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LAK20 – “Celebrating 10 years of LAK: Shaping the future of the field”
23-27 March 2020, Frankfurt, Germany, https://lak20.solaresearch.org
We have the pleasure to invite you to the 10th International Conference on Learning Analytics & Knowledge (LAK20)which will be held in Frankfurt, Germany between 23-27 March 2020. This year, LAK20 will feature 80 research and 12 practitioner presentations, over 60 poster presentations, and best-paper presentations from EDM and ACL EDU conferences.
We also have a great lineup of world-renowned keynote speakers:
– Professor Shane Dawson, University of South Australia, Australia
– Professor Milena Tsvetkova, London School of Economics and Political Science, The United Kingdom
– Professor Allyson Hadwin, The University of Victoria, Canada
As it is the tenth anniversary of the LAK conference, LAK20 celebrates the past successes of the learning analytics community and poses new questions and challenges for the field. The theme for this year is “Shaping the future of the field” and focuses on thinking how we can advance learning analytics and drive its development over the next ten years and beyond.
The LAK conference is intended for both researchers and practitioners. We invite both researchers and practitioners of learning analytics to come and join a proactive dialogue around the future of learning analytics and its practical adoption. We further extend our invite to educators, leaders, administrators, government and industry professionals interested in the field of learning analytics and related disciplines.
For the details of the conference schedule, see https://lak20.solaresearch.org/schedule-overview
Register at https://lak20.solaresearch.org/registration
About the Conference
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The International Conference on Learning Analytics & Knowledge is the premier research forum in the field of learning analytics and educational technology, providing common ground for all stakeholders in the design of analytics systems to debate the state of the art at the intersection of Learning and Analytics – including researchers, educators, instructional designers, data scientists, software developers, institutional leaders and governmental policymakers. The conference is organised by the Society for Learning Analytics Research (SoLAR) and held in cooperation with ACM in association with ACM SIGCHI and SIGWEB, with the double-blind, peer-reviewed proceedings archived in the ACM Digital Library.
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more on learning analytics in this IMS blog
https://blog.stcloudstate.edu/ims?s=learning+analytics
International Conference on Education and New Developments 2019
27 to 29 of June, 2020 – Zagreb, Croatia
http://www.end-educationconference.org/
- In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counselling; Ubiquitous and lifelong learning; Training programmes and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education.
• In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects.
• In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education.
• In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programmes; Equity, social justice and social change; Ethics and values; Organizational learning and change; Corporate Education.
= Types of Contributions =
All submissions are subjected to a blind-review refereeing process and are divided in these categories:
– Oral Presentations
– Posters
– Workshops
– Virtual presentations
– Company Presentation
Corporates can also showcase their products or services in the conference exhibitions area by contacting the secretariat or publicity email (provided below).
= Conference Date and Location =
END 2020 will be held in Zagreb, Croatia (Hotel Dubrovnik) and will occur from 27 to 29 of June, 2020.
= Contacts =
Conference email: secretariat@end-educationconference.org
Publicity email: publicity@end-educationconference.org
10 Journalism Brands Where You Find Real Facts Rather Than Alternative Facts
https://www.forbes.com/sites/berlinschoolofcreativeleadership/2017/02/01/10-journalism-brands-where-you-will-find-real-facts-rather-than-alternative-facts/#211616b7e9b5
Feb 1, 2017 Paul Glader
The Poynter Institute – an enlightened non-profit in St. Petersburg, Fla., that has an ownership role in the Tampa Bay Times and provides research, training and educational resources on journalism – provides many excellent online modules to help citizens improve their news media literacy.
citizens should support local and regional publications that hew to ethical journalism standards and cover local government entities.
- https://www.nytimes.com/
- https://www.wsj.com/
- https://www.washingtonpost.com/
- http://www.bbc.com/news
- http://www.economist.com/
- http://www.newyorker.com/
- Wire Services: The Associated Press, Reuters, Bloomberg News
- https://www.foreignaffairs.com/
- https://www.theatlantic.com/
- http://www.politico.com/
Runners Up:
– National Public Radio
– TIME magazine
-The Christian Science Monitor
– The Los Angeles Times (and many other regional, metropolitan daily newspapers)
– USA Today
– CNN
– NBC News
– CBS News
– ABC News
Business News Sources:
– FORBES magazine
– Bloomberg BusinessWeek magazine
– Fortune magazine
– The Financial Times newspaper
Sources of reporting and opinion from the right of the political spectrum:
- National Review
- The Weekly Standard
Sources of reporting and opinion from the left of the political spectrum:
– The New Republic
– The Nation
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more on fake news in this IMS blog
https://blog.stcloudstate.edu/ims?s=fake+news
Report: Florida, Ohio called ‘advanced leaders’ in K-12 media literacy efforts
Advocacy group Media Literacy Now says 14 states have laws with “some media-literacy language” and others will consider bills this year, but some say progress “is too slow.”
https://www.educationdive.com/news/report-florida-ohio-called-advanced-leaders-in-k-12-media-literacy-effo/569879/
Erin McNeill, president and board member of Media Literacy Now
Media Literacy Now considers digital citizenship as part of media literacy — not the other way around
nine states — California, Colorado, Connecticut, Illinois, Massachusetts, Minnesota, New Jersey, Rhode Island and Utah — are identified as “emerging leaders” for “beginning the conversation” and consulting with experts and others.
Calls for increased attention to media literacy skills and demand from educators for training in this area increased following an outbreak of “fake news” reports associated with the 2016 presidential election. Studies and assessments showing students are easily misled by digital information have also contributed to a sense of urgency.
because the topic can fit into multiple content areas, it can also be overlooked because of other pressures on teachers. Media literacy, the group notes, also “encompasses the foundational skills of digital citizenship and internet safety including the norms of appropriate, responsible, ethical, and healthy behavior, and cyberbullying prevention.”
Lawmakers in Missouri and South Carolina have also pre-filed versions of Media Literacy Now’s model bill, the report noted, and legislation is expected in Hawaii and Arizona.
the News Literacy Project and the Center for New Literacy’s summer academy.
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more on media literacy in this iMS blog
https://blog.stcloudstate.edu/ims?s=media+literacy
https://www.edsurge.com/news/2018-06-12-the-number-of-students-taking-in-online-courses-is-quickly-rising-but-perceptions-are-changing-slowly
The Babson Survey Research Group, an organization that tracks online enrollment, notes that between 2012 and 2016 the percent of online enrollment in universities increased 17.2 percent while overall enrollment decreased. But that expansion doesn’t necessarily correlate with how the public perceives the quality of online courses, historically questioned for its lack of rigor and limited measurable learning gains.
A Gallup poll conducted back in 2015, found that 46 percent of Americans “strongly agree” or “agree” that online colleges and universities offer a high-quality education—up 30 percent from when the poll was conducted in 2011.
However, researchers caveat these findings, noting that these perception changes happen within particular pockets and are sometimes the result of strategic practices, such as universities not listing the medium of learning on student transcripts.
The last academic leader perception survey released by the Babson Research Group was in 2016.
“We’ve had more and more of the group in the middle that said, ‘I’m not sure’ move into a pro online learning stance,” says Seaman, speaking of the academic leaders he surveyed in the past. “The negative group [those who viewed online learning negatively] had not wavered at all. The positive group did not waiver at all, but we had a steady migration flow of academic leaders in the middle.”
Lowenthal has also researched student perceptions of online learning in the past, finding that learners tend to give such courses more negative evaluations than in-person courses. He says that the findings may represent the lack of experience some educators have teaching in online classrooms. He expects that to change over time, noting that good teachers in person will eventually become good teachers online.
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
Jones, C., Watkins, F., Williams, J., Lambros, A., Callahan, K., Lawlor, J., … Atkinson, H. (2019). A 360-degree assessment of teaching effectiveness using a structured-videorecorded observed teaching exercise for faculty development. Medical Education Online, 24(1), 1596708. https://doi.org/10.1080/10872981.2019.1596708
https://mnpals-scs.primo.exlibrisgroup.com/permalink/01MNPALS_SCS/hb33bq/informaworld_s10_1080_10872981_2019_1596708
enable faculty to receive a detailed 360-degree assessment of their teaching
The faculty in Gerontology and Geriatric Medicine at Wake Forest School of Medicine (WFSM) saw an opportunity to incorporate a focused teaching practicum for faculty within a multiple-specialty faculty development program. 360-degree assessments involve a combination of feedback from subordinates, colleagues and superiors. 360-degree feedback has been considered an essential tool in transformational leadership because the evaluation process avoids bias through diversity of viewpoints represented, and it is rarely applied to teaching assessments. Specifically, we designed a teaching practicum using a Videorecorded Observed Teaching Exercise (VOTE) to provide self-, peer- and learner assessments of teaching
Our design of videorecorded microteaching sessions embedded into a faculty development program presents a feasible, well-received model to provide faculty development in teaching and a robust 360-degree assessment of teaching skills.
Two strengths of our program are that it is feasible and reproducible.
In addition, costs for these sessions were low. VOTE video capture costs ranged from $45 – $90 per session depending on the audiovisual capacity of the room used for recording. Costs for this activity included an audiovisual technician who performed the room setup and videorecording. However, a handheld videorecorder or mobile device could be used for these sessions as well.
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more on video 360 in this iMS blog
https://blog.stcloudstate.edu/ims?s=360
How to Give Your Students Better Feedback With Technology ADVICE GUIDE
y Holly Fiock and Heather Garcia
https://www.chronicle.com/interactives/20191108-Advice-Feedback
students continue to report dissatisfaction with the feedback they get on assignments and tests — calling it vague, discouraging, and/or late.
The use of technology in the classroom (both in face-to-face and online environments)
- Rubrics: online scoring guides to evaluate students’ work.
- Annotations: notes or comments added digitally to essays and other assignments.
- Audio: a sound file of your voice giving feedback on students’ work.
- Video: a recorded file of you offering feedback either as a “talking head,” a screencast, or a mix of both.
- Peer review: online systems in which students review one another’s work.
Two main types of feedback — formative and summative — work together in that process but have different purposes. Formative feedback occurs during the learning process and is used to monitor progress. Summative feedback happens at the end of a lesson or a unit and is used to evaluate the achievement of the learning outcomes.
Good feedback should be: Frequent, Specific, Balanced, Timely
guide on inclusive teaching, frequent, low-stakes assessments are an inclusive teaching practice.
Time-Saving Approaches: rubrics and peer-reviews.
When to Use Audio or Video Tools for Feedback: personalize your feedback, convey nuance, demonstrate a process, avoid miscommunication
Faculty interest in classroom innovation is on the rise. Professors are trying all sorts of new techniques to improve the first few minutes of class, to make their teaching more engaging, to hold better class discussions. Buzzwords like active learning, authentic assessment, technology integration, and case-based learning are more and more a part of faculty discussions.
Don’t assume technology will solve every problem.
Avoid making long videos
Video and audio feedback doesn’t have to be perfect.
There is such a thing as too much information.
Have a plan.
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more on feedback in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=feedback
https://www.jigsaw.org/
The jigsaw classroom is a research-based cooperative learning technique invented and developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since 1971, thousands of classrooms have used jigsaw with great success.
STEP ONE
Divide students into 5- or 6-person jigsaw groups.
The groups should be diverse in terms of gender, ethnicity, race, and ability.
STEP TWO
Appoint one student from each group as the leader.
Initially, this person should be the most mature student in the group.
STEP THREE
Divide the day’s lesson into 5-6 segments.
For example, if you want history students to learn about Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments on: (1) Her childhood, (2) Her family life with Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her work in the White House as First Lady, and (5) Her life and work after Franklin’s death.
STEP FOUR
Assign each student to learn one segment.
Make sure students have direct access only to their own segment.
STEP FIVE
Give students time to read over their segment at least twice and become familiar with it.
There is no need for them to memorize it.
STEP SIX
Form temporary “expert groups” by having one student from each jigsaw group join other students assigned to the same segment.
Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.
STEP SEVEN
Bring the students back into their jigsaw groups.
STEP EIGHT
Ask each student to present her or his segment to the group.
Encourage others in the group to ask questions for clarification.
STEP NINE
Float from group to group, observing the process.
If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it’s best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.
STEP TEN
At the end of the session, give a quiz on the material.
Students quickly come to realize that these sessions are not just fun and games but really count.
Positioning the Academic Library within the Institution: A Literature Review
John Cox, Galway, Ireland, May 2018
https://doi.org/10.1080/13614533.2018.1466342
Higher education institutions are experiencing radical change, driven by greater accountability, stronger competition, and increased internationalization. They prioritize student success, competitive research, and global reputation. This has significant implications for library strategy, space, structures, partnerships, and identity. Strategic responses include refocusing from collections to users, reorganizing teams and roles, developing partnerships, and demonstrating value. Emphasis on student success and researcher productivity has generated learning commons buildings, converged service models, research data management services, digital scholarship engagement, and rebranding as partners. Repositioning is challenging, with the library no longer perceived as the heart of the campus but institutional leadership often holding traditional perceptions of its role.
Teaching Cybersecurity: What You Need to Know
Wednesday, Nov. 13 @ 4 pm CT
REGISTER HERE
In 2014, there were 1 million unfilled cybersecurity jobs globally. By 2021, it’s estimated that number will grow to 3.5 million. Exposing K-12 students to cybersecurity through a well-designed curriculum and set of activities will help alleviate the shortage by increasing the interest and skills of the new generation. Unfortunately, current secondary school curricula across the country leave students and educators with minimal or no exposure to cybersecurity topics.
Many K-12 school districts are looking for ways to create cybersecurity training programs. This edWebinar will focus on best practices for teaching and learning cybersecurity skills, including the following learning objectives:
- What skills does the instructor need to teach an introductory cybersecurity course?
- What are some best practices for teaching an introductory cybersecurity course?
- Where can instructors get help teaching their courses?
- What tools/resources do students and instructors need to teach an introductory cybersecurity course?
This edWebinar will be of interest to middle school through higher education teachers and school and district leaders. There will be time to have your questions answered at the end of the presentation.
Learn more.
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more on cybersecurity in this IMS blog
https://blog.stcloudstate.edu/ims?s=cybersecurity