High Performance Wi-Fi For Today’s Digital Education
Seamless and robust mobile connectivity is a must have in today’s education environment. More student mobile devices, higher performance data rates, greater capacity demands, increasing on-line curriculum and testing require enterprise grade Wi-Fi reliability without the complexities and on-going maintenance. It has to be simple and it has to just work.
In this webinar, you will hear case studies from three different schools, each with their own specific wireless needs, how they addressed them and what recommendation they would each have to ensure your wireless project goes smoothly.
Thank you for registering for High Performance Wi-Fi For Today’s Digital Education. Save this email for details on the webcast.
LIVE WEBCAST DATE: April 07, 2016
LIVE WEBCAST TIME: 02:00 PM EDT
Use the link below to enter the webcast up to 15 minutes before the start.
Vinson Houston Vice President for Information Technology, Jacksonville State University
Since 2008, Mr. Vinson Houston has served as vice president for information technology at Jacksonville State University. Prior to that, Mr. Houston served as Director of Telecommunications for JSU, beginning in 2005. Mr. Houston currently serves on the board of directors for the Alabama Supercomputer Authority and is on the CORE Executive Committee that leads initiatives promoting PK-20 collaboration related to using new technologies in the classroom. He holds a B.A. and an M.B.A. from Jacksonville State University.
Kris Keckler Executive Director of Information and Accountability,KUSD
Kenosha Unified School District (KUSD) is the 3rd largest district in Wisconsin, with over 40 schools. KUSD’s mission is to provide excellent, challenging learning opportunities and experiences that prepare each student for success. From this role, Kris has the pleasure of directly guiding both the Office of Educational Accountability and the Information Services Department. Kris is a strong advocate for promoting quality integration of technology and data for staff and students alike.
Angela Becker Network Manager, KUSD
Angela Becker is the Network Manager for Kenosha Unified School District. KUSD serves over 22,200 students and 3,000 staff. Angela supports and maintains the network and wireless infrastructure for 40 district sites which includes a 10Gb internal fiber ring, over 950 access points and 700 network switches as well as provides application and online testing support for the district.
Alex Ender Network and Systems Administrator, Everest Academy
As the Network and Systems Administrator at Everest Academy, Alex is responsible for planning and implementing network and server upgrades. He has worked both as an administrator and technician for the past 4 years. Never one for a dull moment, Alex also monitors and maintains multiple client networks as a consultant.
purpose: draft a document for the provost to plan for charting the future goal 3.12 “develop a comprehensive strategy to increase awareness and development of e-textbooks and open educational resources (OERs)”
\\STCLOUDSTATE\HuskyNet\DeptFiles\LRS\ETextbooks
SCSU goal: to reduce the cost of textbooks as an affordable learning initiative. Amount of reduction is undetermined
According to Bossaler et al (2014), it might be worth considering that SCSU (MnSCU?) must go first through implementing of e-text[books] in courses first by using publisher materials and then by using “in-house” produce. At this point, SCSU does NOT have an aligned policy of integrating e-texts in courses across campus. Lack of such experience might make a strategy for adoption of e-textbooks much more complex and difficult to implement
stats are colored in green for convenience. Stats regarding the increase in textbook costs are re-printed from author to author: e.g. Acker (2011, p. 42). Murey and Perez (2011, p. 49 (bottom) – 50 (up)) reports stats from 2009 and projections for 2013 regarding etexbook adotion. Same authors, p. 50 second paragraph reports good stats regarding texbooks’ price increase : US$1122 per year for textbooks in 2010.
Wimmer at al (2014) presents a lucid graphic of the structure of the publishing process (see bottom of this blog entry for citation and perm link).
Wimmer at al (2014) discusses copyright and permissions, which is of interest for this research (p. 85)
regarding in-house creation of e-textbooks, see (Distance education, e-learning, education and training, 2015). It very much follow the example of SUNY, which Keith was laying out: a team of faculty charged with creation the e-textbook for mass consumption.
Besides the SUNY model Keith is envisioning for MnSCU (comparable), there is the option of clustering OER sources: e.g. NASTA as per Horejsi (2013), CourseSmart. FlatWorld Knowledge (Murrey and Perez, 2011) etc.
Hamedi & Ezaleila (2015) present an entire etextbook program. Article has been ordered through ILL. Same with Joseph (2015).
Open Educational Resources in Acker (2015, p. 44-47). Also in Murey and Perez (2011, p. 51).
Also in ICWL (Conference) (13th : 2014 : Tallinn, E., & Cao, Y. (2014): OpenDSA
Different models of pricing also in Acker (2015, p. 48). Keith touched on that
students learn equally well from etextbooks as from paper ones: Taylor (2011)
my note: there is no good definition about e-textbook in terms of the complexity, which e-textbook on campus might involve.
Considering Wimmer et al (2014) account on their campus experience in publishing e-textbook, a textbook may involve an LMS (Canvas) and blog (WordPress). Per my proposal during the F2F meeting, and following Rachel’s suggestion about discrimination of the different types of e-textbooks, here is an outline of e-textbook definition:
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working definition for e-textbook for the purposes of SCSU:
e-textbook is a compilation of textual, multimedia and interactive material, which can be viewed on various electronic devices. E-textbook can: 1. be purchased from a publisher; 2. compiled in HTML format on faculty or group web space; 3. compiled on the content module of LMS (BB, D2L, Canvas, Moodle, etc.) 4. compiled on LMS (BB, D2L, Canvas, Moodle, etc.) and including all interactive materials: e.g. hyperlinks to MediaSpace multimedia, quizzes, etc.; 5. compiled on special apps, such as iBook Author, eCub, Sigil.
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e-book
(Electronic-BOOK) The electronic counterpart of a printed book, which can be viewed on a desktop computer, laptop, smartphone, tablet or e-book reader (e-reader). When traveling, a huge number of e-books can be stored in portable units, dramatically eliminating weight and volume compared to paper. Electronic bookmarks make referencing easier, and e-book readers may allow the user to annotate pages.
Although fiction and non-fiction books come in e-book formats, technical material is especially suited for e-book delivery because it can be searched. In addition, programming code examples can be copied, which is why CD-ROMs that contained examples or the entire text were often packaged inside technical paper books.
E-Book Formats
Wimmer, Morrow, & Weber: Collaboration in eTextbook Publishing
There are several e-book formats on the market, including EPUB, Mobipocket (PRC, MOBI), eReader (PDB), Kindle (AZW, KF8) and Apple iBook (EPUB variation). Many e-readers also accept generic formats, including Adobe PDF and plain text (TXT).
According to a United States Government report, textbook prices have increased at over twice the rate of inflation in the last couple of decades. According to another report, the average student spends between $700 and $1,000 per year on textbooks while the cost of e-textbooks can be as much as 50% lower than paper textbooks.
Oxford dictionary, an electronic book or e-book is “an electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.” An e-textbook is defined as an e-book used for instructional or educational purposes and often includes features such as bookmarking, searching, highlighting, and note-taking as well as built-in dictionaries and pronunciation guides, embedded video-clips, embedded hyperlinks, and animated graphics.
E-textbooks have moved from occasional usage to a mainstream technology on college campuses. According to the Association of American Publishers, sales of e-books hit over $90 million; this is up over 200% when compared to the same month the previous year. When the cost of textbooks and the availability of formats are considered, the use of an e-textbook in the classroom may be the reasonable choice.
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A digital textbook is a digital book or e-book intended to serve as the text for a class. Digital textbooks may also be known as e-textbooks or e-texts. Digital textbooks are a major component of technology-based education reform. They may serve as the texts for a traditional face-to-face class, an online course or degree.
The concepts of open access and open source support the idea of open textbooks, digital textbooks that are free (gratis) and easy to distribute, modify and update https://en.wikipedia.org/wiki/Digital_textbook
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Exploring Students’ E-Textbook Practices in Higher Education
Authors: by Aimee Denoyelles, John Raible and Ryan Seilhamer Published: Monday, July 6, 2015. Instructional Designers, University of Central Florida
According to the United States Government Accountability Office, prices have increased 82 percent from 2002 to 2012.3This cost sometimes drives students to delay or avoid purchasing textbooks. Digital materials such as e-textbooks may offer a more cost-effective alternative.4 Also, the expectation for digital materials is gaining strength in the K–12 sector.5 For example, Florida school districts set a goal to spend at least half of classroom material funding on digital materials by the 2015–2016 school year. Given that 81 percent of first-time-in-college (FTIC) undergraduate students hailed from a Florida public high school during the fall 2014 semester at the University of Central Florida (UCF), it is important to anticipate student expectations of digital materials. Finally, the availability of digital materials has risen exponentially with the incredible popularity of mobile devices.
Key Issues
Despite the advantages that e-textbooks pose, such as interactive features and accessibility on mobile devices, several barriers exist regarding implementation in higher education, namely non-standardization of the platform, limited use by students, and the unclear role of the instructor in adoption.
a survey questionnaire in 2012 that explored basic usage and attitudes regarding e-textbooks.
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Bossaller, J., & Kammer, J. (2014). Faculty Views on eTextbooks: A Narrative Study. College Teaching, 62(2), 68-75. doi:10.1080/87567555.2014.885877
This qualitative study gives insight into the experiences instructors have when working with publishers to integrate electronic content and technology into their courses.
Baek, E., & Monaghan, J. (2013). Journey to Textbook Affordability: An Investigation of Students’ Use of eTextbooks at Multiple Campuses. International Review Of Research In Open And Distance Learning, 14(3), 1-26.
the Advisory Committee on Student Financial Assistance (2007) reported that textbook prices represent a significant barrier to students’ accessibility to textbooks. The report concluded that textbooks cost between $700-$1000 per year; textbook prices have risen much faster than other commodities; and that college aid fails to cover textbook expenses. Textbook costs are equivalent to 26% of tuition costs for an average four-year public university student and 72% of tuition costs for an average community college student. In fact, the California State Auditor (2008) reported that textbook costs grew more rapidly than student fees in academic year 2007–08.
the creation of an interactive e-book called “Practical Clinical Chemistry: core concepts” was accomplished using the
Apple Macintosh platform and the iBooks Author software. Digital content, including videos, was developed for the
project and embedded within the final package. In order to limit the size of the final files, some content was uploaded
onto Youtube so that the user could access these via the internet.
The e-book, 200MB in size, was uploaded onto the Apple ITunes site and made available in 51 countries via the
iBooks store. This prototype is the first interactive digital textbook available in clinical chemistry and contains “4-
dimensional” content including digital images, videos, interactive presentations, real-time data generation as well as
review questions with instant feedback and assessment.
Hamedi, M., & Ezaleila, S. (2015). Digital Textbook Program in Malaysia: Lessons from South Korea. Publishing Research Quarterly, 31(4), 244-257. doi:10.1007/s12109-015-9425-4
Joseph, R. (2015). Higher Education Book Publishing-from Print to Digital: A Review of the Literature. Publishing Research Quarterly, 31(4), 264-274. doi:10.1007/s12109-015-9429-0
Taylor, A. K. (2011). Students Learn Equally Well From Digital as From Paperbound Texts. Teaching Of Psychology, 38(4), 278-281. doi:10.1177/0098628311421330
Much of the research related to digital texts has focused ontechnical aspects of readability (see Dillon, 1992, for a review) and limitations of digital media for note-taking, underlining, or highlighting text (Brown, 2001). However, the important—and unanswered—question from a teaching perspective is, ‘‘Can students learn as well from digital texts as from paperbound textbooks?’’ Few published studies have addressed this ques-tion directly, and even fewer studies have examined this ques-tion among college students.
Murray, M. C., & Pérez, J. (2011). E-Textbooks Are Coming: Are We Ready?. Issues In Informing Science & Information Technology, 849-60.
Pilot projects that can help build institutional expertise
Address how and where insights gained from pilot projects will be collected and
made available
People resources (e.g., instructional designers) that will be needed to assist
instructors to use this technology
ICWL (Conference) (13th : 2014 : Tallinn, E., & Cao, Y. (2014). New horizons in web based learning: ICWL 2014 international workshops, SPeL, PRASAE, IWMPL, OBIE, and KMEL, FET, Tallinn, Estonia, August 14-17, 2014, revised selected papers. Cham: Springer.
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MnSCU will by as Content Authoring Tool – SoftChalk. Here is a promo from Softchalk (my bold):
NEW SoftChalk Create 10 and SoftChalk Cloud eBook publishing features will arrive on April 25th! Come check out the latest enhancements at our upcoming webinars!
Sleek Designer Headers and Callout Boxes – Add some new pizazz to your SoftChalk lessons!
Three New Quiz Types – Test your students’ understanding with Sentence Completion, Multiple Blanks and Feedback Questions.
Polished New QuizPopper and Activity displays – With an enhanced interface for instructors and students.
Accessibility enhancements – Make your lessons available to everyone with even more accessibility enhancements.
NEW SoftChalk Cloud eBook creation and publishing – Includes a totally re-vamped, easier eBook creation and management. New SoftChalk eReader apps available for free download in the iOS, Android, Chromebook and Windows app stores. (Cloud Only)
are any faculty really going digital? Which content distributors will thrive? What are the implementation concerns? And when will going digital really happen?
REEF polling is a proprietary for i>Clickers.
All other contenstors, TopHat, Turning Technologies etc. have the same scheme
methodology of the chemistry teacher:
flipped classroom active learning
quizzes: may not use external resources, graded on accuracy
questions: may use external sources, graded on participation (chemistry teacher wants students to be active and not penalized for wrong answer).
think: students consider the question. submit an answer individually
pair: instructors shows the results (no answer is given); students form groups to discuss their answers; students must agree on the answer
share: students submit an answer individually; the instructor shows the result (an answer is given)
Join us on Wednesday, March 9, 2016 10:00 AM – 11:00 AM EST for another great E-Learning 2.0 webinar.
Register here: http://bit.ly/1Scfhdi
In this webinar, you’ll learn about how some businesses are turning to a new breed of training product called LearnBolt to meet their in the moment training needs. LearnBolt is a Learning Development and Delivery System(LDDS) that makes it quick and easy to collect and curate content, organize it, and then immediately push it to the learners all through mobile devices. There will be a live demonstration of the application and discussion on how to make your training development and delivery a more dynamic and fluid process to meet the needs of todays evolving learners.
Key Topics discussed:
• Rapid training development and delivery
• SME Knowledge Mining
• Cloud-based Content Management Systems
• Bite-sized training chunks
• Mobile push learning
Presenter: Steve Albanese
Steve is Founder and CEO of LearnBolt. With over 20 years of building EdTech products and service based businesses, Steve brings valuable experience in training/learning methodologies, production processes, and a deep knowledge of the latest technology and transition trends.
Infuse Learning
Infuse Learning is a tablet-based student response system for learning through conversation and collaboration. Teachers can build assessments and track students’ responses. The drawing-response tool (for sketches and diagrams) is a powerful feature here. Also, there’s native-language support for English learners. Read full review.
Kahoot
Kahoot is a game-based classroom response system. Teachers can create quizzes using content from the web. Questions appear on a class screen; without needing an account, students answer in real-time on a mobile device. Kahoot is different in that it creates an engaging competition. Students can also create their own quizzes and assessments. Read full review.
Socrative
Socrative is a student response system with a variety of activities: quizzes, assessments, games, and even exit notes. Teachers control the flow of exercises; students respond in real time. It generates reports to help teachers track learning over time. Read full review.
Turnitin
Turnitin is mostly a tool for promoting originality in students’ writing (or catching plagiarism). However, it’s also a tool to support the writing process — from teacher feedback and grading to peer evaluation and review. There’s also a handy discussion forum feature, with built-in moderation. Read full review.
Poll Everywhere
Poll Everywhere isn’t just for schools, but works well as a classroom response system. Students can respond via text message, Twitter, or a Web browser; teachers can project the results on the Web, or in a PowerPoint or Keynote presentation. Read full review.
TodaysMeet
TodaysMeet is a backchannel to help an audience and presenter connect in real time. Like a closed version of Twitter, posts are limited to 140 characters. Teachers can offer students a live stream for discussion, addressing issues on-the-spot, or as an after-lecture reflective activity. Read full review.
Backchannel Chat
Backchannel Chat is just for educational use. Students don’t have to enter any personal information into the system, and teachers can save, search, and archive discussions. Teachers also get a lot of control with customizable moderation options, a room-locking feature, and filtering for unwelcome content. Read full review.
GoSoapBox
is a student response system offering teachers more than a standard quiz/poll tool. The social Q&A feature allows students to vote the most relevant questions to the top, and a “Confusion Barometer” tool lets teachers track understanding throughout a lesson. Read full review.
Blendspace
Blendspace allows teachers to collect resources from the web and create a customizable, blended-instruction experience for students. Formative assessment tools are built in, allowing multiple question types, and the ability to track students’ progress over time. Read full review.
Collaborize Classroom
Collaborize Classroom allows teachers to create an online classroom community for learning — a home-base for online discussion forums, polls, assessments, and student-driven projects. There are differentiation tools and customized learning opportunities for individuals and small groups. Read full review.
Quizizz is an alternative to Kahoot, and there’s also a lot for educators to like. It is very similar to Kahoot, with a few key differences.
Just like Kahoot, the teacher (or student host) chooses a quiz to begin. A five digit game code is provided. Players point their browsers to join.quizzizz.com and input the game code, along with their names. If players are using smartphones or tablets, I display the join link as a QR code.
Quizizz takes a different approach. No projector is necessary becauseplayers see questions and answer options on their own screens. The question order is randomized for each student, so it’s no easy for players to cheat. With Quizizz, players don’t have to wait for the whole class to answer a question before they continue to the next one.
So, Quizizz is player-paced while Kahoot’s pace is determined by the teacher or host. This is the major difference and can be a benefit or a drawback. If you want to pause after each question, then Kahoot is better. The class can stop and discuss after each question, immediately addressing misconceptions. With Quizizz, players zip through questions at their own pace, limiting all discussion to after all questions have been answered.
Please join us for this free webinar and learn fun and effective ways to develop technology skills amongst library staff:
Technology Training for Library Staff: Effective and Engaging Training Programs
Wednesday, January 27, 11:00am-12:00pm PST
Registration Link: https://cc.readytalk.com/r/lpbeog1w500a&eom
How can we get library staff excited about learning new technology skills? How can libraries be better prepared to help the public with technology questions? How can staff go from tech shy to tech savvy? Designing an engaging technology training program can help all library staff get up to speed.
Join us for this free webinar to learn about two fun and engaging staff technology training programs in public libraries. Our guest panelists will share details of their programs, including success stories and lessons learned.
The Estes Valley Library dedicated six months to bringing every staff member up to technical literacy through trainings that were hands-on and fun. Tech Guide Diana Laughlin will share their Technology Competencies, the process they created for staff learning, and the way they approached staff accountability.
The Sunnyvale Public Library designed the True Tech Ninja program. Adult Services Librarian Rachel Schmidt will share how they created a gamified program to teach technology skills through seven stages. Team work was encouraged and rewarded, and library administration played a key role in motivating staff to learn.
This webinar will be recorded and archived on the TechSoup for Libraries website. Please register for this webinar to receive an email notification when the archive is available. Email questions to cschimpf@techsoupglobal.org
tech ninja training. 7 ninja skills. your first mission is to master the library web page. complete these three tasks.
(my note: using gaming and gamification techniques). and this is how this library improved their web site – through gamification and including ALL parties, whereas this SCSU library has a web committee, where a regular LRS employee (heaven forbid a regular student) to gain participation on its web page is very much the same as to gain access to the federal reserve.
@TechSoup4Libs
“Would you like fries like that?” aka the art of up-selling: Tell patrons about services they might not already know about! #ts4libs. like for example the digital literacy instruction and other technology technology sessions, which some of the LRS faculty offer, but for some reason, they fail to be promoted by the LRS librarians.
Technology Skills for Library Staff: Effective and Engaging Training Programs
Dear Plamen Miltenoff,
Thank you for attending our webinar! You can view the archive materials for this webinar by clicking the links on the right. Additional resources can be viewed at the links below. Be sure to sign up to receive the TechSoup for Libraries Newsletter.
Where is MC 205? Per campus map, Miller Center 205 is on the second floor, direction computer lab, right-handside, pass the counter with printers on both sides. Please use this virtual reality direction map to find the room (use Google Chrome and activate QuickTime plugin).
Dreamweaver: 4 Mondays – 10-10:45AM . Jan 18, 25, Feb 1, 8 ; location MC 205. attendees cap is 5
Keywords: web development, web design, Adobe Dreamweaver
Description: Adobe Dreamweaver CC is the default web development tool on campus. In four consecutive weeks, learn the basics of Dreamweaver, web development, web design and maintaining web pages on the Web. Site map and site structure. HTML and HTML5 basics, basics of CSS, page properties, text editing, hyperlinks and images, tables, forms.
Description: In four 45 min sessions, learn the basics of image editing. A comprehensive understanding of Adobe Photoshop and its essential tools. Design and edit, adjusting images for the Internet and print outs. Learn image formats, compressions, layers. Retouching, repairing and correcting photos
Social Media in Education 9:30-10:15 AM. Feb 3, 10, 17, 24. location MC 205. attendees cap is 15
Keywords: social media, social media in education, social media and learning, social media and teaching, social media and communication, Facebook, Twitter, Instagram, LinkedIn, YouTube, Diigo, Delicious, Evernote, SideVibe, Pinterest, Vine, Snapchat, Google+, Zotero, Mendeley, blogs, wikis, podcasts, visuals, text
Description: In four 45 min sessions, structure your approach to social media and assess how to use in teaching and learning. What is social media and how to use it. How to discriminate between personal and professional use of social media. Amidst 180 most popular social media tools, acquire a robust structure to cluster them and orient yourself quick and easy, which tools fit best your teaching materials and methods to enable learning and communication with your students. Visuals versus text and how to combine them for effective communication and teaching. Policies, engagement of students. Expanding and improving research and organization of your research through social media and networking toward your research through social media.
Description: in 45 minutes we can start a conversation about identification of cheating practices and determination of what plagiarism is, considering generational differences, the evolution of the Internet. Identifying of “cheating” can provide robust boundaries for understanding students’ behavior and identifying practices and methods to alleviate such behavior, including change of teaching methods and practices.
10 basics steps to start social media. March 16, 11-11:45AM location MC 205. attendees cap is 15
Keywords: social media, social media in education, social media and learning, social media and teaching, social media and communication, Facebook, Twitter, Instagram, LinkedIn, YouTube, Diigo, Delicious, Evernote, SideVibe, Pinterest, Vine, Snapchat, Google+, Zotero, Mendeley, blogs, wikis, podcasts, visuals, text
Description: introduction to social media and its use for personal and professional purposes. Ideas and scenarios of using different social media tools in education. Hands-on exercises for using social media in teaching.
Description: Gaming and Gamification is one of the most pronounced trends in education as per the New Horizon Report. Besides the increase of participation and enthusiasm, it increases learning. Introduction to gaming and gamification by establishing definitions, learning to distinguish gaming and gamification and learning the basics of gaming and gamification in the teaching process. Hands-on exercises for introducing gaming practices in the teaching and learning process and gamifying the existing syllabi.
Description: this 45 min session is aimed to help you transition your F2F teaching to hybrid and online teaching. Learn about synchronous and asynchronous modes of teaching and communication to structure and organize your class materials and methods for better delivery. Hands-on exercises for improving content delivery, class discussions and communications among instructor and students.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Effective Presentations. Jan 28, 2-2:45PM. MC 205. attendees cap is 10
Keywords: presentations, PowerPoint, alternatives to PowerPoint, presentation design, presentation essentials, Prezi, SlideShare, LodeStar, Zentation, Zoho, Powtoon, Zaption, Thinglink, Haiku, Kahoot, Storify, EdPuzzle, PollDaddy, Evernote, Mammoth, SideVibe, Paddlet, Remind, Death by PowerPoint, visual literacy, media literacy, digital literacy, visuals
Description: https://blog.stcloudstate.edu/ims/2016/01/07/effective-presentations/ . These four 45 minute sessions are aimed to introduce and orient faculty, staff and students to the opulence of alternatives to PowerPoint and revisit the basics of well-tailored presentation. Hands-on exercises for improving the structure and delivery of presentation as well as the choice of presentation tools.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Death by PowerPoint. Feb 26, 10-10:45PM. MC 205. attendees cap is 10
Keywords: presentations, PowerPoint, alternatives to PowerPoint, presentation design, presentation essentials, Death by PowerPoint, visual literacy, media literacy, digital literacy, visuals.
Description: https://blog.stcloudstate.edu/ims/2016/01/07/effective-presentations/ . This 45 minute session is aimed to introduce and orient faculty, staff and students to the basics of PowerPoint and revisit the basics of a well-tailored presentation. Hands-on exercises for improving the structure and delivery of presentation as well as the choice of presentation tools.
Contemplative Computing or Disconnect: How to Bring Balance in Your Life by Managing well Your Technology. Feb 17. 2-2:45PM. MC 205. attendees cap is 10
Description: this 45 min session introduces faculty, staff and students to the idea of regulating the use of technology in a meaningful way. Hands-on exercises and sharing good practices on balancing the use of technology in daily life.
Videos in the classroom: fast and easy. Jan 28, 10-10:45PM. MC 205. attendees cap is 5.
Keywords: video, video editing, video manipulation, visual literacy, digital literacy, MovieMaker, iMovie, Instagram, Vine, YouTube, Kaltura
Description: this 45 min session is an orientation to the resources available for delivery of visual materials in the classroom. Hands-on experience of different basics tools on different computer platforms.
Infographics: make your projects, presentations and research credible through presentable data. Feb 10, 2-2:45PM. March 29, 10-10:45AM, MC 205. attendees cap is 10
Keywords: Piktochart, Infogr, Visualy, statistics, visual literacy, digital literacy
Description: https://blog.stcloudstate.edu/ims/2014/04/09/infographics-how-to-create-them/. This 45 min session is an orientation to the world of infographics. Short introduction to the basics of statistics and their importance in presenting a research and idea. Hands-on exercise using one of the 3 popular infographic tools.
LITA listsrev has an excellent discussion on password management.
I personally am using LastPass for two years: great free option, paid one can be used on mobiles.
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From:lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of Michael J. Paulmeno Sent: Wednesday, January 06, 2016 1:36 PM To:lita-l@lists.ala.org Subject: RE: [lita-l] Question on password management
I second Keepass. Not only is it free, open source, and multi-OS, but it lives on your computer, not in the cloud (although the database can be put on a shared drive or in DropBox for access across devices). Personally that makes me feel much safer. There are clients available for Windows, Mac, Linux, IPhone, Android and even Blackberry.
I use lastpass as well. However, LastPass was just bought by LogMeIn, so lots of people are holding their breath hoping that things stay good. Another open source, multi-os, alternative is keepass (keepass.info)
I would like offer or recommend a password management tool to my library staff that’s reliable and easy to use. Do any of you have one you can recommend?
From:lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of O’English, Lorena Sent: Wednesday, January 06, 2016 12:51 PM To:lita-l@lists.ala.org Subject: RE: [lita-l] Question on password management
I really like Dashlane (dashlane.com) – it has a lot of options, including the ability to give someone else access to your passwords in certain situations (plus, they support Firefox financially via low-impact ads). I think of this sometimes when I think about what would happen if a piano fell on me tomorrow – what a mess it would be for my spouse to cope with my digital life! That said, although I use Dashlane, I still have not quite managed to get myself to use all its functionality.
—–Original Message—–
From: lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of Cary Gordon
Sent: Wednesday, January 06, 2016 12:37 PM
To: lita-l@lists.ala.org
Subject: Re: [lita-l] Question on password management
1Password ++
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—–Original Message—–
From: lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of COLLINS, MATTHEW
Sent: Wednesday, January 06, 2016 12:35 PM
To: lita-l@lists.ala.org
Subject: RE: [lita-l] Question on password management
I have used Roboform for at least 10 years and never had a problem. It manages passwords for logins and bookmarks on my PCs, my iPhone and iPad. It synchs online so work, home, tablet and phone all have the same info. It also stores personal info (name & multiple addresses) and confidential notes and other info.
Note: CAPS is used here and there to call attention without extra Gmail formatting, not to shout at anyone. Still…I know I look like I yell here. I have flogged myself, I will now bathe in the River Salt.
MWoT
Ok, check it out.
Plugins, macros, group/profile/source/target/timing locks, separate DBs and separate metadata for these if you like, INTERNALLY-ROTATING SUPERKEYS via REGULARKEYTRANSORMATIONS and TWO-CHANNEL AUTO-TYPE OBFUSCATION (for obfuscating your auto-typed passwords or keys, if you select Auto)….!!!…
…and well-reasoned, well-EXPLAINED approaches to certain critical areas of password management in general and to KeePass in particular.
For instance: In the FAQ, read the logic breakdown (thought-by-thought explanation) of why Keepass does NOT lock itself when a SUB-dialogue box is open in Keepass whle the user then LOCKS the workstation. =)
Why doesn’t KeePass lock when Windows locks and a KeePass sub-dialog is open?
My support of Keepass as a primary, then a close alternative, comes from four of my six years in IT being in direct computer and network security roles. Sure, not the most trench years out there, but they are all engineering and tiered-analyst roles for several major US corporations.
I’m proud of that…and in terms of relevance, I worked – and still work – with and around many engineers, analysts, and scientists (data, algorithmic). I look up to these people a great deal, and many of these coworkers come fully assembled having forgotten more than I’ll ever know and still learning faster than I could ever talk about… and even THEY use Keepass and they use it powerfully.
Detection of each site’s contact (HTTP GET, form forcus, etc) or “touch” can be different with each browser it integrates into, and that’s just for starters. One can also script up a different timing to use before the credentials are passed….;)….one can also relegate references to a central database, or one can refer only to the local system or even just a specific profile that can access said .kdbx file (KeePass database), or one can limit the data source to just one .kdbx single-instance database file, or one can use the .kdbx as a secondary for some other central repository failure, if that happens.
One can make several .kdbx files for different uses…no requirement to have just one! Each a diffferent base of unique data keys, each wtih a different direction administered on when it is referenced, how it is run, and where it lives on a system.
Aaaaaand it can integrate with other DBMs, it’s not an island!
Keepass is not the end-all be-all, but it IS FOSS (Free and Open-Source Software, great for investigating its machinery). Also it is:
– Programmable (via the Plugins model, you can write some yourself if you like!)
– Modularizable (again, via the Plugins model)
– Profile lockable, (<— really neat!)
– SMM (Secure Memory Manageable, for Windows Clipboard and the like)
– and more!
Anyway, Keepass is rad for its cost, but, like the others on this thread, I will second LastPass as well. LastPass is a an alternative to Keepass. =)
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:
– 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 :
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:
Since 2008, Mr. Vinson Houston has served as vice president for information technology at Jacksonville State University. Prior to that, Mr. Houston served as Director of Telecommunications for JSU, beginning in 2005. Mr. Houston currently serves on the board of directors for the Alabama Supercomputer Authority and is on the CORE Executive Committee that leads initiatives promoting PK-20 collaboration related to using new technologies in the classroom. He holds a B.A. and an M.B.A. from Jacksonville State University.
