Searching for "online education"

lecture capture on shoestring

8 Tips for Lecture Capture on a Shoestring

By Dian Schaffhauser 05/17/17

https://campustechnology.com/articles/2017/05/17/8-tips-for-lecture-capture-on-a-shoestring.aspx

Whether you’re flipping your courses, creating videos to help your students understand specific concepts or recording lectures for exam review, these tips can help you optimize your production setup on a tight budget.

1) Speak Into the Microphone

2) Reconsider Whether You Want to be a Talking Head

3) Keep Your Recording Device Steady

4) Avoid Using the Camera Built Into Your Laptop

5) Explore a Range of Recording Software
Screencast-O-Matic
TechSmith Camtasia
Adobe Captivate
Adobe Presenter

“online video platforms,”

TechSmith Relay, Panopto, Tegrity and Kaltura

6) Forget About Editing Your Videos

7) Remember Accessibility

Record your video and upload it to YouTube. YouTube will apply its machine transcription to the audio as a starting point. Then you can download the captions into your caption editor and improve on the captions from there. Afterward, you can delete the video from YouTube and add it to your institution’s platform.

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lecture capture in this IMS blog
https://blog.stcloudstate.edu/ims?s=lecture+capture

social media in your course

8 Things You Should Know before Using Social Media in Your Course

Jennifer Rafferty, Director, OLC Institute for Professional Development, 

https://onlinelearningconsortium.org/8-things-you-should-know-before-using-social-media-in-your-course

a variety of available platforms, and many creative ways that faculty are integrating social media into their teaching practice.

  • how the digital medium will foster engagement and enhance learning outcomes.
  • aware of the implications of having students post content on third-party services (those not provided or hosted by your institution).
  • Social media usage in the classroom intersects with both FERPA and Copyright Compliance, so keep this checklist handy as you develop your class activity.

Include details about the activity in your syllabus & course description.

Use contracts.
Link to institutional policies.
Use aliases for social media accounts.
Teach your students to use digital media responsibly.
Know where to provide assignment feedback.
Don’t use personal accounts for university business.
Understand the Terms of Service.

Sources

Classification of Social Media Platforms, DelValle Institute Knowledge Base, Office of Public Health Preparedness. Retrieved on March 24, 2017 from  https://delvalle.bphc.org/mod/wiki/view.php?pageid=65

Copyright Clearance Center, Inc. 2005. Using Digital Content. Retrieved on March 24, 2017 from http://www.copyright.com/Services/copyrightoncampus/basics/teach.html

Educause, Is Your Use of Social Media FERPA Compliant? Retrieved on March 24, 2017 from http://www.educause.edu/ero/article/your-use-social-media-ferpa-compliant

Kind, T., Genrich G. and Chretien, K.(2010)  Social Media Policies at US Medical Schools. Medical Education Online.  Retrieved on March 24, 2017 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2941429/

Meyer, L., (2015). Six Alternative Social Media Tools for Teaching and Learning, Campus Technology. Retrieved on March 24, 2017 from https://campustechnology.com/Articles/2015/01/07/6-Alternative-Social-Media-Tools-for-Teaching-and-Learning.aspx?Page=4

Orlando, J., 2011. FERPA and Social Media, Faculty Focus. Retrieved on March 24, 2017 from http://www.facultyfocus.com/articles/teaching-with-technology-articles/ferpa-and-social-media/

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more on social media for teaching practices in this IMS blog

https://blog.stcloudstate.edu/ims?s=social+media+teaching

oped ed resources

The open educational resources movement is redefining the concept of online textbooks

The movement is also aiming to reimagine and democratize learning technologies.

By SUZANNE BOWNESS | April 4, 2017

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more on etextbooks in this IMS blog
https://blog.stcloudstate.edu/ims/2016/04/06/e-textbook-ad-hoc-team/

use of laptops phones in the classroom

Why I’m Asking You Not to / Use Laptops

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https://blog.stcloudstate.edu/ims/2019/08/27/reading-teenagers-electronic-devices/

https://www.edsurge.com/news/2019-03-06-move-over-laptop-ban-this-professor-teaches-a-5-hour-tech-less-reading-class

research showing how laptops can be more of a distraction than a learning enabler. Purdue University even started blocking streaming websites such as Netflix, HBO, Hulu and Pandora.

But others say banning laptops can be counterproductive, arguing these devices can create opportunity for students to discover more information during class or collaborate. And that certain tools and technologies are necessary for learners who struggle in a traditional lecture format.

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Supiano, B. (2019, April 7). Digital Distraction Is a Problem Far Beyond the Classroom. But Professors Can Still Help. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/Digital-Distraction-Is-a/246074
Flanigan, who studies self-regulation, or the processes students use to achieve their learning goals, began researching digital distraction after confronting it in the classroom as a graduate instructor.
Digital distraction tempts all of us, almost everywhere. That’s the premise of Digital Minimalism: Choosing a Focused Life in a Noisy World by Cal Newport, an associate professor of computer science at Georgetown University.

The professor is upset. The professor has taken action, by banning laptops.
Bruff, whose next book, Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching, is set to be published this fall, is among the experts who think that’s a mistake. Why? Well, for one thing, he said, students are “going to have to graduate and get jobs and use laptops without being on Facebook all day.” The classroom should help prepare them for that.

 When Volk teaches a course with 50 or 60 students, he said, “the idea is to keep them moving.”Shifting the focal point away from the professor can help, too. “If they are in a small group with their colleagues,” Volk said, “very rarely will I see them on their laptops doing things they shouldn’t be.”
Professors may not see themselves as performers, but if they can’t get students’ attention, nothing else they do matters. “Learning doesn’t happen without attention,” said Lang, who is writing a book about digital distraction, Teaching Distracted Minds.
One aspect of distraction Lang plans to cover in his book is its history. It’s possible, he said, to regard our smartphones as either too similar or dissimilar from the distractions of the past. And it’s important, he said, to remember how new this technology really is, and how much we still don’t know about it.
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Study: Use of digital devices in class affects students’ long-term retention of information

  • A new study conducted by researchers at Rutgers University reveals that students who are distracted by texts, games, or videos while taking lecture notes on digital devices are far more likely to have their long-term memory affected and to perform more poorly on exams, even if short-term memory is not impacted, EdSurge reports.
  • Exam performance was not only poorer for students using the devices, but also for other students in classes that permitted the devices because of the distraction factor, the study found.
  • After conducting the study, Arnold Glass, the lead researcher, changed his own policy and no longer allows his students to take notes on digital devices.
A nationally representative Gallup poll conducted in March showed that 42% of K-12 teachers feel that the use of digital devices in the classroom are “mostly helpful” for students, while only 28% feel they are “mostly harmful.” Yet 69% of those same teachers feel the devices have a harmful impact on student mental health and 55% feel they negatively affect student physical health.
 According to a 2016 study of college students, student waste about 20% of their class time for “non-class” purposes — texting, emailing, or using social media more than 11 times in a typical day. In K-12, increased dependence on digital devices often interferes with homework completion as well.
Though the new study focused on long-term retention, past studies have also shown that indicate a negative correlation between use of digital devices during class and exam scores. A 2015 study by the London School of Economics revealed that pupils in schools that banned cell phones performed better on exams and that the differences were most notable for low-performing students.
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By Jack Grove Twitter: @jgro_the  April 4, 2017

Using laptops in class harms academic performance, study warns. Researchers say students who use computers score half a grade lower than those who write notes

https://www.timeshighereducation.com/news/using-laptops-in-class-harms-academic-performance-study-warns

findings, published in the journal Economics of Education Review in a paper, based on an analysis of the grades of about 5,600 students at a private US liberal arts college, found that using a laptop appeared to harm the grades of male and low-performing students most significantly.

While the authors were unable to definitively say why laptop use caused a “significant negative effect in grades”, the authors believe that classroom “cyber-slacking” plays a major role in lower achievement, with wi-fi-enabled computers providing numerous distractions for students.

April 07, 2006

A Law Professor Bans Laptops From the Classroom

http://www.chronicle.com/article/A-Law-Professor-Bans-Laptops/29048

by

Classroom Confrontation Over Student’s Laptop Use Leads to Professor’s Arrest

June 02, 2006

The Fight for Classroom Attention: Professor vs. Laptop

Some instructors ban computers or shut off Internet access, bringing complaints from students http://www.chronicle.com/article/The-Fight-for-Classroom/19431

Classroom Confrontation Over Student’s Laptop Use Leads to Professor’s Arrest

http://www.chronicle.com/blogs/ticker/classroom-confrontation-over-students-laptop-use-leads-to-professors-arrest/31832

by Anne Curzahttp://www.chronicle.com/blogs/linguafranca/2014/08/25/why-im-asking-you-not-to-use-laptops/

Laptop multitasking hinders classroom learning for both users and nearby peers

http://www.sciencedirect.com/science/article/pii/S0360131512002254

March 13, 2017

The Distracted Classroom

http://www.chronicle.com/article/The-Distracted-Classroom/239446

Welcome, Freshmen. Look at Me When I Talk to You.

http://www.chronicle.com/article/Welcome-Freshmen-Look-at-Me/237751

October 28, 2015

Memorization, Cheating, and Technology. What can we do to stem the increased use of phones and laptops to cheat on exams in class?

http://www.chronicle.com/article/Memorization-Cheating-and/233926

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intrinsic motivation:
https://blog.stcloudstate.edu/ims/2019/11/13/intrinsic-motivation-digital-distractions/

The learning experience is different in schools that assign laptops, a survey finds

The learning experience is different in schools that assign laptops, a survey finds

High schoolers assigned a laptop or a Chromebook were more likely to take notes in class, do internet research, create documents to share, collaborate with their peers on projects, check their grades and get reminders about tests or homework due dates.

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https://teacheveryday.com/cellphones-in-the-classroom/

Blended Learning – the idea of incorporating technology into the every day experience of education – can save time, raise engagement, and increase student retention.

Lets face it, our students are addicted to their phones. Like…drugs addicted. It is not just a bad habit, it is hard wired in their brains(literally) to have the constant stimulation of their phones.

If you are interested in the research, there is a lot out there to read about how it happens and how bad it is.

Scientific American article published about a recent study of nomophobia – on adults (yes, many of us are addicted too).

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by

Best Practices for Laptops in the Classroom

http://www.chronicle.com/blogs/profhacker/best-practices-for-laptops-in-the-classroom/39064

September 11, 2016

No, Banning Laptops Is Not the Answer. And it’s just as pointless to condemn any ban on electronic devices in the classroom

http://www.chronicle.com/article/No-Banning-Laptops-Is-Not-the/237752

by

Don’t Ban Laptops in the Classroom

http://www.chronicle.com/blogs/conversation/2014/09/23/dont-ban-laptops-in-the-classroom/

Use of Laptops in the Classroom: Research and Best Practices. Tomorrow’s Teaching and Learning

https://tomprof.stanford.edu/posting/1157

By

On Not Banning Laptops in the Classroom

http://techist.mcclurken.org/learning/on-not-banning-laptops-in-the-classroom/

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F January 26, 2001

Colleges Differ on Costs and Benefits of ‘Ubiquitous’ Computing

http://www.chronicle.com/article/Colleges-Differ-on-Costs-and/17848

“Bring Your Own Device” Policies?

http://www.chronicle.com/blogs/profhacker/bring-your-own-device-policies/42732

June 13, 2014, 2:40 pm By Robert Talbert

Three issues with the case for banning laptops

http://www.chronicle.com/blognetwork/castingoutnines/2014/06/13/three-issues-with-the-case-for-banning-laptops/

3 Tips for Managing Phone Use in Class

Setting cell phone expectations early is key to accessing the learning potential of these devices and minimizing the distraction factor.

https://www.edutopia.org/article/3-tips-managing-phone-use-class

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

qualitative method research

Cohort 7

By miltenoff | View this Toon at ToonDoo | Create your own Toon

Qualitative Method Research

quote

Data treatment and analysis

Because the questionnaire data comprised both Likert scales and open questions, they were analyzed quantitatively and qualitatively. Textual data (open responses) were qualitatively analyzed by coding: each segment (e.g. a group of words) was assigned to a semantic reference category, as systematically and rigorously as possible. For example, “Using an iPad in class really motivates me to learn” was assigned to the category “positive impact on motivation.” The qualitative analysis was performed using an adapted version of the approaches developed by L’Écuyer (1990) and Huberman and Miles (1991, 1994). Thus, we adopted a content analysis approach using QDAMiner software, which is widely used in qualitative research (see Fielding, 2012; Karsenti, Komis, Depover, & Collin, 2011). For the quantitative analysis, we used SPSS 22.0 software to conduct descriptive and inferential statistics. We also conducted inferential statistics to further explore the iPad’s role in teaching and learning, along with its motivational effect. The results will be presented in a subsequent report (Fievez, & Karsenti, 2013)

Fievez, A., & Karsenti, T. (2013). The iPad in Education: uses, benefits and challenges. A survey of 6057 students and 302 teachers in Quebec, Canada (p. 51). Canada Research Chair in Technologies in Education. Retrieved from https://www.academia.edu/5366978/The_iPad_in_Education_uses_benefits_and_challenges._A_survey_of_6057_students_and_302_teachers_in_Quebec_Canada

unquote

 The 20th century notion of conducting a qualitative research by an oral interview and then processing manually your results had triggered in the second half of the 20th century [sometimes] condescending attitudes by researchers from the exact sciences.
The reason was the advent of computing power in the second half of the 20th century, which allowed exact sciences to claim “scientific” and “data-based” results.
One of the statistical package, SPSS, is today widely known and considered a magnificent tools to bring solid statistically-based argumentation, which further perpetuates the superiority of quantitative over qualitative method.
At the same time, qualitative researchers continue to lag behind, mostly due to the inertia of their approach to qualitative analysis. Qualitative analysis continues to be processed in the olden ways. While there is nothing wrong with the “olden” ways, harnessing computational power can streamline the “olden ways” process and even present options, which the “human eye” sometimes misses.
Below are some suggestions, you may consider, when you embark on the path of qualitative research.
The Use of Qualitative Content Analysis in Case Study Research
Florian Kohlbacher
http://www.qualitative-research.net/index.php/fqs/article/view/75/153

excellent guide to the structure of a qualitative research

Palys, T., & Atchison, C. (2012). Qualitative Research in the Digital Era: Obstacles and Opportunities. International Journal Of Qualitative Methods, 11(4), 352-367.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d89171709%26site%3dehost-live%26scope%3dsite
Palys and Atchison (2012) present a compelling case to bring your qualitative research to the level of the quantitative research by using modern tools for qualitative analysis.
1. The authors correctly promote NVivo as the “jaguar’ of the qualitative research method tools. Be aware, however, about the existence of other “Geo Metro” tools, which, for your research, might achieve the same result (see bottom of this blog entry).
2. The authors promote a new type of approach to Chapter 2 doctoral dissertation and namely OCR-ing PDF articles (most of your literature as of 2017 is mostly either in PDF or electronic textual format) through applications such as
Abbyy Fine Reader, https://www.abbyy.com/en-us/finereader/
OmniPage,  http://www.nuance.com/for-individuals/by-product/omnipage/index.htm
Readirus http://www.irislink.com/EN-US/c1462/Readiris-16-for-Windows—OCR-Software.aspx
The text from the articles is processed either through NVIVO or related programs (see bottom of this blog entry). As the authors propose: ” This is immediately useful for literature review and proposal writing, and continues through the research design, data gathering, and analysis stages— where NVivo’s flexibility for many different sources of data (including audio, video, graphic, and text) are well known—of writing for publication” (p. 353).
In other words, you can try to wrap your head around huge amount of textual information, but you can also approach the task by a parallel process of processing the same text with a tool.
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Here are some suggestions for Computer Assisted / Aided Qualitative Data Analysis Software (CAQDAS) for a small and a large community applications):

– RQDA (the small one): http://rqda.r-forge.r-project.org/ (see on youtube the tutorials of Metin Caliskan); one active developper.
GATE (the large one): http://gate.ac.uk/ | https://gate.ac.uk/download/

text mining: https://en.wikipedia.org/wiki/Text_mining
Text mining, also referred to as text data mining, roughly equivalent to text analytics, is the process of deriving high-quality information from text. High-quality information is typically derived through the devising of patterns and trends through means such as statistical pattern learning. Text mining usually involves the process of structuring the input text (usually parsing, along with the addition of some derived linguistic features and the removal of others, and subsequent insertion into a database), deriving patterns within the structured data, and finally evaluation and interpretation of the output.
https://ischool.syr.edu/infospace/2013/04/23/what-is-text-mining/
Qualitative data is descriptive data that cannot be measured in numbers and often includes qualities of appearance like color, texture, and textual description. Quantitative data is numerical, structured data that can be measured. However, there is often slippage between qualitative and quantitative categories. For example, a photograph might traditionally be considered “qualitative data” but when you break it down to the level of pixels, which can be measured.
word of caution, text mining doesn’t generate new facts and is not an end, in and of itself. The process is most useful when the data it generates can be further analyzed by a domain expert, who can bring additional knowledge for a more complete picture. Still, text mining creates new relationships and hypotheses for experts to explore further.

quick and easy:

intermediate:

advanced:

http://tidytextmining.com/

Introduction to GATE Developer  https://youtu.be/o5uhMF15vsA


 

use of RapidMiner:

https://rapidminer.com/pricing/

– Coding Analysis Toolkit (CAT) from University of Pittsburgh and University of Massachusetts
– Raven’s Eye is an online natural language ANALYSIS tool based
– ATLAS.TI
– XSIGTH

– QDA Miner: http://provalisresearch.com/products/qualitative-data-analysis-software/

There is also a free version called QDA Miner Lite with limited functionalities: http://provalisresearch.com/products/qualitative-data-analysis-software/freeware/

– MAXQDA

–  NVivo

– SPSS Text Analytics

– Kwalitan

– Transana (include video transcribing capability)

– XSight

Nud*ist https://www.qsrinternational.com/

(Cited from: https://www.researchgate.net/post/Are_there_any_open-source_alternatives_to_Nvivo [accessed Apr 1, 2017].

– OdinText

IBM Watson Conversation
IBM Watson Text to Speech
Google Translate API
MeTA
LingPipe
NLP4J
Timbl
Colibri Core
CRF++
Frog
Ucto
– CRFsuite

– FoLiA
PyNLPl
openNLP
NLP Compromise
MALLET
Cited from: https://www.g2crowd.com/products/nvivo/competitors/alternatives [accessed April 1, 2017
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http://www.socresonline.org.uk/3/3/4.html
Christine A. Barry (1998) ‘Choosing Qualitative Data Analysis Software: Atlas/ti and Nudist Compared’
Sociological Research Online, vol. 3, no. 3, <http://www.socresonline.org.uk/3/3/4.html&gt;

Pros and Cons of Computer Assisted Qualitative Data Analysis Software

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more on quantitative research:

Asamoah, D. A., Sharda, R., Hassan Zadeh, A., & Kalgotra, P. (2017). Preparing a Data Scientist: A Pedagogic Experience in Designing a Big Data Analytics Course. Decision Sciences Journal of Innovative Education, 15(2), 161–190. https://doi.org/10.1111/dsji.12125
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literature on quantitative research:
Borgman, C. L. (2015). Big Data, Little Data, No Data: Scholarship in the Networked World. MIT Press. https://mplus.mnpals.net/vufind/Record/ebr4_1006438
St. Cloud State University MC Main Collection – 2nd floor AZ195 .B66 2015
p. 161 Data scholarship in the Humanities
p. 166 When Are Data?
Philip Chen, C. L., & Zhang, C.-Y. (2014). Data-intensive applications, challenges, techniques and technologies: A survey on Big Data. Information Sciences, 275(Supplement C), 314–347. https://doi.org/10.1016/j.ins.2014.01.015

definition of blended learning

The Definition Of Blended Learning

January 18, 2013 http://www.teachthought.com/learning/blended-flipped-learning/the-definition-of-blended-learning/

the Sloan Consortium defined hybrid courses as those that “integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner.” Educators probably disagree on what qualifies as “pedagogically valuable,” but the essence is clear: Hybrid education uses online technology to not just supplement, but transform and improve the learning process.

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more on blended / hybrid learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=blended

digital learning

The Disruption of Digital Learning: Ten Things We Have Learned

Published on Featured in: Leadership & Management    https://www.linkedin.com/pulse/disruption-digital-learning-ten-things-we-have-learned-josh-bersin

meetings with Chief Learning Officers, talent management leaders, and vendors of next generation learning tools.

The corporate L&D industry is over $140 billion in size, and it crosses over into the $300 billion marketplace for college degrees, professional development, and secondary education around the world.

Digital Learning does not mean learning on your phone, it means “bringing learning to where employees are.” In other words, this new era is not only a shift in tools, it’s a shift toward employee-centric design. Shifting from “instructional design” to “experience design” and using design thinking are key here.

evolution of L&D The Evolution of Corporate Training

1) The traditional LMS is no longer the center of corporate learning, and it’s starting to go away.

LMS platforms were designed around the traditional content model, using a 17 year old standard called SCORM. SCORM is a technology developed in the 1980s, originally intended to help companies like track training records from their CD-ROM based training programs.

the paradigm that we built was focused on the idea of a “course catalog,” an artifact that makes sense for formal education, but no longer feels relevant for much of our learning today.

not saying the $4 billion LMS market is dead, but the center or action has moved (ie. their cheese has been moved). Today’s LMS is much more of a compliance management system, serving as a platform for record-keeping, and this function can now be replaced by new technologies.

We have come from a world of CD ROMs to online courseware (early 2000s) to an explosion of video and instructional content (YouTube and MOOCs in the last five years), to a new world of always-on, machine-curated content of all shapes and sizes. The LMS, which was largely architected in the early 2000s, simply has not kept up effectively.

2) The emergence of the X-API makes everything we do part of learning.

In the days of SCORM (the technology developed by Boeing in the 1980s to track CD Roms) we could only really track what you did in a traditional or e-learning course. Today all these other activities are trackable using the X-API (also called Tin Can or the Experience API). So just like Google and Facebook can track your activities on websites and your browser can track your clicks on your PC or phone, the X-API lets products like the learning record store keep track of all your digital activities at work.

Evolution of Learning Technology Standards

3) As content grows in volume, it is falling into two categories: micro-learning and macro-learning.

MicroLearning vs. MacroLearning
Understanding Macro vs. Micro Learning

4) Work Has Changed, Driving The Need for Continuous Learning

Why is all the micro learning content so important? Quite simply because the way we work has radically changed. We spend an inordinate amount of time looking for information at work, and we are constantly bombarded by distractions, messages, and emails.

The Overwhelmed Employee
Too Much Time Searching

sEmployees spend 1% of their time learning

5) Spaced Learning Has Arrived

If we consider the new world of content (micro and macro), how do we build an architecture that teaches people what to use when? Can we make it easier and avoid all this searching?

“spaced learning.”

Neurological research has proved that we don’t learn well through “binge education” like a course. We learn by being exposed to new skills and ideas over time, with spacing and questioning in between. Studies have shown that students who cram for final exams lose much of their memory within a few weeks, yet students who learn slowly with continuous reinforcement can capture skills and knowledge for decades.

Ebbinghaus forgetting curve

Spaced Learning: Repetition, Spacing, Questioning

6) A New Learning Architecture Has Emerged: With New Vendors To Consider

One of the keys to digital learning is building a new learning architecture. This means using the LMS as a “player” but not the “center,” and looking at a range of new tools and systems to bring content together.
The New Learning Landscape

On the upper left is a relatively new breed of vendors, including companies like Degreed, EdCast, Pathgather, Jam, Fuse, and others, that serve as “learning experience” platforms. They aggregate, curate, and add intelligence to content, without specifically storing content or authoring in any way. In a sense they develop a “learning experience,” and they are all modeled after magazine-like interfaces that enables users to browse, read, consume, and rate content.

The second category the “program experience platforms” or “learning delivery systems.” These companies, which include vendors like NovoEd, EdX, Intrepid, Everwise, and many others (including many LMS vendors), help you build a traditional learning “program” in an open and easy way. They offer pathways, chapters, social features, and features for assessment, scoring, and instructor interaction. While many of these features belong in an LMS, these systems are built in a modern cloud architecture, and they are effective for programs like sales training, executive development, onboarding, and more. In many ways you can consider them “open MOOC platforms” that let you build your own MOOCs.

The third category at the top I call “micro-learning platforms” or “adaptive learning platforms.” These are systems that operate more like intelligent, learning-centric content management systems that help you take lots of content, arrange it into micro-learning pathways and programs, and serve it up to learners at just the right time. Qstream, for example, has focused initially on sales training – and clients tell me it is useful at using spaced learning to help sales people stay up to speed (they are also entering the market for management development). Axonify is a fast-growing vendor that serves many markets, including safety training and compliance training, where people are reminded of important practices on a regular basis, and learning is assessed and tracked. Vendors in this category, again, offer LMS-like functionality, but in a way that tends to be far more useful and modern than traditional LMS systems. And I expect many others to enter this space.

Perhaps the most exciting part of tools today is the growth of AI and machine-learning systems, as well as the huge potential for virtual reality.

A Digital Learning Architecture

7) Traditional Coaching, Training, and Culture of Learning Has Not Gone Away

The importance of culture and management

8) A New Business Model for Learning

he days of spending millions of dollars on learning platforms is starting to come to an end. We do have to make strategic decisions about what vendors to select, but given the rapid and immature state of the market, I would warn against spending too much money on any one vendor at a time. The market has yet to shake out, and many of these vendors could go out of business, be acquired, or simply become irrelevant in 3-5 years.

9) The Impact of Microsoft, Google, Facebook, and Slack Is Coming

The newest versions of Microsoft Teams, Google Hangouts and Google Drive, Workplace by Facebook, Slack, and other enterprise IT products now give employees the opportunity to share content, view videos, and find context-relevant documents in the flow of their daily work.

We can imagine that Microsoft’s acquisition of LinkedIn will result in some integration of Lynda.com content in the flow of work. (Imagine if you are trying to build a spreadsheet and a relevant Lynda course opens up). This is an example of “delivering learning to where people are.”

New work environments will be learning environments

10) A new set of skills and capabilities in L&D

It’s no longer enough to consider yourself a “trainer” or “instructional designer” by career. While instructional design continues to play a role, we now need L&D to focus on “experience design,” “design thinking,” the development of “employee journey maps,” and much more experimental, data-driven, solutions in the flow of work.

lmost all the companies are now teaching themselves design thinking, they are using MVP (minimal viable product) approaches to new solutions, and they are focusing on understanding and addressing the “employee experience,” rather than just injecting new training programs into the company.
New Capabilities Needed

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more on elearning in this IMS blog
https://blog.stcloudstate.edu/ims?s=elearning

Digital Literacy for Anthropology

Upper level anthropology of Native N American class w Kelly Branam Macauley

short link to this presentation: http://bit.ly/lib4anthr

Plamen Miltenoff: I give you the intersection of technology + library and information science = digital literacy + doctoral studies in education and psychology = educational technology.
http://web.stcloudstate.edu/pmiltenoff/faculty/
relevant classes I teach and might be of interest for you:
http://web.stcloudstate.edu/pmiltenoff/lib290/. if you want to survey the class, here is the FB group page: https://www.facebook.com/groups/LIB290/
and
http://web.stcloudstate.edu/pmiltenoff/lib490/

the topic is Social Media and research; research in the digital age

  • General issues

#FakeNews

Please pull out your smartphones, go to your Internet browser and and type: kahoot.it or click on the link: https://play.kahoot.it/

Class assignment (you will need a laptop, tablet and/or smart phone. If don’t have one, team up with your peer nearest you): #FakeNews is a very timely and controversial issue. in 2-3 min choose your best source on this issue. 1. Mind the prevalence of resources in the 21st century 2. Mind the necessity to evaluate a) the veracity of your courses b) the quality of your sources (the fact that they are “true” does not mean that they are the best). Be prepared to name your source and defend its quality.
How do you determine your sources? How do you decide the reliability of your sources? Are you sure you can distinguish “good” from “bad?”
Compare this entry https://en.wikipedia.org/wiki/List_of_fake_news_websites
to this entry: https://docs.google.com/document/d/10eA5-mCZLSS4MQY5QGb5ewC3VAL6pLkT53V_81ZyitM/preview to understand the scope

Do you know any fact checking sites? Can you identify spot sponsored content? Do you understand syndication? What do you understand under “media literacy,” “news literacy,” “information literacy.”  https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/

https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/

Need more info? https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/
Need even more info? https://blog.stcloudstate.edu/ims?s=fake+news

  • Academic research

http://www.stcloudstate.edu/library/:
the online dbases, the subject guides,
https://scholar.google.com/
Class assignment (you will need a laptop, tablet and/or smart phone. If don’t have one, team up with your peer nearest you): Research a topic in your class (keyword) using “heavy duty” (peer-reviewed) literature – 2-3 min.

Please pull out your smartphones, go to your Internet browser and and type: kahoot.it or click on the link: https://play.kahoot.it/

Academic research: https://play.kahoot.it/#/k/e2d6a15f-6361-4e21-96f9-d054f1d8e49b
https://play.kahoot.it/#/k/5e09bb66-4d87-44a5-af21-c8f3d7ce23de

  • Research using social media

what is social media (examples). why is called SM? why is so popular? what makes it so popular?

use SM tools for your research and education:

– Determining your topic. How to?
Digg http://digg.com/, Reddit https://www.reddit.com/ , Quora https://www.quora.com
Facebook, Twitter – hashtags (class assignment 2-3 min to search)
LinkedIn Groups
YouTube and Slideshare (class assignment 2-3 min to search)
Flickr, Instagram, Pinterest for visual aids (like YouTube they are media repositories)

Academia.com (https://www.academia.edu/) Academia.edu, a paper-sharing social network that has been informally dubbed “Facebook for academics,” https://www.academia.edu/31942069_Facebook_for_Academics_The_Convergence_of_Self-Branding_and_Social_Media_Logic_on_Academia.edu

ResearchGate: https://www.researchgate.net/

– collecting and managing your resources:
Delicious https://del.icio.us/
Diigo: https://www.diigo.com/
Evernote: evernote.com OneNote (Microsoft)

blogs and wikis for collecting data and collaborating

– Managing and sharing your information:
Refworks,
Zotero https://www.zotero.org/,
Mendeley, https://www.mendeley.com/

– Testing your work against your peers (globally):

Wikipedia:
First step:Using Wikipedia.Second step: Contributing to Wikipedia (editing a page). Third step: Contributing to Wikipedia (creating a page)  https://www.evernote.com/shard/s101/sh/ef743d1a-4516-47fe-bc5b-408f29a9dcb9/52d79bfa20ee087900764eb6a407ec86

– presenting your information


please use this form to cast your feedback. Please feel free to fill out only the relevant questions:
http://bit.ly/imseval

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more on digital literacy for Anthropology classes in this IMS blog
https://blog.stcloudstate.edu/ims?s=anthropology

Ohio e-schools

Ohio’s E-School Attendance Dispute: Q&A With the Columbus Dispatch

The biggest Ohio e-school story over the past year: a push by the state education department to audit attendance at the full-time online schools using student-login records. A first round of reviews found that nine e-schools had overstated their enrollment by a combined 12,000 students. A Dispatch analysis of ECOT’s audit showed that nearly 70 percent of the school’s students missed enough school to be considered truant under state law.

Across the country, the question of how to best track and report student attendance in a full-time online school remains unresolved, contributing to the significant uncertainty around e-schools’ funding and performance.

 

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more on charter schools in this IMS blog
https://blog.stcloudstate.edu/ims?s=charter+schools

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