In November 2015, the Open University released the latest edition of its ‘Innovating Pedagogy’ report, the fourth rendition of an annual educational technology and teaching techniques forecast. While the timelines and publishing interval may remind you of the Horizon Report, the methodology for gathering the trends is different.
The NMC Horizon Team uses a modified Delphi survey approach with a panel of experts.
10 Innovative Pedagogy Trends from the 2015 Edition:
Crossover Learning: recognition of diverse, informal achievements with badges.
Learning through Argumentation: To fully understand scientific ideas and effectively participate in public debates students should practice the kinds of inquiry and communication processes that scientists use, and pursue questions without known answers, rather than reproducing facts.
Incidental Learning: A subset of informal learning, incidental learning occurs through unstructured exploration, play and discovery. Mobile technologies can support incidental learning. An example is the app and website Ispot Nature.
Context-based Learning:Mobile applications and augmented reality can enrich the learners’ context. An example is the open source mobile game platform ARIS.
Computational Thinking: The skills that programmers apply to analyze and solve problems are seen as an emerging trend . An example is the programming environment SCRATCH.
Learning by Doing Science with Remote Labs: A collection of accessible labs is ilab
Embodied learning:involving the body is essential for some forms of learning, how physical activities can influence cognitive processes.
Adaptive Teaching:intelligent tutoring systems – computer applications that analyse data from learning activities to provide learners with relevant content and sequence learning activities based on prior knowledge.
Analytics of Emotions: As techniques for tracking eye movements, emotions and engagement have matured over the past decade, the trend prognoses opportunities for emotionally adaptive learning environments.
Stealth Assessment: In computer games the player’s progress gradually changes the game world, setting increasingly difficult problems through unobtrusive, continuous assessment.
6 Themes of Pedagogical Innovation
Based upon a review of previous editions, the report tries to categorize pedagogical innovation into six overarching themes:
“What started as a small set of basic teaching methods (instruction, discovery, inquiry) has been extended to become a profusion of pedagogies and their interactions. So, to try to restore some order, we have examined the previous reports and identified six overarching themes: scale, connectivity, reflection, extension, embodiment, and personalisation.”
Delivering education at massive scale.
Connecting learners from different nations, cultures and perspectives.
Fostering reflection and contemplation.
Extending traditional teaching methods and settings.
Recognizing embodied learning (explore, create, craft, and construct).
Creating a personalized path through educational content.
Further Reading
Follow these links to blog posts and EdITLib resources to further explore selected trends:
Interested in the Innovating Pedagogy report? Read our review of the 2014 edition, and reflect which trends are closer to becoming common practice.
Join us next Tuesday, November 10th from 12:00 PM to 1:00 PM, for a special SIG Series webinar: Tales from the National Forum on Active Learning Classrooms
The WSU Learning Spaces Team attended the National Forum on Active Learning Classrooms at the University of Minnesota – Twin Cities this summer and learned a lot. With topics ranging from picking whiteboards to better integrating classroom design into your campus strategic planning efforts, the conference was a treasure trove of good practices, pictures of cool new classrooms, links to useful information, and pro tips. Join us as we share what we learned at this amazing gathering. If you didn’t get a chance to go, this session will be a great opportunity to zoom in on the highlights. If you went, we would love to compare notes!
Ken Graetz, Tom Hill, Stephanie Stango, Dave Burman, and Eric Wright are all part of the Winona State University Learning Spaces Team and members of the Teaching, Learning, and Technology Services unit of Information Technology Services. They attended the National Forum as a team this summer and were able to cover almost all of the sessions. Each brings a unique perspective to the discussion, from under-the-hood classroom systems design and configuration to instructional design and pedagogical strategies.
McGill Principles for Designing of Teaching and Learning Spaces has rubric
most useful technology in an ALC appears to be the whiteboard.
Whiteboards are also very glitchy. Projecting my tablet or laptop is just as effective–with less glitches
evidence that students are reluctant to engage in active learning.
the U has done work, but the “Canadians have the process”
the support faculty gets from technicians: two week in the beginning of the semester in a new classroom.
what is the most important goal of your college education and therefore of this course: a. inquiring information b. learning how to sue information and knowledge in anew situation c. developing skills to continue learning after college
creativity
computer skills
GPA cutoff above 3.0
problem solving skills
teamwork skills
verbal communication
written communication skills
GigaPan.com instructor will have students use in classes to identify problems engaging in a virtual field trip. student engagement
design thinking
wikispaces as GOogle docs, MS Word 16, work collaboratively
not group, but team. team work very important
take what we learned in ALCs to traditional large lecture halls
blending the formal with the informal (including outdoors)
the fundamental problem is that learning management systems are ultimately about serving the needs of institutions, not individual students.
Inhis manifesto on Connectivism, George Siemens writes that in Connectivist learning environments, the “pipes” of a course are more important than what flows through those pipes. The networks that students build are durable structures of lifelong learning, and they are more important
by having students own their learning spaces and democratize the means of production. Rather than forcing students to log in to an institutional LMS, I asked them to create their own websites, blogs, Twitter accounts and spaces on the open Web. In these spaces, students could curate links and connections and share their evolving ideas. Whatever they create is owned and maintained by them, not by me or by Harvard. They can keep their content for three months, three years, or the rest of their lives, so long as they continue to curate and move their published content as platforms change.
so, it is back what i claimed at the turn of the century: LMS were claimed to be invented to make the instructor’s life “easier”: instead of learning HTML, use LMS. My argument was that by the time one learns the interface of WebCT, one can learn HTML and HTML will be remain for the rest of their professional life, whereas WebCT got replaced by D2L and D2L will be replaced by another interface. I was labeled as “D2L hater” for such an opinion.
Now to the argument that LMS was a waste of instructors’ time, is added the new argument that it is also a waste of students’ time.
The way that Connected Courses deal with this challenge is byaggregation, sometimes also called syndication. All of the content produced on student blogs, websites, Twitter accounts and other social media accounts is syndicated to a single website. On theFlowpage, every piece of content created by students, myself and teaching staff was aggregated into one place. We also hadBlogandTwitter Hubsthat displayed only long-form writing from blogs or microposts from Twitter. A Spotlight page highlighted some of the best writings from students.
This online learning environment had three important advantages. First, students owned their means of production. They weren’t writing in discussion forums in order to get 2 points for posting to the weekly prompt. They wrote to communicate with audiences within the class and beyond. Second, everyone’s thinking could be found in the same place, by looking at hashtags and our syndication engines ont509massive.org. Finally, this design allows our learning to be permeable to the outside world. Students could write for audiences they cared about: fellow librarians or English teachers or education technologists working in developing countries. And as our networks grew, colleagues form outside our classroom could share with us, by posting links or thoughts to the #t509massive hashtag.
Crompton, Muilenburg and Berge’s definition for m-learning is “learning across multiple contexts, through social and content interactions, using personal electronic devices.”
The “context”in this definition encompasses m-learnng that is formalself-directed, and spontaneous learning, as well as learning that is context aware and context neutral.
therefore, m-learning can occur inside or outside the classroom, participating in a formal lesson on a mobile device; it can be self-directed, as a person determines his or her own approach to satisfy a learning goal; or spontaneous learning, as a person can use the devices to look up something that has just prompted an interest (Crompton, 2013, p. 83). (Gaming article Tallinn)Constructivist Learnings in the 1980s – Following Piage’s (1929), Brunner’s (1996) and Jonassen’s (1999) educational philosophies, constructivists proffer that knowledge acquisition develops through interactions with the environment. (p. 85). The computer was no longer a conduit for the presentation of information: it was a tool for the active manipulation of that information” (Naismith, Lonsdale, Vavoula, & Sharples, 2004, p. 12)Constructionist Learning in the 1980s – Constructionism differed from constructivism as Papert (1980) posited an additional component to constructivism: students learned best when they were actively involved in constructing social objects. The tutee position. Teaching the computer to perform tasks.Problem-Based learning in the 1990s – In the PBL, students often worked in small groups of five or six to pool knowledge and resources to solve problems. Launched the sociocultural revolution, focusing on learning in out of school contexts and the acquisition of knowledge through social interaction
Socio-Constructivist Learning in the 1990s. SCL believe that social and individual processes are independent in the co-construction of knowledge (Sullivan-Palinscar, 1998; Vygotsky, 1978).
96-97). Keegan (2002) believed that e-learning was distance learning, which has been converted to e-learning through the use of technologies such as the WWW. Which electronic media and tools constituted e-learning: e.g., did it matter if the learning took place through a networked technology, or was it simply learning with an electronic device?
99-100. Traxler (2011) described five ways in which m-learning offers new learning opportunities: 1. Contingent learning, allowing learners to respond and react to the environment and changing experiences; 2. Situated learning, in which learning takes place in the surroundings applicable to the learning; 3. Authentic learning;
Diel, W. (2013). M-Learning as a subfield of open and distance education. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
15) Historical context in relation to the field of distance education (embedded librarian)
16 definition of independent study (workshop on mlearning and distance education
17. Theory of transactional distance (Moore)
Cochrane, T. (2013). A Summary and Critique of M-Learning Research and Practice. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
( Galin class, workshop)
P 24
According to Cook and Sharples (2010) the development of M learning research has been characterized by three general faces a focus upon Devices Focus on learning outside the classroom He focus on the mobility of the learner
25
Baby I am learning studies focus upon content delivery for small screen devices and the PDA capabilities of mobile devices rather than leveraging the potential of mobile devices for collaborative learning as recommended by hope Joyner Mill Road and sharp P. 26 Large scale am learning project Several larger am learning projects have tended to focus on specific groups of learners rather than developing pedagogical strategies for the integration of am mlearning with him tertiary education in general
27
m learning research funding
In comparison am learning research projects in countries with smaller population sizes such as Australia and New Zealand are typiclly funded on a shoe string budget
28
M-learning research methodologies
I am learning research has been predominantly characterized by short term case studies focused upon The implementation of rapidly changing technologies with early adopters but with little evaluation reflection or emphasis on mainstream tertiary-education integration
p. 29 identifying the gaps in M learning research
lack of explicit underlying pedagogical theory Lack of transferable design frameworks
Pachler, N., Bachmair, B., and Cook, J. (2013). A Sociocultural Ecological Frame for Mobile Learning. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
(Tom video studio)
35 a line of argumentation that defines mobile devices such as mobile phones as cultural resources. Mobile cultural resources emerge within what we call a “bile complex‘, which consist of specifics structures, agency and cultural practices.
36 pedagogy looks for learning in the context of identify formation of learners within a wider societal context However at the beginning of the twentieth first century and economy oriented service function of learning driven by targets and international comparisons has started to occupy education systems and schools within them Dunning 2000 describes the lengthy transformation process from natural assets Land unskilled labor to tangible assets machinery to intangible created assets such as knowledge and information of all kinds Araya and Peters 2010 describe the development of the last 20 years in terms of faces from the post industrial economy to d information economy to the digital economy to the knowledge economy to the creative economy Cultural ecology can refer to the debate about natural resources we argue for a critical debate about the new cultural resources namely mobile devices and the services for us the focus must not be on the exploitation of mobile devices and services for learning but instead on the assimilation of learning with mobiles in informal contacts of everyday life into formal education
37
Ecology comes into being is there exists a reciprocity between perceiver and environment translated to M learning processes this means that there is a reciprocity between the mobile devices in the activity context of everyday life and the formal learning
45
Rather than focusing on the acquisition of knowledge in relation to externally defined notions of relevance increasingly in a market-oriented system individual faces the challenge of shape his/her knowledge out of his/her own sense of his/her world information is material which is selected by individuals to be transformed by them into knowledge to solve a problem in the life world
Crompton, H. (2013). A Sociocultural Ecological Frame for Mobile Learning. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
p. 47 As philosophies and practice move toward learner-centered pedagogies, technology in a parallel move, is now able to provide new affordances to the learner, such as learning that is personalized, contextualized, and unrestricted by temporal and spatial constrains.
The necessity for m-learning to have a theory of its own, describing exactly what makes m-learning unique from conventional, tethered electronic learning and traditional learning.
48 . Definition and devices. Four central constructs. Learning pedagogies, technological devices, context and social interactions.
“learning across multiple contexts, through social and content interactions, using personal electronic devices.”
It is difficult, and ill advisable, to determine specifically which devices should be included in a definition of m-learning, as technologies are constantly being invented or redesigned. (my note against the notion that since D2L is a MnSCU mandated tool, it must be the one and only). One should consider m-learning as the utilization of electronic devices that are easily transported and used anytime and anywhere.
49 e-learning does not have to be networked learning: therefore, e-learnng activities could be used in the classroom setting, as the often are.
Why m-learning needs a different theory beyond e-learning. Conventional e-learning is tethered, in that students are anchored to one place while learning. What sets m-learning apart from conventional e-learning is the very lack of those special and temporal constrains; learning has portability, ubiquitous access and social connectivity.
50 dominant terms for m-learning should include spontaneous, intimate, situated, connected, informal, and personal, whereas conventional e-learning should include the terms computer, multimedia, interactive, hyperlinked, and media-rich environment.
51 Criteria for M-Learning
second consideration is that one must be cognizant of the substantial amount of learning taking place beyond the academic and workplace setting.
52 proposed theories
Activity theory: Vygotsky and Engestroem
Conversation theory: Pask 1975, cybernetic and dialectic framework for how knowledge is constructed. Laurillard (2007) although conversation is common for all forms of learning, m-learning can build in more opportunities for students to have ownership and control over what they are learning through digitally facilitated, location-specific activities.
53 multiple theories;
54 Context is central construct of mobile learning. Traxler (2011) described the role of context in m-learning as “context in the wider context”, as the notion of context becomes progressively richer. This theme fits with Nasimith et al situated theory, which describes the m-learning activities promoting authentic context and culture.
55. Connectivity
unlike e-learning, the learner is not anchored to a set place. it links to Vygotsky’s sociocultural approach.
Learning happens within various social groups and locations, providing a diverse range of connected learning experiences. furthermore, connectivity is without temporal restraints, such as the schedules of educators.
55. Time
m-larning as “learning dispersed in time”
55. personalization
my note student-centered learning
Moura, A., Carvalho, A. (2013). Framework For Mobile Learning Integration Into Educational Contexts. In: Berge and Muilenburg (Eds.). Handbook of Mobile Learning.
Session 2: The Digital Age: The Impact and Future Possibilities Offered by Data and Technology
Thank you for registering to participate in the second Reimagining Minnesota State forum. The Forums have been designed to spark not only individual reflection but what we hope can serve as catalysts for discussions in a variety of venues. The Forum will be recorded and available for viewing on the Reimagining website.
Below are the directions whether you are attending in person or by live stream.
Catherine Haslag: Is there any research to show students retention in an online class vs a face-to-face course?
the challenge is not collecting, but integrating, using data.
silos = cylinder of excellence.
technology innovation around advising. iPASS resources.
adaptive learning systems – how students advance through the learning process.
games and simulations Bryan Mark Gill. voice recognition,
next 3 to 5 years AR. by 2023 40% with AR and VR
AI around the controversial. Chatbot and Voice assistants.
Unizin: 13 founding members to develop platform, Canvas, instructional services, data for predictive analytic, consistent data standard among institutions,
University innovation Alliance. Analytics as the linchpin for students’ success. graduation rates increase. racial gap graduation. Georgia State.
digital ethics. Mark Gill and Susana Nuccetelli. digital ethics: Susana Nuccetelli brought her students from the Philosophy Dept to Mark Gill’s SCSu Vizlab so we can discuss ethics and AI, last semester. jobrien@educause.edu
assistant vice president for student success and prevention Morgan State U
the importance of training in technology adoption
Dr. Peter Smith, Orkand Endowed Chair and Professor of Innovative Practices in Higher Education at University of Maryland University College
social disruption, national security issue,
Allan Taft Candadian researcher, 700 hours / year learning something. 14 h/w.
learners deserve recognition
free range learning.
how do we get a value on people from a different background? knowledge discrimination. we value it on where they learned it. then how you learned it and what you can do with it. talent and capacity not recognized.
we, the campus, don’t control the forces for a very first time. MIT undergrad curricula is free, what will happen. dynamics at work here. declining student numbers, legislation unhappy. technology had made college more expensive, not less. doing the right thing, leads to more disruption. local will be better, if done well. workplace can become a place for learning.
learning is a social activity. distance learning: being on the farthest raw of 300 Princeton lecture. there is a tool and there is people; has to have people at the heart.
what will work not only for MN, but for each of the campuses, the personalization.
staying still is death.
Panel discussion
what is the role of faculty in the vendor and discussions about technology. a heat map shows that IT people were testing the vendor web site most, faculty and student much less.
Publisher / Organization: Athabasca University Press
Year founded: 2000
Description: The International Review of Research in Open and Distributed Learning disseminates original research, theory, and best practice in open and distributed learning worldwide.
Publisher / Organization: The University of Illinois at Chicago- University Library
Year founded: 1996
Description: First Monday is among the very first open access journals in the EdTech field. The journal’s subject matter encompasses the full range of Internet issues, including educational technologies, social media and web search. Contributors are urged via author guidelines to use simple explanations and less complex sentences and to be mindful that a large proportion of their readers are not part of academia and do not have English as a first language.
Academic Management: University of Catalonia (UOC)
Year founded: 2004
Description: This journal aims to: provide a vehicle for scholarly presentation and exchange of information between professionals, researchers and practitioners in the technology-enhanced education field; contribute to the advancement of scientific knowledge regarding the use of technology and computers in higher education; and inform readers about the latest developments in the application of information technologies (ITs) in higher education learning, training, research and management.
Description: Online Learning promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online environments. The journal has been published for over 20 years as the Journal of Asynchronous Learning Networks (JALN) and recently merged with the Journal of Online Learning and Teaching (JOLT).
Publisher / Organization: International Forum of Educational Technology & Society
Year founded:1998
Description: Educational Technology & Society seeks academic articles on the issues affecting the developers of educational systems and educators who implement and manage these systems. Articles should discuss the perspectives of both communities – the programmers and the instructors. The journal is currently still accepting submissions for ongoing special issues, but will cease publication in the future as the editors feel that the field of EdTech is saturated with high quality publications.
Description: The Australasian Journal of Educational Technology aims to promote research and scholarship on the integration of technology in tertiary education, promote effective practice, and inform policy. The goal is to advance understanding of educational technology in post-school education settings, including higher and further education, lifelong learning, and training.
DESCRIPTION: The Internet and Higher Education is devoted to addressing contemporary issues and future developments related to online learning, teaching, and administration on the Internet in post-secondary settings. Articles should significantly address innovative deployments of Internet technology in instruction and report on research to demonstrate the effects of information technology on instruction in various contexts in higher education.
Publisher / Organization: British Educational Research Association (BERA)
YEAR FOUNDED: 1970
DESCRIPTION: The journal publishes theoretical perspectives, methodological developments and empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
Description: Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high quality research, which extends theory and practice.
Description: TechTrends targets professionals in the educational communication and technology field. It provides a vehicle that fosters the exchange of important and current information among professional practitioners. Among the topics addressed are the management of media and programs, the application of educational technology principles and techniques to instructional programs, and corporate and military training.
Description: Advances in technology and the growth of e-learning to provide educators and trainers with unique opportunities to enhance learning and teaching in corporate, government, healthcare, and higher education. IJEL serves as a forum to facilitate the international exchange of information on the current research, development, and practice of e-learning in these sectors.
Led by an Editorial Review Board of leaders in the field of e-Learning, the Journal is designed for the following audiences: researchers, developers, and practitioners in corporate, government, healthcare, and higher education. IJEL is a peer-reviewed journal.
Description: JCMST is a highly respected scholarly journal which offers an in-depth forum for the interchange of information in the fields of science, mathematics, and computer science. JCMST is the only periodical devoted specifically to using information technology in the teaching of mathematics and science.
Just as researchers build reputation over time that can be depicted (in part) through quantitative measures such as h-index and i10-index, journals are also compared based on the number of citations they receive..
Description: The Journal of Interactive Learning Research (JILR) publishes papers related to the underlying theory, design, implementation, effectiveness, and impact on education and training of the following interactive learning environments: authoring systems, cognitive tools for learning computer-assisted language learning computer-based assessment systems, computer-based training computer-mediated communications, computer-supported collaborative learning distributed learning environments, electronic performance support systems interactive learning environments, interactive multimedia systems interactive simulations and games, intelligent agents on the Internet intelligent tutoring systems, microworlds, virtual reality based learning systems.
Description: JEMH is designed to provide a multi-disciplinary forum to present and discuss research, development and applications of multimedia and hypermedia in education. It contributes to the advancement of the theory and practice of learning and teaching in environments that integrate images, sound, text, and data.
Publisher / Organization: Society for Information Technology and Teacher Education (SITE)
Year founded: 1997
Description: JTATE serves as a forum for the exchange of knowledge about the use of information technology in teacher education. Journal content covers preservice and inservice teacher education, graduate programs in areas such as curriculum and instruction, educational administration, staff development instructional technology, and educational computing.
Publisher / Organization: Association for the Advancement of Computing in Education (AACE)
YEAR FOUNDED: 2015
DESCRIPTION: The Journal of Online Learning Research (JOLR) is a peer-reviewed, international journal devoted to the theoretical, empirical, and pragmatic understanding of technologies and their impact on primary and secondary pedagogy and policy in primary and secondary (K-12) online and blended environments. JOLR is focused on publishing manuscripts that address online learning, catering particularly to the educators who research, practice, design, and/or administer in primary and secondary schooling in online settings. However, the journal also serves those educators who have chosen to blend online learning tools and strategies in their face-to-face classroom.
The most commonly used index to measure the relative importance of journals is the annual Journal Citation Reports (JCR). This report is published by Clarivate Analytics (previously Thomson Reuters).
SCImago Journal Rank (SJR indicator) measures the influence of journals based on the number of citations the articles in the journal receive and the importance or prestige of the journals where such citations come from. The SJR indicator is a free journal metric which uses an algorithm similar to PageRank and provides an open access alternative to the journal impact factor in the Web of Science Journal Citation Report. The portal draws from the information contained in the Scopus database (Elsevier B.V.).
Introduced by Google in 2004, Scholar is a freely accessible search engine that indexes the full text or metadata of scholarly publications across an array of publishing formats and disciplines.
Introduced by Elsevier in 2004, Scopus is an abstract and citation database that covers nearly 18,000 titles from more than 5,000 publishers. It offers journal metrics that go beyond just journals to include most serial titles, including supplements, special issues and conference proceedings. Scopus offers useful information such as the total number of citations, the total number of articles published, and the percent of articles cited.
Anne-Wil Harzing:
“Citations are not just a reflection of the impact that a particular piece of academic work has generated. Citations can be used to tell stories about academics, journals and fields of research, but they can also be used to distort stories”.
Harzing, A.-W. (2013). The publish or perish book: Your guide to effective and responsible citation analysis. http://harzing.com/popbook/index.htm
ResearchGate is a social networking site for scientists and researchers to share papers, ask and answer questions, and find collaborators. The community was founded in May 2008. Today it has over 14 million members.
Google Scholar allows users to search for digital or physical copies of articles, whether online or in libraries. It indexes “full-text journal articles, technical reports, preprints, theses, books, and other documents, including selected Web pages that are deemed to be ‘scholarly. It comprises an estimated 160 million documents.
Academia.edu is a social-networking platform for academics to share research papers. You can upload your own work, and follow the updates of your peers. Founded in 2008, the network currently has 59 million users, and adding 20 million documents.
The ORCHID (Open Researcher and Contributor ID) is a nonproprietary alphanumeric code to uniquely identify scientific and other academic authors and contributors. It provides a persistent identity for humans, similar to content-related entities on digital networks that utilize digital object identifiers (DOIs). The organization offers an open and independent registry intended to be the de facto standard for contributor identification in research and academic publishing.
The Scopus Author Identifier assigns a unique number to groups of documents written by the same author via an algorithm that matches authorship based on a certain criteria. If a document cannot be confidently matched with an author identifier, it is grouped separately. In this case, you may see more than one entry for the same author.
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more on metrics in this iMS blog
Like the millennials before them, Generation Z grew up as digital natives, with devices a fixture in the learning experience. According to the survey results, these students want “engaging, interactive learning experiences” and want to be “empowered to make their own decisions.” In addition, the students “expect technology to play an instrumental role in their educational experience.”
to cater to the digital appetites of tomorrow’s higher education learners, technology in education will need to play a bit of catch-up, states the New Media Consortium’s 2015 Course Apps report. According to NMC’s analysts, digital-textbook adoption was one of the leading trends helping to reinvent how higher education students learn. But publishers have not captured the innovations happening elsewhere in the digital marketplace.
The Generation Z report ranked the effectiveness of 11 education technology tools:
This session will present results from an evaluation of the integration of RealizeIT adaptive learning technology into three fully online courses: General Psychology, Pathophysiology for Nursing Practice, and College Algebra. Presenters will discuss the impact on students, faculty, and the university.
Adaptive learning systems provide each student with a personalized learning experience, adapting the presentation of the content, and possibly the assessment to the individual ability of the student
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Co-developed by Learning Technologies and the Faculty Colloquium on Excellence in Teaching and Learning at Indiana University, a digital badge pilot (badges.iu.edu) was launched to support faculty professional development and growth. This session will cover the competency levels, topics of study, and the badging platform to document levels of achievement. Outcomes: Understand the basics of a three-tiered framework for digital badges * Review the online badging platform * Explore topics for faculty development
Mozilla Open Badges 101: Digging into Badges (a webinar)
personalized learning or competency-based does not resolve it. GPA does not respond to employers search
regimenting credentials. digital representation of of skill or achievement. represent achievements on the web. social status (foursquare). granular, evidence-based and transferable. badge ecosystem (across multiple areas), this is why open badges; open system. Open Badge Standard: issuer information; earner information; criteria URL; evidence URL; Standards Alignment; Taxonomy Tags
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Data Visualization: The What, the Who, and the How
Data visualization tools are becoming much stronger and are now targeted at a much wider audience. This panel will explore what we should be trying to do with data visualization, who will be doing it, and how we might support and steer it. OUTCOMES: Identify multiple opportunities for use of data visualization * Learn about multiple user communities, including those not centrally managed * Explore ways to support users and steer them toward good practiceshttp://www.educause.edu/sites/default/files/library/presentations/E15/SESS029/Data%2BViz%2BEducause%2B151028%2BFINAL1.pptxslides 7: What works well for technically savvy developers may not work for faculty or staff without those same credentials.
Data Wrapper
Raw
Infogram
Tableau
Oracle suite of OBIEE (Oracle Business Intelligence Enterprise Edition) has been very successful for CSU
Cognos (IBM) is another tool that is very popular for developers and has been used by USG central office
D3 (For Data Driven Documents)
Fusion Charts
Chart js
Google Charts
slide 11: Two primary design goals supported through Data Visualization:
Discovery and Exploration
–What story is the data telling you
–Identify patterns and exceptions
Decision-making
–Compare, contrast, choose
–Explain, make a point, decide
slide 15:
qTo communicate
qPresent more clearly or more forcefully than would be accomplished with text or tables
qReports, dashboards, infographics, etc.
qTo discover
qAllow us to see what would be difficult or impossible to see if not presented in a useful visualization
qRealm of research but moving into the mainstream
qCan same visualization serve both purposes?
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iPad, You Pad, We All Pad: Transforming Teaching and Learning
California State University Northridge, Lynn University, and Jackson State University have all deployed one-to-one iPad tablet initiatives, with the objectives to increase student engagement and learning, improve the quality of teaching materials, and decrease student costs. This session will discuss the transformational educational opportunities afforded by the iPad and highlight technology and pedagogical lessons learned. Outcomes: Learn about the transformational impact of one-to-one iPad initiatives in the classroom * Understand the need for extensive faculty development and faculty adoption strategies * Appreciate deployment and support challenges====================
The Avalon Video and Audio Repository for Libraries and Beyond
The Avalon Media System provides an open-source streaming media solution, based on Hydra/Fedora repository technologies, focused on delivery of library media collections, but it is finding other uses, including support for publication, teaching and learning content, and digital scholarship. As a result, new features enhance support for additional research and instructional use cases. Outcomes: Understand the problems Avalon solves * Understand the extended use cases addressed with Avalon, both present and intended future * Learn how best to engage with the Avalon project.========================
The Karuta Open Source Portfolio, currently under incubation by the Apereo Foundation, offers dramatic flexibility for designing portfolio workflows with rubrics to assess learning outcomes. Karuta is LTI enabled for integration with the LMS for easy access and transfer of evidence of learning. Subsequent releases will add functionality for showcasing as well as reporting. Outcome: Learn how Karuta can flexibly support your programs and institution through leveraging its functionality
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Supporting the Discovery and Adoption of Open E-Textbooks
The California Open Education Resources Council comprises faculty from the three CA higher education systems working together to identify open textbooks for high impact courses. The selected open textbooks are in the process of being peer reviewed and curated in the CA Open Online Library. Outcomes: Identify quality open textbooks for general education, high-impact courses * Learn how to interpret textbook peer reviews with a faculty-created rubric * Understand how to reference these resources for the discovery of quality no- or low-cost materialshttp://www.educause.edu/sites/default/files/library/presentations/E15/PS58/COOL%2BEducause%2BPoster%2B2015.pdf
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Seminar 12P – Six Secrets for Evaluating Online Teaching (separate registration is required)
What makes online teaching different from face-to-face teaching? How can we tell when it’s done well? Faculty members, administrators, and IT leaders will learn six evaluation “secrets” from the authors of the new book Evaluating Online Teaching. You will leave this seminar with use-them-now strategies, tools, and templates to take back to your campus. OUTCOMES: Distinguish online content and practices that “count” as teaching behaviors * Design self-, peer-, and administrative-evaluation analytic tools * Develop a 6-stage, campus-wide program for evaluating online teachinghttp://www.educause.edu/annual-conference/2015/seminar-12p-six-secrets-evaluating-online-teaching-separate-registration-required
Learn how the University of Pittsburgh is creating a scalable classroom model for active learning on a traditional campus. Administrators, faculty, and instructional technologists and designers recently collaborated to reimagine legacy large-enrollment lecture halls. The focus of this session is on the learning space design process across the disciplines. Outcomes: Identify and apply the principles of active learning associated with learning space deign * Understand the design process * Assemble an effective learning space design teamhttp://www.educause.edu/annual-conference/2015/reimagining-learning-space-design-across-disciplines
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Thinking Digitally: Advancing Digital Literacy with Personalized Learning Tools
The session will outline a scalable framework for integrating digital literacy in higher education curriculum, supported by tools that allow for active and personalized learning. Research and examples from Georgia State University’s experience implementing a pilot program will be used as a catalyst for interactive discussion and idea generation. Outcomes: Understand the value of incorporating digital literacy into curriculum * Select from emerging personalized learning technologies to support digital literacy across diverse academic scenarios * Adapt a methodology for developing partnerships to advance digital literacy across the organizationhttp://www.educause.edu/annual-conference/2015/thinking-digitally-advancing-digital-literacy-personalized-learning-tools===============
A discussion of unmanned aerial vehicles (drones) and drone activities that either take place on campus or impact a campus from the outside. The state of federal aviation regulations and guidelines for drones will be covered. Attendees can share their experiences with official and rogue drone activities at their institutions. Outcomes: Learn about the drone devices in use, from miniature to massive * Understand the impact of drones on academic institutions, for better or worse * Learn what drone activities are legally allowable, banned, or discouragedhttp://www.educause.edu/annual-conference/2015/whats-droning-overhead
Resources – Higher Ed Drone Policies
The Ohio State University
Iowa State University
Indiana University
University of Kansas
Penn State University
University of New Mexico
The Association of College and University Policy
Administrators (ACUPA, acupa.org)
Join this lively discussion and discovery of innovative and functional uses and support for mobile computing. We will explore creative ideas for projects using mobile devices in teaching, learning, and administration. Topics may include hardware, applications, tools, special uses, wireless and mobile connectivity, web services, support issues, and security.
getting an error message when uploading a recording on MediaSpace that says “Error while uploading: XPath expression exception evaluating result” and then gives you a choice to “Retry” or “Exit”.
Thanks Kathy. I agree it is a great system and seems to be very reliable and I like working with it as it is very user friendly. However, in this last week now I have seen this error message come up twice for faculty and I would like answers and I haven’t gotten any so that is why I sent it out on the listserve today to see if anybody else has seen the error and find out what they know.
We have been using Tegrity for the last 6-8 years and it can be a real pain to work with (as well as very expensive) so I am trying to wean the faculty off of Tegrity on onto MediaSpace, but if word gets out that MediaSpace is throwing them error messages it just make the hill that much steeper for me in this uphill battle to get faculty to try something new.
Thanks,
Tim
Timothy VanLoonInstructional Technologist/D2L System Administrator
From: Kathy Grady [mailto:KGrady@nhcc.edu] Sent: Friday, September 05, 2014 8:24 AM To: Timothy P. VanLoon; Desire2Learn Campus Trainers Subject: RE: MediaSpace error meaning
Hi Tim – I have not seen this error – I just tried a couple videos, one an mp4 and the other an mov file and they uploaded and processed just fine. We have several people using MediaSpace with very little issues so I guess when you run into these issues – is to email Todd Digby and turn in a HD ticket as soon as you get notice of the issue.
Even with these strange things that periodically happen – I am thankful for this system, it has been a long time in coming. Please take it from me, who managed media streaming servers locally for five years, it was a royal pain and not an easy service to keep functioning at all times.
Kathy
Kathy Grady
Learning Systems & Services Manager
North Hennepin Community College
7411 85th Ave N
Brooklyn Park, Mn 55445
From: Timothy P. VanLoon [mailto:tvanloon@SOUTHEASTMN.EDU] Sent: Friday, September 5, 2014 7:57 AM To: Desire2Learn Campus Trainers Subject: MediaSpace error meaning
Has anyone else experienced getting an error message when uploading a recording on MediaSpace that says “Error while uploading: XPath expression exception evaluating result” and then gives you a choice to “Retry” or “Exit”. Hitting “Retry” seems to do nothing and I have not selected “Exit”. The recording does finish uploading and the message comes up saying it finished uploading and then the recording seems to play normally but the message box does not go away unless you close it out. I would like to know what this message is about and what I am supposed to tell faculty when this happens and will the recording continue to upload properly and playback properly every time. I any pushing hard to get faculty moved over to using MediaSpace and this is a little unsettling when I tell them it is a reliable recording/playback tool and then they get this message and I don’t know what to tell them except wait and it should end up fine.
Thanks,
Tim
Timothy VanLoonInstructional Technologist/D2L System Administrator
