of Word and PowerPoint files. We will use practice files and a printable evaluation checklist to evaluate Word docs and Power Point slides.

Keypoints

  1. Learn to use the built-in Microsoft Office Accessibility Checker
  2. Identify accessibility issues that must be analyzed manually
  3. Practice evaluating and repairing the accessibility of Word and PowerPoint files

Disability Areas

All Areas

Topic Areas

Uncategorized, Web/Media Access

Speaker Bio(s)

Jonathan Whiting

o: Jonathan Whiting is the Director of Training at WebAIM, based at Utah State University. His main passion is helping others learn to make the web more accessible to people with disabilities. Jonathan is also currently involved in the GOALS Project, a program to assist institutions of Higher Education in improving their accessibility system-wide. With a Master’s Degree in Instructional Technology and over fifteen years of experience in the field of web accessibility, Jonathan has published dozens of articles, tutorials, and other instructional resources. He has traveled extensively to train thousands of web developers and other professionals who develop or maintain web content.

(handouts available: ask me)

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Powerful Presentation Skills for the Accessibility Professional

  • Christa Miller, Director of Inclusive Media Design, Virginia Tech

Summary

As subject matter experts in disabilities and accessibility, we are often called upon to provide training and professional development to others. However, it is uncommon for us to receive formal training in this area ourselves. Through discussion and small group activities, participants will explore and practice techniques for giving presentations

Abstract

As accessibility and disability professionals we are well equipped with the content knowledge needed to provide motivation, or justification on the what, why and how of accessibility. Unfortunately, we are often called upon to provide this to experts in a wide range of unrelated fields who do not intrinsically know what it means “to be accessible”. Not only is the audience challenging to reach, but the content challenges the audience on multiple levels. That being said, by using best practices for training adult learners, accessibility training can become a pleasure.

This session aims to provide techniques and practice on critical presentation skills for accessibility professionals including but not limited to: increasing audience engagement, developing powerful slides and visuals, checking your work for accessibility, and practicing before presenting.

Keypoints

  1. Presentations by accessibility professionals should exemplify best practice for accessibility
  2. Successful presentations are part performance and part technical know-how
  3. Accessibility presentations should contain more application and practice than background information

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Faculty Instruction/Accessible Course Design

Speaker Bio(s)

Christa Miller

Christa Miller is a proud Virginia Tech Hokie and is currently the Director of Inclusive Media Design. She first became interested in assistive technologies (AT) while earning her BS in Electrical Engineering. Her passion for accessible technology and universal design then led her to pursue her MS in Industrial Systems Engineering, concentrating in Human Factors Engineering.

Between 2006 and 2018, Christa has worked in many roles for Assistive Technologies, part of Technology-enhanced Learning and Online Strategies (TLOS). Notable among these was as the lead Braille Transcriber for Braille Services, an initiative to provide in-house production of Braille materials for the University for which she received the Excellence in Access and Inclusion Award in 2012. Her unique knowledge of the tools and technologies needed to produce Braille for Science, Technology, Engineering, and Mathematics (STEM) courses has led her to consult with disability service providers from many other post-secondary institutions and share that knowledge at national conferences.

In her current role, Christa has enjoyed co-leading a several professional development programs aimed at providing Teaching Faculty, Instructors and Graduate Teaching Assistants with the knowledge, skills and confidence necessary to create inclusive learning environments.

(handouts available: ask me)

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IT Colleagues: from Accessibility Newbies into Accessibility Auditors

  • Kristen Dabney, Assistive Technology Instruction Specialist, Tufts University

Summary

Tufts Student Accessibility Services office created accessibility testing guidelines designed to help IT professionals complete basic accessibility audits for digital products before they are purchased.

Abstract

As Tufts implemented its accessible procurement protocol, the need for a streamlined accessibility audit process became crucial. For a university to be proactive and evaluate product accessibility before purchase, a comprehensive auditing system must be in place. These audits (completed by our SAS-trained IT team) provide a more in-depth view than that described by a vendor’s VPAT. This simple to use guide enhanced campus-wide buy-in while also making forward progress on procurement audits. Attendees will learn the process used to initiate and develop these guidelines, the arguments successfully used to get the procurement process firmly in the IT office, the training process for IT auditors and best practices for sustainability beyond the initial training workshop. This session will conclude with a walk though of an example application using the guidelines developed by Tufts Student Accessibility Services office.

Keypoints

  1. Training guide for IT professionals new to testing accessibility
  2. Quick walk through Accessibility Audit process
  3. Accessibility Review Instructions + Vendor Accessibility Report Checklist (WCAG 2.1 standards)

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Assistive Technology, Information Technology, Uncategorized

Speaker Bio(s)

Kristen Dabney

Kristen Dabney graduated from Grinnell College with a degree in Physics, and later from University of Connecticut with a Postsecondary Disability Services Certification since the Physics degree wasn’t saying “I’m interested in accessibility” loud enough. She currently works as an Assistive Technology Instruction Specialist at Tufts University.

(handouts available: ask me)

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Social media and accessibility

  • Gian Wild, Ms, AccessibilityOz

Summary

Gian Wild goes through the accessibility issues of each of the four main social media sites (Facebook, Twitter, YouTube and LinkedIn) and discusses ways that you can make sure your social media content is accessible.

Abstract

Social media accessibility is an incredibly important tool in modern society. It is not just the young who access social media, with close to 30% of people over the age of 65 interacting on social networking sites, and 50% of people aged 50 – 64. As the percentage of recruiters who use LinkedIn is now 95%, social media is becoming an essential part of negotiating the current working environment. The main reason why social media is not accessible is that social networking sites and apps are almost continually refreshed. Facebook sometimes changes twice a day. This, coupled with a lack of a formal testing process, means that what may be accessible today may be literally gone tomorrow.

Keypoints

  1. Social media networks cannot be relied upon to be accessible
  2. A number of easy things you can do to make your social media more accessible
  3. The most improved and the most accessible social media networks of 2018

Disability Areas

All Areas

Topic Areas

Uncategorized, Web/Media Access

Speaker Bio(s)

Gian Wild

Gian works in the area of web accessibility: making sure web sites and mobile apps can be used by people with disabilities. She spent six years contributing to the international set of web accessibility guidelines used around the world and is also the CEO and Founder of AccessibilityOz. With offices in Australia and the United States, AccessibilityOz has been operating for five years. Its clients include the Department of Prime Minister and Cabinet, Gold Coast 2018 Commonwealth Games, Optus, Seek and Foxtel. A 2017 Australian of the Year award nominee, Gian splits her time between Australia the US. A regular speaker at conferences around the world, in 2015 she presented to the United Nations on the importance of web accessibility at the Conference of State Parties to the Convention on the Rights of Persons with Disabilities.

(handouts available: ask me)

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I Was Wrong! Build Your Successful Accessibility Program by Learning from My Mistakes

Angela Hooker, Microsoft

Summary

Whether or not you’re new to the field, when you manage an accessibility program, you can fall into common traps–but there’s no need to! Learn from my observations and old mistakes! Get tips for running a successful program and avoiding poor management choices, poor policy, poor planning, and more that can hinder your program.

Abstract

So, you’re leading an accessibility program…how’s that working out?

If you’re a new accessibility program manager or a seasoned pro, you can still make rookie mistakes. I sure have, and that’s after over 16 years of running accessibility and user experience programs!

Has your laid back nature defeated your process-driven “evil twin”? Does your site’s written content defeat the accessibility features that your other team members created? Are you unsure why your developers still “don’t get it”? Do your leaders avoid you and conversations about accessibility, except to say that “It’s great!”? Or perhaps your web management direction–when it comes to overall content, design, and development choices–doesn’t quite support the needs of your audience, and you’re not sure where things are going wrong.

My experience from the corporate and government sectors will help you plan your program, whether it’s for a higher education, corporate, or government environment. Get on track with process, program management, setting proper expectations, and more to help you drive great user experiences and real accessibility across your organization.

Keypoints

  1. Learn the common mistakes in creating and sustaining an accessibility program and how to avoid them.
  2. Understand the importance of setting boundaries for accepting and establishing program responsibilities.
  3. Get tips to manage the overall content, design, development, and testing–which drive your program’s success.

Disability Areas

All Areas

Topic Areas

Uncategorized, Web/Media Access

Speaker Bio(s)

Angela Hooker

Angela Hooker is a Senior Accessibility Product Manager at Microsoft, where she’s built a center of expertise for accessibility, user experience, and universal design. She’s brought her web management, development, design, accessibility, and editorial and content management expertise to the government and private sector for over 20 years. Angela also advocates for role-based accessibility and believes that teaching people how to incorporate principles of accessibility in their everyday work creates a sustainable program and produces the most accessible user experiences. In addition to accessibility and universal design, she supports plain language and web standards. Angela speaks on and writes about accessibility, user experience, and plain language.

(handouts available: ask me)

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Trending Tech Tools: What’s New, What’s Improved & What’s on the Horizon for Assistive Technology & Accessibility Tools

  • Rachel Kruzel, Assistive Technology & Accommodations Specialist, Augsburg University

Summary

The field of Assistive Technology and Accessibility is constantly changing. Tech giants are making more frequent updates to their products. As a result, knowing the latest updates is essential. Assistive Technology and Accessibility software updates from major tech companies such as Texthelp, Sonocent, and Microsoft, as well as free and low cost tools to support students on campus will be featured and shown.

Abstract

Both the Assistive Technology and Accessibility fields are constantly changing. Software companies are soliciting user feedback continuously and deciding which suggestions are the most important to develop and update. These updates and developments are released every six to twelve weeks. Much of this AT is central for students to access courses and curriculum in an accessible way. This presentation will focus on the most recent updates from the major assistive technology companies who are making waves in the tech field. The latest releases from companies like Texthelp, Sonocent, Microsoft, as well as other tech giants will be shown. Free and low cost assistive technology tools that are on the cutting edge or are strong supports for students will be featured in this session as well. Participants will leave with updates to tools they are using to support students on their campuses and ideas on how to use these tools on campus to implement both Assistive Technology and Accessibility.

Keypoints

  1. Assistive technology companies are releasing product updates every six to twelve weeks on average.
  2. Latest updates and features to commonly used Assistive Technology tools in higher education will be shown.
  3. Both for-purchase and free/low cost assistive technology tools can be easily implemented to support students.

Disability Areas

All Areas

Topic Areas

Assistive Technology, Uncategorized

Speaker Bio(s)

Rachel Kruzel

Rachel Kruzel, ATP, is the Assistive Technology & Accommodations Specialist at Augsburg University in Minneapolis, Minnesota, and is a RESNA Certified Assistive Technology Practitioner (ATP). She has over 8 years of experience working in in the CLASS Office (Disability Resources) focusing on assistive technology, educational technology, transitioning from K-12 to higher education, academic accommodations implementation, and digital, electronic, and web accessibility. Rachel has presented both regionally and nationally on a variety of topics about assistive technology, as well as accessibility, transition, assistive technology tools such as the QIAT-PS and specific software program demonstrations and trainings, as well as general consultation with students, parents, schools, and organizations. She also provides consulting and direct consumer support through assistive technology consultation and the implementation process.

(handouts available: ask me)

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The Big Ten Academic Alliance’s Shared Approach to Procurement and Vendor Relations

  • Bill Welsh, Rutgers University
  • Charlie Collick, Director of IT Accessibility, Rutgers University
  • Nate Evans, Manager, Digital Content & Accessibility, Michigan State University

Summary

Learn how the Big Ten Academic Alliance is working together to develop policies, processes and procedures for procurement of accessible IT as well as assisting each other with managing vendor relationships that can foster better product accessibility within the Big 10. Also, each presenter will share their own institutions practices in this area.

Abstract

The Big Ten Academic Alliance are working together through a CIO sponsored group called the Information Technology Accessibility Group to leverage their coalition in regards to the accessibility of IT products purchased. The presenters will provide insight into their current collaborative efforts and share the four goals that the ITAG/Procurement Working Group is developing to improve best practices and shared basic standards for accessibility in IT procurement processes. This partnership has identified the following four goals to address IT accessibility: 1.Education & Marketing 2. Shared Solicitation Requirements for IT purchases 3. Standardize Evaluation 4. Leverage the BTAA purchasing power to work with vendors to improve accessibility and develop shared repository of IT accessibility evaluations. Participants will discover methods of alignment, and see how shared approaches to vendor relationship management can leverage economy of scale and foster vendor commitment.

Keypoints

  1. Product accessibility best practices
  2. Establishing product accessibility repositories
  3. There are resources available in this arena for others to utilize and assist in developing

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Information Resources, Information Technology, Uncategorized

Speaker Bio(s)

Bill Welsh

Bill is the Associate VP of Rutgers Access and Disability Resources. He has worked at Rutgers since 2013. Previously, he worked at Penn State University (1999-2013) and Drexel University (1994-1999) as Director of Disability Services

Charlie Collick

Charlie is the Director of IT Accessibility at Rutgers University. He is responsible for the accessibility of all enterprise academic and administrative technology and digital content. He also serves as Director of Software Site Licensing where he is responsible for vetting all central funded technology purchases for the University and the distribution of the licenses to staff, faculty, and students. Charlie has been an employee of Rutgers OIT since 2008. Before serving in his current role, Charlie was the Acting Director of Teaching and Learning with Technology where he lead a team of instructional designers, education technologists, and LMS support staff. His professional experience includes accessibility, instructional design, instructional technology, functional management, organizational development, strategic planning, and technology procurement. His broad technical background spans general IT, applications and systems support, web design and development, and the delivery of related services.

Nate Evans

Nate works with students, faculty, staff, and administrators across the institution to help create more inclusive environments, and shape better digital experiences. He leads Michigan State University’s digital accessibility program, and the Digital Content & Accessibility team to provide central support and resources, and to measure digital accessibility improvement.

(handouts available: ask me)

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Not Another Lecture-Style Presentation

  • Brad Held, Accessible Technology Coordinator, University of Central Fl

Summary

Disability Professionals struggle to garner interest for their presentations or workshops. Just getting faculty or staff to register for their training doesn’t guarantee that the topics will be practiced. In this presentation, the presenter will share tips for designing a memorable educational experience that doesn’t involve a projector/clicker.

Abstract

As accessible technology experts, we often find it difficult to fill the seats at our presentations. This might be because of the topics we discussed are overwhelmingly complicated to understand, or because attendees do not believe enough students are affected by our subject matter. Regardless of the reason, the attendee doesn’t always leave with a lasting memory of how they can create access to their environment. What if we could take some of the visual elements of our technology and incorporate it with inclusive principles, then design an experience that is FUN? Based on the popular escape room game concept, you can challenge teams to be locked in a room full of barriers. Have them escape by identifying and removing the barriers within the room with more accessible approaches within the time allotted. UCF will share their design secrets for creating an escape room activity that will have your entire institution buzzing. The presentation will end with an interactive demonstration.

Keypoints

  1. How to create a different activity other than a lecture style presentation
  2. Designing a memorable experience involving accessibility.
  3. Incorporating accessible technology and inclusive principle.

Disability Areas

All Areas

Topic Areas

Other, Uncategorized

Speaker Bio(s)

Brad Held

Brad Held has been the Assistant Director – Accessible Technology for the Student Accessibility Services office at University of Central Florida (UCF) for the past four years. He earned his Bachelor’s degree in Applied Biotechnology at the University of Georgia in 2006. Prior to arriving at UCF, Brad worked in Assistive Technology for almost ten years: four years in a public school K-12 setting with Gwinnett County Public Schools in Georgia and five years in higher-education at The University of Georgia and The University of South Carolina. He is certified in Assistive Technology Applications. Aside from helping UCF students received academic supports, Brad also has a learning disability. Brad uses his personal experience to aid students in being active participants in the accommodation process.

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Interactive 3d printed tactile campus maps

  • Holly Lawson, Assistant Professor, Portland State University
  • Shiri Azenkot, Assistant Professor, Cornell Tech
  • Lei Shi, PhD Student, Cornell Tech
  • Michael Cantino, Research Assistant, Portland State University

Summary

This presentation introduces the Markit and Talkit iOS software, which enables an individual to add text or audio annotations to a 3d printed model. Presenters share the use of this toolkit with 3d printed tactile maps.

Abstract

Recent advances in 3d printing technology have made tactile models more available to individuals who are visually impaired. With grant funding from the National Science Foundation, we have developed and field-tested iOS technology that empowers individuals to modify models by adding audio or text annotations. Using this technology, a modified model can provide voice output or display a description of a model component when it is touched by a user. In this session, we will introduce the 3d printing technology and its application with 3d printed tactile maps for use with individuals with visual impairments at Portland State University and Portland Community College.

Keypoints

  1. interactive 3d printed models can provide greater access to campus environments than traditional tactile maps
  2. interactive 3d printed maps can be customized to include wayfinding information most pertinent to the user
  3. the use of interactive 3d printed models is a cost effective solution for institutes of higher education

Disability Areas

Mobility, Vision

Topic Areas

Assistive Technology, Uncategorized

Speaker Bio(s)

Holly Lawson

Dr. Holly Lawson is an Assistant Professor at Portland State University and

the coordinator of the Visually Impaired Learner program. Since 1994, she has worked in the VIL field, beginning as a residential instructor for the Texas School for the Blind and Visually Impaired and then the Peace Corps in Morocco. Her master’s and PhD are from the University of Arizona where she held several positions in teaching and research. She came to PSU in 2014, having previously worked as an assistant professor and the coordinator for the Virginia Consortium of Teacher Preparation in Vision Impairment at George Mason University.

Shiri Azenkot

Dr. Shiri Azenkot is an Assistant Professor at the Jacobs Technion-Cornell Institute at Cornell Tech, Cornell University, and a field member in the Information Science Department. She is also an affiliate faculty member in the Computer Science Department at the Technion–Israel Institute of Technology. Currently, her research is funded by the NSF, AOL, Verizon, and Facebook. Before arriving at Cornell Tech, she was a PhD student in Computer Science & Engineering at the University of Washington, where she was advised by Richard Ladner and Jacob Wobbrock. Shiri has received the UW graduate medal (awarded to just one PhD candidate at the university each year), a National Science Foundation Graduate Research Fellowship, and an AT&T Labs Graduate Fellowship.

Lei Shi

Lei Shi is a fourth-year Ph.D. student at Cornell University and an AOL fellow at Cornell Tech, where he is advised by Shiri Azenkot. His research interests lie in the fields of accessibility, human-computer interaction, and design. Specifically, he explores how to combine 3D printing technologies and innovative design to help people. Previously, Lei got his bachelor degree in Electrical Engineering from Zhejiang University, with a double degree in Industrial Design.

Michael Cantino

Michael Cantino worked in K-12 special education for 11 years before coming to Portland Community College in 2017. During that time, he specialized in supporting students with behavioral challenges, Autism Spectrum Disorder, and students with visual impairments. Michael is a Library of Congress certified braille transcriber and is skilled in the production of tactile graphics and 3D models for visually impaired learners. At PCC, Michael provides a broad range of supports for students experiencing disabilities, with a focus on assistive technology, alternative formats, and in-class supports. In addition to his work at Portland Community College, Michael is also a Research Assistant at Portland State University where he is studying the use of interactive 3D models to support visually impaired learners.

(handouts available: ask me)

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The Power of PDF

Instructional designers, document developers, analysts QA

Naveesha  and Sachun Gupta

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more on UDL in this IMS blog
http://blog.stcloudstate.edu/ims?s=udl

gamification and learning

Student Perceptions of Learning and Instructional Effectiveness in College Courses

https://www.ets.org/Media/Products/perceptions.pdf

Students’ Perception of Gamification in Learning and Education.

https://link.springer.com/chapter/10.1007%2F978-3-319-47283-6_6

College students’ perceptions of pleasure in learning – Designing gameful gamification in education

investigate behavioral and psychological metrics that could affect learner perceptions of technology

today’s learners spend extensive time and effort posting and commenting in social media and playing video games

Creating pleasurable learning experiences for learners can improve learner engagement.

uses game-design elements in non-gaming environments with the purpose of motivating users to behave in a certain direction (Deterding et al., 2011)

How can we facilitate the gamefulness of gamification?

Most gamified activities include three basic parts: “goal-focused activity, reward mechanisms, and progress tracking” (Glover, 2013, p. 2000).

gamification works similarly to the instructional methods in education – clear learning and teaching objectives, meaningful learning activities, and assessment methods that are aligned with the objectives

the design of seven game elements:

  • Storytelling: It provides the rules of the gamified activities. A good gamified activity should have a clear and simple storyboard to direct learners to achieve the goals. This game-design element works like the guidelines and directions of an instructional activity in class.
  • Levels: A gamified activity usually consists of different levels for learners to advance through. At each level, learners will face different challenges. These levels and challenges can be viewed as the specific learning objectives/competencies for learners to accomplish.
  • Points: Points pertain to the progress-tracking element because learners can gain points when they complete the quests.
  • Leaderboard: This element provides a reward mechanism that shows which learners are leading in the gamified activities. This element is very controversial when gamification is used in educational contexts because some empirical evidence shows that a leaderboard is effective only for users who are aggressive and hardcore players (Hamari, Koivisto, & Sarsa, 2014).
  • Badges: These serve as milestones to resemble the rewards that learners have achieved when they complete certain quests. This element works as the extrinsic motivation for learners (Kapp, 2012).
  • Feedback: A well-designed gamification interface should provide learners with timely feedback in order to help them to stay on the right track.
  • Progress: A progress-tracking bar should appear in the learner profile to remind learners of how many quests remain and how many quests they have completed.

Dominguez et al. (2013) suggested that gamification fosters high-order thinking, such as problem-solving skills, rather than factual knowledge. Critical thinking, which is commonly assessed in social science majors, is also a form of higher-order thinking.

Davis (1989) developed technology acceptance model (TAM) to help people understand how users perceive technologies. Pleasure, arousal, and dominance (PAD) emotional-state model that developed by Mehrabian (1995) is one of the fundamental design frameworks for scale development in understanding user perceptions of user-system interactions.

Technology Acceptance Model from Damian T. Gordon

Introduction of the basic emotional impact of environments from Sekine masato

Van der Heijdedn (2004) asserted that pleasurable experiences encouraged users to use the system for a longer period of time
Self-determination theory (Deci & Ryan, 1985) has been integrated into the design of gamification and addressed the balance between learners’ extrinsic and intrinsic motivation.

Self determination theory from Jeannie Maraya
Ryan and Deci (2000) concluded that extrinsic rewards might suppress learners’ intrinsic motivation. Exploiting the playfulness and gamefulness in gamification, therefore, becomes extremely important, as it would employ the most effective approaches to engage learners.
Sweetser and Wyeth (2005) developed GameFlow as an evaluation model to measure player enjoyment in games
Fu, Su, and Yu (2009) adapted this scale to EGameFlow in order to measure college students’ enjoyment of e-learning games. EGameFlow is a multidimensional scale that consists of self-evaluated emotions.

Gamification and Flow from Martin Sillaots
Eppmann, Bekk, and Klein (2018) developed gameful experience scale (GAMEX) to measure gameful experiences for gamification contexts. one of the limitations of GAMEX to be used in education is that its effects on learning outcome has not been studied
the Big Five Model, which has been proposed as trait theory by McCrae & Costa (1989) and is widely accepted in the field, to measure the linkages between the game mechanics in gamification and the influences of different personality traits.

The Big Five Personality Model from Devina Srivastava

Storytelling in the subscale of Preferences for Instruction emphasizes the rules of the gamified learning environments, such as the syllabus of the course, the rubrics for the assignments, and the directions for tasks. Storytelling in the subscale of Preferences for Instructors’ Teaching Style focuses on the ways in which instructors present the content. For example, instructors could use multimedia resources to present their instructional materials. Storytelling in the subscale of Preferences for Learning Effectiveness emphasizes scaffolding materials for the learners, such as providing background information for newly introduced topics.

The effective use of badges would include three main elements: signifier, completion logic, and rewards (Hamari & Eranti, 2011). A useful badge needs clear goal-setting and prompt feedback. Therefore, badges correlate closely with the design of storytelling (rules) and feedback, which are the key game design elements in the subscale of Preferences for Instruction.

Students can use Google to search on their laptops or tablets in class when instructors introduce new concepts. By reading the reviews and viewing the numbers of “thumbs-up” (agreements by other users), students are able to select the best answers. Today’s learners also “tweet” on social media to share educational videos and news with their classmates and instructors. Well-designed gamified learning environments could increase pleasure in learning by allowing students to use familiar computing experiences in learning environments.

 

gamification in online learning

34 TOP TIPS FOR USING GAMIFICATION IN ONLINE LEARNING

34 Top Tips for using Gamification in Online Learning

1. KNOW WHAT YOUR GOAL IS

2. DESIGN YOUR GAME MECHANICS TO DRIVE POSITIVE BEHAVIOURAL CHANGES

3. CREATE A BUZZ AROUND THE LAUNCH

4. WELCOME WITH A BADGE

5. KEEP IT FUN

6. KEEP IT SIMPLE

7. LET LEARNERS CREATE AVATARS

8. MAKE PROGRESS OBVIOUS

9. MAKE ALERTS OBVIOUS

10. USE LEVELS TO DEFINE A LEARNING JOURNEY

11. START WITH EASIER, SHORTER LEVELS

12. MAKE IT CLEAR WHAT NEEDS TO BE DONE TO PROGRESS

13. WEIGHT YOUR POINTS ACCORDINGLY

14. GIVE MORE REWARDS TO USERS WHO ARE LESS ACTIVE

15. USE INTRINSIC REWARDS TO SPARK BEHAVIOURAL CHANGE

16. LET LEARNERS EXCHANGE POINTS FOR PRIZES

17. USE EXTRINSIC REWARDS SPARINGLY

18. LET THE LEARNER BECOME AN EXPERT

19. TIE LEARNER GOALS TO LARGER COMPANY GOALS

20. CREATE AN AREA FOR COMMUNITY

21. CREATE DISCUSSION GROUPS

22. INTEGRATE WITH SOCIAL MEDIA

23. MAKE SURE IT LOOKS GOOD

24. MAKE SURE IT’S ON BRAND

25. CATER FOR EVERY TYPE OF GAMER

26. TEST!

27. ANALYSE

28. ASK FOR FEEDBACK

29. KEEP CONTENT FRESH & REGULAR

30. YOU CAN NEVER HAVE ENOUGH BADGES!

31. GROUP BADGES IN SETS

32. USE LIMITED EDITION BADGES

33. GENERATE ENVY

34. ENCOURAGE COMPETITION

a tour of the Academy LMS, the world’s #1 gamified learning management system

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more on online learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=online+learning

social media adoption education

Arshad, M., & Akram, M. S. (2018). Social Media Adoption by the Academic Community: Theoretical Insights and Empirical Evidence From Developing Countries. The International Review of Research in Open and Distributed Learning, 19(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/3500
Building on the social constructivist paradigm and technology acceptance model, we propose a conceptual model to assess social media adoption in academia by incorporating collaboration, communication, and resource sharing as predictors of social media adoption, whereas perceived ease of use and perceived usefulness act as mediators in this relationship.
According to the latest social media statistics, there are more than 2 billion Facebook users, more than 300 million Twitter users, more than 500 million Google+ users, and more than 400 million LinkedIn users (InternetLiveStats, 2018).
although social media is rapidly penetrating into the society, there is no consensus in the literature on the drivers of social media adoption in an academic context. Moreover, it is not clear how social media can impact academic performance.
Social media platforms have significant capability to support the social constructivist paradigm that promotes collaborative learning (Vygotsky, 1978).
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technology acceptance model (https://en.wikipedia.org/wiki/Technology_acceptance_model):
  • Perceived usefulness (PU) – This was defined by Fred Davis as “the degree to which a person believes that using a particular system would enhance his or her job performance“.
  • Perceived ease-of-use (PEOU) – Davis defined this as “the degree to which a person believes that using a particular system would be free from effort” (Davis 1989).

Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). USER ACCEPTANCE OF INFORMATION TECHNOLOGY: TOWARD A UNIFIED VIEW. MIS Quarterly27(3), 425-478.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d10758835%26site%3dehost-live%26scope%3dsite
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proposing a Social Media Adoption Model (SMAM) for the academic community

Social media platforms provide an easy alternative, to the academic community, as compared to official communications such as email and blackboard. my note: this has been established as long as back as in 2006 – https://www.chronicle.com/article/E-Mail-is-for-Old-People/4169. Around the time, when SCSU announced email as the “formal mode of communication).Thus, it is emerging as a new communication and collaboration tool among the academic community in higher education institutions (Roblyer, McDaniel, Webb, Herman, & Witty, 2010). Social media has greatly changed the communication/feedback environment by introducing technologies that have modified the educational perspective of learning and interacting (Prensky, 2001).

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Theory of Reasoned Action : https://en.wikipedia.org/wiki/Theory_of_reasoned_action
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the Theory of Reasoned Action (Fishbein & Ajzen, 1975) and the Technology Acceptance Model (Davis, 1989) have been used to assess individuals’ acceptance and use of technology. According to the Technology Acceptance Model, perceived usefulness and perceived ease are the main determinants of an individual’s behavioral intentions and actual usage (Davis, 1989).

Perceived usefulness, derived from the Technology Acceptance Model (TAM), is the particular level that an individual perceives that they can improve their job performance or create ease in attaining the targeted goals by using an information system. It is also believed to make an individual free from mental pressure (Davis, 1989).

Perceived ease of use can be defined as the level to which an individual believes that using a specific system will make a task easier (Gruzd, Staves, & Wilk, 2012) and will reduce mental exertion (Davis, 1989). Venkatesh (2000) posits this construct as a vital element in determining a user’s behavior toward technology. Though generally, there is consensus on the positive effect of perceived ease of use and perceived usefulness on users’ attitude towards social media, it is not yet clear which one of these is more relevant in explaining users’ attitude towards social media in the academic community (Lowry, 2002). Perceived ease of use is one of the eminent behavioral beliefs affecting the users’ intention toward technology acceptance (Lu et al., 2005). The literature suggests that perceived ease of use of technology develops a positive attitude toward its usage (Davis, 1989).

Collaborative learning is considered as an essential instructional method as it assists in overcoming the communication gap among the academic community (Bernard, Rubalcava, & St-Pierre, 2000). The academic community utilizes various social media platforms with the intention to socialize and communicate with others and to share common interests (Sánchez et al., 2014; Sobaih et al., 2016). The exchange of information through social media platforms help the academic community to develop an easy and effective communication among classmates and colleagues (Kaplan & Haenlein, 2010). Social media platforms can also help in developing communities of practice that may help improve collaboration and communication among members of the community (Sánchez et al., 2014). Evidence from previous work confirms that social media platforms are beneficial to college and university students for education purposes (Forkosh-Baruch & Hershkovitz, 2012). Due to the intrinsic ease of use and usefulness of social media, academics are regularly using information and communication technologies, especially social media, for collaboration with colleagues in one way or the other (Koh & Lim, 2012; Wang, 2010).

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more about social media in education in this IMS blog
http://blog.stcloudstate.edu/ims?s=social+media+education

cognitive load theory

Cognitive load theory: Research that teachers really need to understand
AUGUST 2017 Centre for Education Statistics and Evaluation
https://www.cese.nsw.gov.au/images/stories/PDF/cognitive_load_theory_report_AA1.pdf
Cognitive load theory is built upon two commonly accepted ideas. The first is that there is a limit to how much new information the human brain can process at one time. The second is that there are no known limits to how much stored information can be processed at one time. The aim of cognitive load research is therefore to develop instructional techniques and recommendations that fit within the characteristics of working memory, in order to maximise learning.
Explicit instruction involves teachers clearly showing students what to do and how to do it, rather than having students discover or construct information for themselves
how working memory and long-term memory process and store information
Working memory is the memory system where small amounts of information are stored for a very short duration (RAM). Long-term memory is the memory system where large amounts of information are stored semi-permanently (hard drive)
Cognitive load theory assumes that knowledge is stored in long- term memory in the form of ‘schemas’ 2 . A schema organises elements of information according to how they will be used. According to schema theory, skilled performance is developed through building ever greater numbers of increasingly complex schemas by combining elements of lower level schemas into higher level schemas. There is no limit to how complex schemas can become. An important process in schema construction is automation, whereby information can be processed automatically with minimal conscious effort. Automaticity occurs after extensive practice
Schemas provide a number of important functions that are relevant to learning. First, they provide a system for organising and storing knowledge. Second, and crucially for cognitive load theory, they reduce working memory load. This is because, although there are a limited number of elements that can be held in working memory at one time, a schema constitutes only a single element in working memory. In this way, a high level schema – with potentially infinite informational complexity – can effectively bypass the limits of working memory

Types of cognitive load

Cognitive load theory identifies three different types of cognitive load: intrinsic, extraneous and germane load
Intrinsic cognitive load relates to the inherent difficulty of the subject matter being learnt.

subject matter that is difficult for a novice may be very easy for an expert.
Extraneous cognitive load relates to how the subject matter is taught.
extraneous load is the ‘bad’ type of cognitive load, because it does not directly contribute to learning. Cognitive load theorists consider that instructional design will be most effective when it minimises extraneous load in order to free up the capacity of working memory
Germane cognitive load refers to the load imposed on the working memory by the process of learning – that is, the process of transferring information into the long-term memory through schema construction
the approach of decreasing extraneous cognitive load while increasing germane cognitive load will only be effective if the total cognitive load remains within the limits of working memory
Explicit teaching

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more on educational theories in this IMS blog
http://blog.stcloudstate.edu/ims?s=educational+theories

intelligence measure

Intelligence: a history

Intelligence has always been used as fig-leaf to justify domination and destruction. No wonder we fear super-smart robots

Stephen Cave

https://aeon.co/essays/on-the-dark-history-of-intelligence-as-domination

To say that someone is or is not intelligent has never been merely a comment on their mental faculties. It is always also a judgment on what they are permitted to do. Intelligence, in other words, is political.

The problem has taken an interesting 21st-century twist with the rise of Artificial Intelligence (AI).

The term ‘intelligence’ itself has never been popular with English-language philosophers. Nor does it have a direct translation into German or ancient Greek, two of the other great languages in the Western philosophical tradition. But that doesn’t mean philosophers weren’t interested in it. Indeed, they were obsessed with it, or more precisely a part of it: reason or rationality. The term ‘intelligence’ managed to eclipse its more old-fashioned relative in popular and political discourse only with the rise of the relatively new-fangled discipline of psychology, which claimed intelligence for itself.

Plato conclude, in The Republic, that the ideal ruler is ‘the philosopher king’, as only a philosopher can work out the proper order of things. This idea was revolutionary at the time. Athens had already experimented with democracy, the rule of the people – but to count as one of those ‘people’ you just had to be a male citizen, not necessarily intelligent. Elsewhere, the governing classes were made up of inherited elites (aristocracy), or by those who believed they had received divine instruction (theocracy), or simply by the strongest (tyranny).

Plato’s novel idea fell on the eager ears of the intellectuals, including those of his pupil Aristotle. Aristotle was always the more practical, taxonomic kind of thinker. He took the notion of the primacy of reason and used it to establish what he believed was a natural social hierarchy.

So at the dawn of Western philosophy, we have intelligence identified with the European, educated, male human. It becomes an argument for his right to dominate women, the lower classes, uncivilised peoples and non-human animals. While Plato argued for the supremacy of reason and placed it within a rather ungainly utopia, only one generation later, Aristotle presents the rule of the thinking man as obvious and natural.

The late Australian philosopher and conservationist Val Plumwood has argued that the giants of Greek philosophy set up a series of linked dualisms that continue to inform our thought. Opposing categories such as intelligent/stupid, rational/emotional and mind/body are linked, implicitly or explicitly, to others such as male/female, civilised/primitive, and human/animal. These dualisms aren’t value-neutral, but fall within a broader dualism, as Aristotle makes clear: that of dominant/subordinate or master/slave. Together, they make relationships of domination, such as patriarchy or slavery, appear to be part of the natural order of things.

Descartes rendered nature literally mindless, and so devoid of intrinsic value – which thereby legitimated the guilt-free oppression of other species.

For Kant, only reasoning creatures had moral standing. Rational beings were to be called ‘persons’ and were ‘ends in themselves’. Beings that were not rational, on the other hand, had ‘only a relative value as means, and are therefore called things’. We could do with them what we liked.

This line of thinking was extended to become a core part of the logic of colonialism. The argument ran like this: non-white peoples were less intelligent; they were therefore unqualified to rule over themselves and their lands. It was therefore perfectly legitimate – even a duty, ‘the white man’s burden’ – to destroy their cultures and take their territory.

The same logic was applied to women, who were considered too flighty and sentimental to enjoy the privileges afforded to the ‘rational man’.

Galton believe that intellectual ability was hereditary and could be enhanced through selective breeding. He decided to find a way to scientifically identify the most able members of society and encourage them to breed – prolifically, and with each other. The less intellectually capable should be discouraged from reproducing, or indeed prevented, for the sake of the species. Thus eugenics and the intelligence test were born together.

From David Hume to Friedrich Nietzsche, and Sigmund Freud through to postmodernism, there are plenty of philosophical traditions that challenge the notion that we’re as intelligent as we’d like to believe, and that intelligence is the highest virtue.

From 2001: A Space Odyssey to the Terminator films, writers have fantasised about machines rising up against us. Now we can see why. If we’re used to believing that the top spots in society should go to the brainiest, then of course we should expect to be made redundant by bigger-brained robots and sent to the bottom of the heap.

Natural stupidity, rather than artificial intelligence, remains the greatest risk.

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more on intelligence in this IMS blog
http://blog.stcloudstate.edu/ims?s=intelligence

code4lib

Code4Lib Proposed Preconference Workshops

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

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

Proposed by: Sam Popowich

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

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

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

Proposed by: Andreas Orphanides and Bret Davidson

Intro to programming in Ruby on Rails

Proposed by: Carolyn Cole and Laney McGlohon

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

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

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

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

REQUIREMENTS Laptop (4GB) with Vagrant installed.

Proposed by: Peter Murray

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

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

Proposed by: Peter Murray

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

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

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

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

Proposed by: Terry Brady and Craig Boman

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

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

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

Suggested Hashtag #c4lselfcare

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

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

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

Proposed by: Jim Hahn

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

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

Proposed by: Bret Davidson and Kevin Beswick

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

Proposed by: Mark Bussey and Justin Coyne

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

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

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

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

Proposed by: Thomas Guignard and Kim Pham

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

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

Proposed by: Ekatarina (Eka) Grguric and Andreas Orphanides

biometric authentication online ed

Wiklund, M., Mozelius, P., Westing, T., & Norberg, L. (2016). Biometric Belt and Braces for Authentication in Distance Education. Retrieved from https://www.researchgate.net/publication/309548915_Biometric_Belt_and_Braces_for_Authentication_in_Distance_Education
Abstract
a need for new techniques to handle the problem in online environments. To achieve zero cheating is hard (or impossible) without repelling not only cheaters but also those students who do not cheat, where a zero ‐ tolerance emphasis also would risk inhibiting students’ intrinsic motivation. Several studies indicate that existing virtual learning environments do not provide the features needed to control that the intended student is the one taking the online exam. Biometric Belt and Braces for Authentication in Distance Education.
One approach to prevent student’s dishonesty is the university code of honour. This is a set of rules describing what actions are not permitted and the consequences for students taking such actions. Another way of preventing cheating is the use of proctors during written exams. Even while using such codes of honour and proctors, universities still have found many students to cheat. Biometric Belt and Braces for Authentication in Distance Education.
Neutralisation is the phenomenon when a person rationalises his or her dishonest behaviour with arguments like “I can do this because the work load within this course is just too overwhelming” or “I can do this because I have a half ‐ time job on the side which gives me less study time than the other students have”. By doing so the student puts the blame for cheating on external factors rather than on himself, and also protects himself from the blame of others (Haines et al. 1986). This neutralises the behavior in the sense that the person’s feelings of shame are reduced or even eliminated. Haines et al. (1986 Biometric Belt and Braces for Authentication in Distance Education.
Simply asking participants to read a code of honour when they had the opportunity to cheat reduced dishonesty. Also whether one signed the code of honour or just read it influenced cheating. The Shu et al. (2011) study suggests that opportunity and knowledge of ethical standards are two factors that impact students’ ethical decision about cheating. This is in line with the results in (McCabe, Trevino and Butterfield 2001), showing that if students regularly are reminded of the university’s code of honour, they are less likely to cheat Biometric Belt and Braces for Authentication in Distance Education.
For an online course setting, Gearhart (2001) suggest that teachers should develop a guideline for “good practices”.
In online examination there are reports of students hiring other persons to increase their scores (Flior & Kowalski, 2010) and there is a need for new enhanced authentication tools (Ullah, Xiao & Lilley, 2012). For companies and Internet environments the process of authentication is often completed through the use of logon identification with passwords and the assumption of the password to guarantee that the user is authentic (Ramzan, 2007), but logins and passwords can be borrowed (Bailie & Jortberg, 2009). The discussion on how to provide enhanced authentication in online examination has led to many suggested solutions; four of them are: Biometric Belt and Braces for Authentication in Distance Education.
  • Challenge Questions: with questions based on third ‐ party data ƒ
  • Face ‐ to ‐ Face Proctored Exam: with government or institution issued identification ƒ
  • Web Video Conference Proctor: audio and video conference proctoring via webcam and screen monitoring service with live, certified proctors ƒ
  • Biometrics and Web Video Recording: with unique biometrics combined with the recording of student in exam via webcam

An idea for online courses is that assessment should not only be a one way process where the students get grades and feedback. The examination process should also be a channel for students’ feedback to teachers and course instructors (Mardanian & Mozelius, 2011). New online methods could be combined with traditional assessment in an array of techniques aligned to the learning outcomes (Runyon and Von Holzen, 2005). Examples of summative and formative assessment in an online course could be a mix of: Biometric Belt and Braces for Authentication in Distance Education.

  • Multiple choice questions (MCQ) tests, automatically corrected in a virtual learning environment ƒ
  • Term papers or essays analysed by the course instructors ƒ
  • Individual or group assignments posted in digital drop ‐ boxes ƒ
  • Oral or written tests conducted in the presence of the instructor or through videoconferences (Dikli, 2003)

Authors’ suggestion is a biometric belt and braces model with a combination of scanned facial coordinates and voice recognition, where only a minimum of biometric data has to be stored. Even if the model is based on biometrics with a medium to low grade of uniqueness and permanence, it would be reliable enough for authentication in online courses if two (or more) types of biometrics are combined with the presented dialogue based examination using an interaction/obser ‐ vation process via web cameras. Biometric Belt and Braces for Authentication in Distance Education.

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more on identification in this IMS blog
http://blog.stcloudstate.edu/ims?s=identification

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more on proctoring and detecting cheating:

http://www.wgu.edu/blogpost/innocent-red-flags-caught-by-online-exam-proctors

voices from the other side:
http://infoproc.blogspot.com/2013/04/how-to-cheat-online-exam-proctoring.html

https://campustechnology.com/articles/2016/04/06/how-students-try-to-bamboozle-online-proctors.aspx

http://www.usnews.com/education/online-education/articles/2014/06/17/think-twice-before-cheating-in-online-courses

Teacher Leadership in Schools

7 Qualities That Promote Teacher Leadership in Schools

7 Qualities That Promote Teacher Leadership in Schools

three shifts in policy and leadership culture may help move these efforts forward:

  1. New types of assessment are gaining ground. Several states are piloting performance-based assessments to replace standardized testing.
  2. Exemplars in the business community are now promoting flat organizational structures, where employees work in smaller teams and have more voice and power over how they work.
  3. Teachers are more networked than ever before, providing a unique opportunity to share and spread good teaching practice.

crucial decisions about curriculum, leadership roles and discipline.

While the hybrid roles that teachers play at teacher-powered schoolsmay seem like a lot of work, they give teachers the power to decide what programs, textbooks, software, etc., should or should not be used in order to make space for the community’s vision. And when teachers decide together on the vision and strategy to reach all students, they are often more invested and excited by the change they are creating from within.

7conditions

Some of the best available examples of how to improve teacher quality and promote teacher leadership lie in models offered by other high-performing places, like Finland and Singapore.

Seven qualities must be in place.

  1. A vision and strategy for teacher leadership, “with stated goals and clear images of tasks to be done, must be in place.”  Teachers must feel part of creating this vision in order to buy in.
  2. A supportive administration. “Principals must be willing to share power with teachers and must have the skills to cultivate them as leaders,” most educational leadership programs focus on supervising teachers, not supporting them as leaders.
  3. There need to be appropriate human and fiscal resources.
  4. Work structures that enable authentic collaboration are crucial. While more resources help on this point, there are creative ways to stretch limited dollars.
  5. Supportive social norms and working relationships are key to teacher leadership. “All too often, policymakers develop incentives to motivate teachers and administrators,” . “Instead, policies and programs should be in place to value teachers spreading their expertise to one another, allowing teaching to be exercised as a team sport.”
  6. Organizational politics must allow for blurred lines between roles. Teachers can only take on leadership roles at the expense of principals and district-level administrators. This also requires teacher unions to act more as “professional guilds” and for districts to follow the example of some for-profit businesses that are flattening bureaucracies.
  7. The school and system must be oriented toward risk-taking and inquiry. Just as students need hands-on applied learning rooted in inquiry, so, too, do teachers need powerful driving questions to push their work forward. “School systems must be able to interrogatethemselves about the extent to which they create opportunities for teachers to learn and lead in ways that spread teaching expertise and improve student outcomes.”

 

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