Searching for "math"
There are only 11 education-focused firms listed on the U.S. stock market with a market cap of over $1 billion. While the market is small and fractured today, GSV Capital estimates that education will grow from 9 percent to 12 percent of America’s GDP over the next decade. This equates to a trillion-dollar opportunity.
Early childhood
- FarFaria: FarFaria is a literacy tool that offers families a vast library of books that are perfect for story time. Parents can go through the books with their son or daughter, or children can have the books read to them by the app.
- Tinybop: Tinybop creates iOS apps that engage children and promote curiosity in kids. Their apps break down complex subjects (like geology and anatomy) into engaging apps that are filled with stunning illustrations.
- Vroom: Vroom is a new app that pushes helpful tips to parents on how to turn everyday moments in life into brain-building opportunities. Vroom sends parents actionable tips and strategies that are age-appropriate for their child.
- Tinkergarten: Tinkergarten helps kids develop and grow through outdoor-play-based learning and activities. They have a technology-enabled, distributed workforce that allows them to expand their classes across the United States.
Primary/secondary school
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My Note:
“although 95 percent of schools have Internet, only 20 percent have high-speed access. For technology to disrupt our schools, we need to get them connected.”
yet, MN government is right now quarreling about fast-connection networking rural parts of Minnesota, whereas the Republicans insist on $30 Mil only, Democrats on $80Mil and the governor on $100K+.
In 2002, the U.S. created the conditions for monopoly in the Internet services providers market, which accumulates to disastrous results. The fight around net neutrality proves one more time that trend (of monopolizing connectivity and profiteering for big companies, rather then developing the US):
http://www.npr.org/sections/alltechconsidered/2014/02/06/272480919/when-it-comes-to-high-speed-internet-u-s-falling-way-behind
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Trend: One of the major developments in primary and secondary education is the focus on personalization. Students get pushed material that meets them where they are, when they need it. Classes can now adapt to a learner’s needs and provide them with the skills, the instruction and the resources they need to master concepts.
- AltSchool: AltSchool was started in 2013 and is rethinking the way school works. Their technology platform enables teachers to create weekly “learning playlists” for each student. They’ve done away with formal classes and focus on group projects and individualized instruction.
- CK-12: The CK-12 Foundation serves tens of thousands of schools and millions of students by providing free customizable learning tools and content. Students can use their interactive simulations and adaptive problem sets and teachers can customize their flexbooks.
- DreamBox: DreamBox powers more than 5 million math lessons every week through their adaptive K-8 math platform. The platform continually assesses a student’s strengths and weaknesses to close gaps and meet students with the right material at the right time.
- Trinket: Trinket lets teachers and students write, run and share code from any device. Trinkets can be easily adapted to the classroom and shared with students to run real-time coding challenges.
University
College is expensive in America; the average cost is more than $20,000 a year for a four-year degree. At least 65 percent of the 55 million new jobs forecasted for the next decade will require a formal post-secondary credential.
In 2015, only 50 percent of college graduates were working in the field they studied, and more than one-third indicated they would have chosen a different major. Nearly 40 percent of college graduates believed their school did not prepare them well for employment.
Students are going to university because it is “the right thing to do,” often without a thought to the ROI on their education or the work opportunities after school. Only 19 percent of full-time college students graduate in four years, which dramatically increases the cost of their degree.
Trend: Online platforms are being leveraged at universities to help drive down the cost of a degree and increase access to programs. Big data platforms are being used to identify students in danger of failing and provide targeted assistance to help them graduate on time.
- Rafter: Rafter is redesigning textbooks at universities by repackaging course materials. They’ve helped almost 3 million students save more than $700 million on textbooks.
- 2U: 2U offers schools as a service by providing universities with a platform to create online degree programs. They have more than 500 faculty, 1,000 course sections and 1,600 hours of live instruction per week.
Corporate/continuing education
Trends: The two largest sectors for investment are skill training (primarily coding and digital literacy) and English language learning.
- Degreed: Degreed provides a personal knowledge portfolio that stays with learners. They’ve cataloged 250,000+ online learning courses and 3 million-plus informal learning activities. They also help large companies understand the talent and skills within their organization.
- Duolingo: Duolingo is a gamified language learning app that has more than 100 million users. They offer free instruction and are helping non-native English speakers certify their skills with affordable online testing.
- Pathgather: Pathgather is an enterprise LMS that motivates employees to learn and connect around professional development.
- iTutorGroup: iTutorGroup is a Chinese-based English language platform that began by offering English language training to corporate executives and has expanded to offer online courses for children and younger learners. They recently raised a Series C valuing them at more than $1 billion.
- One Month: One Month offers technical-skills crash courses designed to give learners functional skills in 15 minutes a day for one month. Since starting, they’ve helped more than 25,000 students develop foundational technical skills.
- altMBA: altMBA is an intensive, four-week online workshop designed by Seth Godin for high-performing individuals who want to level up and lead. They are rethinking the structure of learning online and have seen a 98 percent completion rate for their program.
bibliography on the impact of music on intellectual development.
Does music help learn better? get smarter? advance in life?
keywords: music, education, intelligence.
Misra, S., & Shastri, I. (2015). Pairing Linguistic and Music Intelligence. International Journal Of Multidisciplinary Approach & Studies, 2(5), 32-36.
Costa-Giomi, E. (2015). The Long-Term Effects of Childhood Music Instruction on Intelligence and General Cognitive Abilities. Update: Applications Of Research In Music Education, 33(2), 20-26.
Pelayo, J. M. G., & Galang, E. (2013).
Social and Emotional Dynamics of College Students with Musical Intelligence and Musical Training: A Multiple Case Study. Retrieved from
http://eric.ed.gov/?id=ED542664
Neves, V., Tarbet, V. (2007).
Instrumental Music as Content Literacy Education: An Instructional Framework Based on the Continuous Improvement Process. Retrieved from
http://eric.ed.gov/?id=ED499123
Conzelmann, K., & Süß, H. (2015). Auditory intelligence: Theoretical considerations and empirical findings. Learning And Individual Differences, 4027-40. doi:10.1016/j.lindif.2015.03.029
Juchniewicz, J. (2010). The Influence of Social Intelligence on Effective Music Teaching. Journal Of Research In Music Education, 58(3), 276-293.
Silvia, P. J., Thomas, K. S., Nusbaum, E. C., Beaty, R. E., & Hodges, D. A. (2016). How Does Music Training Predict Cognitive Abilities? A Bifactor Approach to Musical Expertise and Intelligence. Psychology Of Aesthetics, Creativity, And The Arts, doi:10.1037/aca0000058
Rickard, N. S., Bambrick, C. J., & Gill, A. (2012). Absence of Widespread Psychosocial and Cognitive Effects of School-Based Music Instruction in 10-13-Year-Old Students. International Journal Of Music Education, 30(1), 57-78.
Munsey, C. (2006). Music lessons may boost IQ and grades. American Psychological Association, 37(6), 13.
Schellenberg, E. G. (2011). Music lessons, emotional intelligence, and IQ. Music Perception, 29(2), 185-194. doi:10.1525/mp.2011.29.2.185
Kaviani, H., Mirbaha, H., Pournaseh, M., & Sagan, O. (2014). Can music lessons increase the performance of preschool children in IQ tests?. Cognitive Processing, 15(1), 77-84. doi:10.1007/s10339-013-0574-0
Degé, F., Kubicek, C., & Schwarzer, G. (2011). Music lessons and intelligence: A relation mediated by executive functions. Music Perception, 29(2), 195-201. doi:10.1525/mp.2011.29.2.195
Sharpe, N. N. (2014). The relationship between music instruction and academic achievement in mathematics. Dissertation Abstracts International Section A, 75.
keywords: music, education, multimedia.
Crappell, C., Jacklin, B., & Pratt, C. (2015). Using Multimedia To Enhance Lessons And Recitals. American Music Teacher, 64(6), 10-13.
le Roux, I., & Potgieter, H. M. (1998). A Multimedia Approach to Music Education in South Africa.
Ho, W.-C. (2007). Music Students’ Perception of the Use of Multi-Media Technology at the Graduate Level in Hong Kong Higher Education. Asia Pacific Education Review, 8(1), 12–26.
Ho, W. (. (2009). The role of multimedia technology in a Hong Kong higher education music program. Visions Of Research In Music Education, 1337.
Bolden, B. (2013). Learner-Created Podcasts: Students’ Stories with Music. Music Educators Journal, 100(1), 75-80.
Orlova, E. (. (2013). Музыкальное образование и мультимедиа-проекты.
Mediamuzyka/Mediamusic,
2
Moškarova, N. (. (2010). Педагогические условия интеграции мультимедийных технологий в процесс профессионального музыкального образования студентов вузов культуры и искусств. Vestnik Čelâbinskoj Gosudarstvennoj Akademii Kul’tury I Iskusstv, 24(4), 121-123.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3drih%26AN%3d2010-16211%26site%3dehost-live%26scope%3dsite
Coutinho, C., & Mota, P. (2011). Web 2.0 Technologies in Music Education in Portugal: Using Podcasts for Learning.
Computers In The Schools,
28(1), 56-74.
http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/07380569.2011.552043Pao-Ta, Y., Yen-Shou, L., Hung-Hsu, T., & Yuan-Hou, C. (2010). Using a Multimodal Learning System to Support Music Instruction. Journal Of Educational Technology & Society, 13(3), 151-162.
Bloom’s Digital Taxonomy Cheat Sheet for Teachers
http://www.educatorstechnology.com/2016/02/blooms-digital-taxonomy-cheat-sheet-for-teachers.html
| Resources for Bloom’s Digital Taxonomy |
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iPad Apps |
Android Apps |
Web Tools |
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Follow the discussion on the LinkedIn ISTE discussion group:
https://www.linkedin.com/groups/2811/2811-6107212405878566913
Similar visual representation in this IMS blog entry:
Bloom’s Wheel With Technology
More on use of badges in this blog:
https://blog.stcloudstate.edu/ims/?s=badges&submit=Search
Short link the information below on the IMS blog: https://blog.stcloudstate.edu/ims/?p=4441 and even shorter one: http://scsu.mn/1RsQErr
Weds 6th–
Session I 10-11:15 Voyageurs North (Atwood)
Title
Engage your students: connect CMS (D2L) to social media to enhance the learning process.
Plamen Miltenoff and Emil Towner
Join us online via Adobe Connect: http://scsuconnect.stcloudstate.edu/ims (please login as a “guest” and use your real name)
Outline
In this rapid succession of examples, one can experience a showcase how to enhance students’ engagement by modernizing D2L experience through connection with social media. Bring your own examples and participate in a discussion, which aims finding the right tools for your class and field of study.
Audience:
beginners to advanced
Prerequisite:
come with your own social media accounts: Facebook, Twitter, Instagram, Pinterest, Vine
Outcomes:
By the end of this session, the participants will have an idea about peculiarity of each of the social media tools: Facebook, Twitter, Instagram, Pinterest, Vine
By the end of the session, the participants will be familiar with the integration of each of the social media tool into D2L
By the end of the session, the participants will be able to asses to what extent each particular tool fits their field of study
By the end of the session, the participants will be able to compare the pedagogical advantages and disadvantages of the social media tools compared to D2L
Useful links to contact us via social media:
IMS blog: https://blog.stcloudstate.edu/ims
IMS Facebook: https://www.facebook.com/InforMediaServices?ref=hl
IMS Twitter: https://twitter.com/SCSUtechinstruc
IMS Pinterest: http://www.pinterest.com/scsutechnology/
IMS Instagram: http://instagram.com/scsutechinstruct
IMS YouTube: https://www.youtube.com/channel/UC_UMIE5r6YB8KzTF5nZJFyA
IMS Google+: https://plus.google.com/u/0/115966710162153290760/posts/p/pub
IMS LinkedIn: http://www.linkedin.com/in/scsuinstructionaltechnology
Plan – Plamen Miltenoff:
Please consider the following survey about your opinion regarding social media in education:
*http://aidemoreto.polldaddy.com/s/social-media-in-education*
please have the short link: http://scsu.mn/1Z8EFFx
most recent contemplations about blogs and social media in general:
https://blog.stcloudstate.edu/ims/2016/01/01/4507/
- D2L and Facebook
What is the problem with D2L? https://blog.stcloudstate.edu/ims/2015/04/09/lms-as-a-concept-under-scrutiny/
Facebook in a learning environment MUST BE conducted using a Facebook group.
Unless the instructor is SPECIFICALLY using h/er FB account strictly for educational reasons and there is no personal content, the instructor can create a class-related group, with their personal FB account. While the account is personal, the FB group has NO access to the personal FB account.
Facebook Page is different from Facebook Group. The first is commercially oriented and thus, not recommended and to a great degree not suitable for educational purposes.
Facebook Provides New Admin Tools for Managing Page Communication
Facebook Improves News Feed for Slower Network Connections:
https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
Facebook group account can be used for: discussions, sharing materials / visuals, calendar
D2L Discussions compared to Facebook Group discussions – http://www.adweek.com/socialtimes/facebook-groups-pages/313736
D2L content compared to Facebook Group Wall
D2L calendar compared to FB calendar
D2L news RSS compared to FB Group alert.
- D2L and Twitter
microblogging of 140 characters is often viewed as limiting. However, it can be the ultimate test how well students understand the learning material: making someone sum up in 140 characters what they learned this particular week in their class can take a lot of rewriting.
D2L allows a widget on its main page, where students can view and tweet. Students also can view and tweet from their mobile devices.
Tweeting during class is becoming mainstream in K12, also called “backchanneling.” Harnessing peers help to understand a concept discussed in class can save both time and efforts on the instructors’ side
Twitter is “making your twitter.com timeline more immersive by uncropping photos, so you can experience and present them as they were meant to be viewed.” https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
- D2L and Instagram
Instagram is a social media service, which allows both still images and videos (15 sec).
The bottom-line to evaluate if fitting your field of study is: can the content be narrated or is it much better if visualized. If the latter, Instagram can be your salvation for quick and dirty way to bring imagery, instead of trying to explain by words.
https://blog.stcloudstate.edu/ims/2014/10/14/instagram-apps/
Instagram can be shared vertically across Facebook, Twitter, Google+ and other platforms.
https://blog.stcloudstate.edu/ims/2014/09/25/pinterest-and-instagram/
Instagram in the classroom
https://blog.stcloudstate.edu/ims/2014/09/15/instagram-in-the-classroom/
Master Instagram in 8 Simple Steps https://blog.stcloudstate.edu/ims/2014/09/11/how-to-master-instagram-in-8-simple-steps/
- D2L and Pinterest
QR codes are used by Lorie Crane from Nursing as a gamification techniques for students to learn human bones. The disadvantage of the QR codes is that they physically are placed in the classroom. Pinterest can provide the same gamification environment, but the students can access it anywhere/anytime with their mobile devices. The links to the pin[s] can be provided in the D2L : content area (as learning materials/readings), discussion area, News area. They can be also used as part of the D2L quizzes
https://blog.stcloudstate.edu/ims/2014/09/25/pinterest-and-instagram/
Instagram defines and shapes brands while Pinterest sells brands.
Pinterest is about curating and discovering information.
https://blog.stcloudstate.edu/ims/2014/09/25/pinterest-and-instagram/
Using hashtags: https://blog.stcloudstate.edu/ims/2014/07/13/3-things-you-didnt-know-you-can-do-on-pinterest/
16 Ways Teachers Use Pinterest https://blog.stcloudstate.edu/ims/2014/02/10/16-ways-teachers-use-pinterest/
Free Pinterest-Style Education Service Hosts Common Core Teaching Aids https://blog.stcloudstate.edu/ims/2013/11/20/free-pinterest-style-education-service-hosts-common-core-teaching-aids/
Teachers on Pinterest – A Great Resource for Teachers ~ Educational Technology and Mobile Learning https://blog.stcloudstate.edu/ims/2013/11/02/teachers-on-pinterest-a-great-resource-for-teachers-educational-technology-and-mobile-learning/
- D2L and Vine
Vine is a social media services, which provides the ability to share 7 sec videos. Vine is becoming more popular then Instagram (15 sec videos), with the simplicity to create short videos. Students can take sequence of short videos, which amount to 7 sec to reflect the main points of a project. E.g.: chemical reaction, biology dissection, progress of engineering planning, solving a math formula.
URL to the vine can be posted in the D2L discussion area for further collaborative effort or for peers’ and instructions evaluation
Vines are a click away from a FB group page or, with the right handle and hashtag, to a Twitter discussion
The bottom-line to evaluate if fitting your field of study is: can the content be narrated or is it much better if visualized. If the latter, Vine can be your salvation.
How to Create Social Videos With Your Smartphone https://blog.stcloudstate.edu/ims/2015/01/10/social-videos-with-your-smartphone/
- D2L and YouTube, EdPuzzle (https://edpuzzle.com/), etc
YouTube Unveils New Trending Tab
https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
Per SCSU IT disclaimer: MediaSpace (Kaltura) is a free, cloud-based video repository solution for campus that allows faculty and staff to upload and distribute video and audio content for academic or administrative purposes. Facilitators will discuss potential uses of MediaSpace for campus, demonst rate how to create Webcam and screen recordings, upload audio/video, and embed or link to MediaSpace content from D2L or a web site. YouTube is owned by Google and the integration, including statistics and analytics by Google are way beyond MediaSpace. The only selling point of MediaSpace is the FERPA requirement by MnSCU to host privacy data on a MnSCU owned server
- Google+
Google+ is indirect competition with any CMS, D2L included, with its GOogle Classroom platform (https://classroom.google.com/ineligible). K12 and higher institutions are outsourcing to GMAIL and with Google Hangouts (Skype also), one can share video, audio and desktops, which makes Adobe Connect + D2L way behind in integration even before Google Drive is mentioned.
Google Introduces Shared Albums in Google Photos:
https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
8 Ways to Use Google+ Hangouts for Your Business https://blog.stcloudstate.edu/ims/2015/09/23/google-hangouts/You can record hangouts directly to your YouTube channel for future use.For private Google+ Hangouts, choose Google+ Video Hangouts, which allow you to have up to 10 participants in a video chat that is accessible only to the people invited.
Plan – Emil Towner:
- General stats on integrating social media and things to consider
- Integrating LinkedIn Assignments
- Integrating Facebook Groups
- I will show a couple of groups that I have used
- I can also come up with an “exercise” that participants can do, just let me know: (1) if you want me to and (2) if participants are suppose to have a Facebook account that they can log into during the session
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Session K 2-3:15: 2PM Wed, Jan 8. Location: CH455
Title
Engage your students: gaming and gamification in the learning process.
Outline
As part of the broader discussion, a short discussion segment to form and agree on definitions and terms regarding games and gamification. Another short segment to seek consensus if this SCSU campus is ready to departure on the path of gamifying education. After several examples, of how games are used in education and gamification techniques, a discussion on how gaming and gamification can be streamlined amidst shrinking budget and increasing workload. More details and information about gaming and gamification at: http://scsu.mn/1F008Re
Audience:
beginners to advanced
Outcomes:
By the end of this session, the participants will have a working definitions on play, games, serious games, game-based learning, digital game-based learning, gaming, gamification and badges. (more at http://scsu.mn/1F008Re)
By the end of the session, the participants will be familiar with the possibilities for integration of games in the educational process and for gamification of the educational process.
By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study
Plan:
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Friday 8th
Session M 10-11:15: CH 455
Title
Present and be presented: engage your students with modern ways to share information
Outline
Two trends plague education: the swamp of PowerPoint presentations and the lack of visual literacy. In this rapid succession of examples, one can experience a showcase of various cloud-based tools, which brings visual presentations way beyond PowerPoint and align with the Millennials demand for current social interaction. A discussion on how relevant these tools are to various disciplines and details on improving the interaction among instructors and students during the presentation. Ongoing discussion about design as part of visual literacy and the difference between blended learning and technology integration.
Audience:
beginners to advanced
Outcomes:
By the end of this session, the participants will have understand the movement “Death by PowerPoint” and will understand the advantage of cloud-based presentation tools to MS PowerPoint
By the end of the session, the participants will be familiar with several tools, which successfully replace PowerPoint and well beyond.
By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study
By the end of the session, the participants will be able to discriminate between technology integration and blended learning.
Plan:
EDAD 646 tech instruction with Dr. Roger Worner
Based on the documents attached above, and the discussion and work already surrounding these documents, please consider the following flowchart:
study >>> systems theory >>> cybermetrics >>>
SWOT >>> strategic planning >>> task force >>> architect >>>
CM >>> public adviser >>> public polling >>> referendum
During the exercises surrounding the documents above, you have been introduced to various speakers / practitioners, who presented real-life cases regarding:
- business
- transportation https://www.edulog.com/, http://www.tylertech.com/solutions-products/school-solutions/transportation, http://www.busboss.com/
- food service (http://www.foodservicedirector.com/research/big-picture/articles/impact-technology-foodservice)
- building grounds (http://files.eric.ed.gov/fulltext/ED499142.pdf)
- HR (http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d89941160%26site%3dehost-live%26scope%3dsite)
- others
– the first goal of this technology instruction is to figure out the current state of technology in K12 settings.
assignment:
* split in groups * using each group member’s information and experience about technology in general and technology in school settings, use the flow chart above and identify any known technology, which can improve the process of each step in the flow chart.
* reconvene and compare results among groups. Find similarities and discrepancies and agree on a pool of applicable technology tools and concepts, which can improve the process reflected in the flow chart.
Example how to meet the requirements for the first goal: 1. based on your technological proficiency, how can you aid your study using system thinking/systems approach? the work ahead of you is collaborative. What collaborative tools do you know, which can help the team work across time and space? Skype, Google Hangouts for audio/video/desktopsharing. Google Drive/Docs for working on policies and similar text-based documents.
Work on the following assignment:
Trends in technology cannot be taken separately from other issues and are closely intertwined with other “big” trends :
e.g., mobile workspaces (https://blog.stcloudstate.edu/ims/2015/12/03/mobile-workspaces-on-campus/ ) are part of the larger picture, namely active learning spaces (https://blog.stcloudstate.edu/ims/?s=learning+spaces&submit=Search), which involves, furniture, building construction, etc.
keeping in mind this interdependence / balance, please work in groups on the following questions. Using the available links above and the literature they lead to, as well as your own findings, please provide your best opinion to these questions:
- when planning for a new building and determining learning spaces, what is the percentage of importance, which we place on technology, in relation to furniture, for example?
- how much do teachers have a say in the planning of the building, considering that they had worked and prefer “their type” of learning space?
- who decides what technology and how? how one rationalizes the equation technology = learning spaces = available finances?
- how much outsourcing (consulting) on any of the components of the equation above one can afford / consider? How much weight the strategic planning puts on the consulting (outsourcing) versus the internal opinion (staff and administrators)?
- how “far in the future” your strategic plan is willing / able to look at, in terms of technology – learning spaces?
How to stay current with the technology developments:
– the second goal of this technology instruction is to become acquainted with future technological trends and developments.
https://blog.stcloudstate.edu/ims/2015/11/25/future-trends-in-education/
The New Horizon Report 2015 K12 Edition:
http://k12.wiki.nmc.org/
https://www.graphite.org/ – reviews and ratings for educational materials
ideas:
Are Schools Wasting Moneys on Computers?
https://blog.stcloudstate.edu/ims/2015/12/04/computers-in-education/
M W F at 9am in SH 303. My class is GEOG 361: Tourism Transportation. Instructor Stacey Olson
how/where can you find us: http://scsu.mn/TechInstruct
Consider requesting an instruciton session http://web.stcloudstate.edu/pmiltenoff/info/
Kahoot quiz at the end: https://kahoot.it/#/
https://docs.google.com/document/d/1gpnBk57b8b5MDLAbSgklkRAS6pVM2qljW3v4qYr1wdM/edit?usp=sharing
http://bit.ly/inforgraphicCOLL150
Plan:
* why do I need to know this: it is a trending quick and effective way to visualize numbers (stats)
* what is my assignment: create a MEANINGFUL infographic
* how I will be evaluated: assess the infographic and your strategy to make it public
– why infographics matter. Why is it more then just another alternative to PowerPoint
– what is an infographic: a portmanteau of information + graphic
– what are the cloud-based tools: Pictochart, Easilly and Infogram
– why are stats so important for infographics
– where are the stats to be found for the infographics
– how much stats and math needs one to know, to create a meaningful infographic
– how can infographics be promoted effectively, inexpensively and quickly
How-To Redesign Webinars: November and December of 2015
Each hour-long webinar will introduce one of NCAT’s recently published how-to guides followed by a case study of a highly successful course redesign. After a presentation, the lead faculty member will be available to answer questions and provide additional specifics about the redesign. The following topics and speakers are planned:
- November 10, 2015 at 1 pm EST: How To Redesign A College-Level or Developmental Math Course Using the Emporium Model. This seminar will showcase NCAT’s guide to redesigning a single math course using the Emporium Model and will include a case study of Louisiana State University’s redesign of College Algebra presented by Phoebe Rouse.
- December 8, 2015 at 1 pm EST: How To Redesign A Developmental Math Program Using the Emporium Model. This seminar will showcase NCAT’s guide to redesigning a developmental math program using the Emporium Model and will include a case study of Leeward Community College’s redesign of its four-course developmental math sequence presented by Eric Matsuoka.
You must register for each webinar, but there is no registration fee. Go to http://thencat.org/Webinars/2015Webinars.html to register for one or more of these webinars.
Videos of Prior Webinars
Videos of the following prior webinars may be accessed at http://www.theNCAT.org/Webinars/Webinars.html.
- Redesigning American History and European History at SUNY Potsdam
- Redesigning College Algebra at the University of Central Florida and the University of Missouri-St. Louis
- Redesigning Computing and Information Literacy at Arizona State University
- Redesigning developmental math at Cleveland State Community College, Chattanooga State Community College, Manchester Community College and Northwest-Shoals Community College
- Redesigning developmental math and English at Austin Peay State University
- Redesigning developmental reading at Northeast State Technical Community College
- Redesigning The Economic System at Buffalo State University
- Redesigning General Biology at Fairfield University
- Redesigning General Psychology at Frostburg State University and the University of New Mexico
- Redesigning Principles of Chemistry at the University of Maryland Eastern Shore
- Redesigning Science: Biology and Chemistry
- Redesigning statistics at Niagara County Community College
- Redesigning Women in Society at Arizona State University
- Getting Started on Course Redesign: examples of how redesign efforts began at both four- and two-year institutions
From now until October 7, Khan Academy and Breakthrough Prize are seeking video submissions that explain a challenging and important concept or theory in mathematics, life sciences, or physics. If you’re between 13 and 18, and you have a passion for explaining ideas and concepts creatively, you can enter the Breakthrough Junior Challenge!
Learn more about the Breakthrough Junior Challenge
Not only can you dig into a topic that you’re passionate about, but there are also great prizes to be won, including a $250,000 scholarship for you, a $50,000 award for your teacher, and a state-of-the-art $100,000 science lab for your school. The winner will also be invited California, where the prize will be awarded in front of the superstars of science, Silicon Valley, and Hollywood.
If you enter, you’ll view and assess other participants’ videos in a peer-to-peer review process. Submissions will then be assessed by leaders in science, technology, and education selected by Khan Academy and by Breakthrough Prize laureates. The judges will select a winner based on how engaging, illuminating, and creative their video is, and how challenging the concept is to understand.
The deadline for submissions is October 7, so register today at http://www.breakthroughjuniorchallenge.org. We hope you’ll be inspired to get involved – and share your passion for understanding the world!
From Books to Bytes: How Educational Technology is Engaging Students and Enhancing Learning
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Sponsored By: VitalSource |
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This presentation will begin on Tuesday, August 18, 2015 at 11:00 AM Pacific Daylight Time. |
http://event.on24.com/eventRegistration/EventLobbyServlet?target=lobby.jsp&eventid=1030139&sessionid=1&key=65FED8F873D5F1BF695F2E0D8A27ADCF&eventuserid=123437779
moderated by Linda Briggs
David Kent Director VOLSHOP (official bookstore) U of Tennessee, Knoxville
Lisa Kiefer, Managing Director Wakefield ResearchCindy Clarke Vice President Marketing, Vital Source Technologies
stats from presentation available here: http://web.stcloudstate.edu/informedia/blog/bytes_books.pdf or http://wcc.on24.com/event/10/30/13/9/rt/1/documents/slidepdf/vitalsource_campustechnologywebcast_finalslidedeck.pdf
methodology: 519 students from 4 years college and u/s
close to what keynote speaker at MN eSummit 2015 shared https://blog.stcloudstate.edu/ims/2015/07/29/mn-esummit-2015/ David Wiley, MN Learning Commons
students want formally taught life skills: interview for a job, balance checkbook and do taxes, how to take out and pay for student loans
Tennessee:
traditional 4 year school. cost is part of the program, not charged as a course fee. all materials avaiable first day of school and available in perpetuity. way below rental books prices. via LMS (BB). no printed textbooks. few books through websites, for books, which do not subscribe for the program. ebooks offered at the store. increasing titles selection. cost, learning outcomes. the outlook for digital in the future: already digital, but open for further development. expand courses offered, launching more programs with materials bundled and online course.
digital is easier to work with, deliver to customer,
business partnership (this is different now from https://blog.stcloudstate.edu/ims/2015/07/29/mn-esummit-2015/ David Wiley, MN Learning Commons). working closely with provost, cio, vital source. working with publishers to make sure that content is available>
business model: program bundle all the content and deliver to students and advertise periodically to students
the course fee model: charged to student account semester by semester bases. also student-paid method. all access model is better for everyone.
ebooks are important for the interactivity, collaboration
Q and As:
what was the students’ reaction moving to digital books. how traditional faculty are accepting the change. A: pilot group of several faculty and gradual roll out. early adopters influencing others.
does the content open on all devices? A: yes, device-agnostic. dedicated apps for iOS, Android, and Windows
disability? A: enhanced apps, migrate all PDF format to proprietory platform. epub and PDF content. user added epub content. Center for accessible material innovation, American Foundation for the blind, Tech for All etc
libraries do not provide course materials for students. clean division between campus store and library
BB admin is loading the codes in the LMS, but the idea is to load the information straight into BB. cio in charge. helpdesk support for vital provided by the cio department.
cost savings in percent for students digital to print. student pay model, ebooks can vary to new book price. ebooks even more expensive. with the course fee, 70% off rental. 3rd party operator may add 30%. all parties must be looking for reasonable margin. greater digital adoption results in lower costs for students.
digital alleviates dropout rate.
what course which don’t fit digital materials. life sciences and mathematics, science and engineering is landing itself well
how much interactive content and links to social media is incorporated.
