Searching for "online education"
AAEEBL/CRA/EPAC INTERNATIONAL WEBINAR: ‘Recognising and presenting student learning in the 21st century’
Monday, March 6, 2017 8:15-9:30 PT USA, 11:15-12:30 ET USA, 16:15-17:30 UK
Register for participation at: https://goo.gl/forms/UZOndFhy36QXQYF42
NOTE: This webinar will be recorded and everyone who registers will receive a link after the event; in other words, for our Australian and New Zealand colleagues, no need to get up in the wee hours of the morning to participate!
Following substantial discussions with colleagues in the US and UK, we are pleased to announce our first collaborative event: Recognising and presenting student learning in the 21st century’: An international webinar on emerging practice in higher education. This session is co-sponsored by the Association for Authentic, Experiential Evidence-Based Learning (AAEEBL), Centre for Recording Achievement (CRA), and the EPAC ePortfolio Community of Practice.
Description:
It is increasingly recognised that:
- the learning and achievement of our students is not limited to their academic studies;
- institutions need to make decisions about the extent to which they wish to recognise and value such ‘lifewide learning’ and achievements as part of the statements they make about the achievements of their graduates;
- the use of ‘richer records’ of student achievements formatively can support processes of reviewing and planning, and help students set targets and take increasing responsibility for their own development;
- students may need support in making use of such records with third parties such as potential employers;
- in a digital world the digital presentation of such records, and the supporting evidence for these, will be increasingly important.
‘Work in progress’ on this agenda is occurring in multiple locations, including the USA (the Comprehensive Student Record project), the UK (the Higher Education Achievement Report), and Australia and New Zealand (the Graduation Statement).
Key contributors to the webinar will be:
- Cathy Buyarski, IUPUI (Indiana University-Purdue University Indianapolis) and Helen L. Chen, Stanford University, AAEEBL and EPAC representing their institutional work and that of the broader AACRAO/NASPA Comprehensive Student Record project and national initiatives around emerging credentials in the USA.
- Rob Ward, Centre for Recording Achievement on the national picture in the UK, with Trish Lunt, University of Liverpool and David Stanbury, University of Essex presenting perspectives on institutional practice.
Each will respond to questions and issues raised, and the webinar will explicitly seek to:
- identify an agenda for further online discussion if appropriate.
- stimulate a collection of resources, questions for future exploration, examples, case studies, and also contacts for possible collaboration and networking.
Anyone who is interested in joining this jointly sponsored webinar is welcome to join by pre-registering for the session so that we can send you a participation link. As we look to new ways to innovate and encourage greater engagement and opportunities for networking for AAEEBL members, we welcome both your enthusiasm and patience!
Please register for this event at https://goo.gl/forms/UZOndFhy36QXQYF42 by Friday, March 3..
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more on evidence based learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=Evidence-Based+Learning+
more on eportfolio in this IMS blog
https://blog.stcloudstate.edu/ims?s=eportfolio
Thursday, March 2nd, 2017 at 3:00 pm ET
Join the Blended Librarians Online Learning Community for the second webcast in a series of conversations with Blended Librarians. This session explores the role of Blended Librarians by discussing with our panel how they developed their skills, how they obtained their positions, what their work is like, what their challenges are and what they enjoy about being a Blended Librarian. This panel conversation takes place on Thursday, March 2, 2017 at 3 p.m. EST with our guests J. Lindsay O’Neill, Francesca Marineo, Kristin (Miller) Woodward, Julie Hartwell, and Amanda Clossen.
Panelists
- Lindsay O’Neill is the Instructional Design Librarian at California State University, Fullerton’s Pollak Library, where she designs and develops tutorials related to information literacy and library research using Articulate Storyline, Adobe Captivate, and Camtasia. She is also a faculty member in CSUF’s Master of Science in Instructional Design and Technology program. Lindsay regularly consults on effective pedagogy, instructional design, educational technology, open licensing, and accessibility. Lindsay holds a Master in Education, specializing in Educational Technology/Instructional Design, as well as a Master of Library and Information Science.
- Francesca Marineo is an instructional design librarian at Nevada State College. She received her MLIS from the University of California, Los Angeles, where she discovered her profound passion for information literacy instruction. Currently pursuing a Master in Educational Psychology, she focuses on improving teaching and learning in higher education through innovative pedagogy and data-driven design.
- Kristin Woodward is Online Programs and Instructional Design Coordinator at UWM Libraries. In this role Kristin consults with faculty and teaching staff to build information competencies and library resources into the framework of online, hybrid and competency based courses. Kristin also serves as the campus lead for the student-funded Open Textbook and OER Project as well as the library team lead for Scholarly Communication.
- Julie Hartwell is an Instructional Design Librarian at the University of Missouri-Kansas City’s Miller Nichols Library. She serves as liaison to the Sociology, Criminal Justice, and Instructional Design departments. She contributes to the creation of library learning objects and instruction for the library’s Research Essentials program. She is a content creator and instructional designer for the New Literacies Alliance, an inter-institutional information literacy consortium. Julie is a Quality Matters Peer Reviewer. She received her masters of library and information science from the University of Iowa.
- Amanda Clossen has been working as the Learning Design Librarian at Penn State University Libraries for the past five years. In this position, she has worked on projects spanning the micro to macro aspects of learning design. She has created award-winning videos, overseen Penn State’s transition from an in-house guide product to LibGuides, and was deeply involved in integrating the Libraries in the new LMS, Canvas. Her research interests include accessibility, video usability, and concept based teaching.
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more on blended librarian in this IMS blog
https://blog.stcloudstate.edu/ims?s=blended+librarian
Future Trends Forum with Special Guest Paul Signorelli
https://events.shindig.com/event/ftf-signorelli
February 23, 2:00 – 3:00pm (EST)
Future Trends Forum hosted by Bryan Alexander will address the most powerful forces of change in academia. The founder of the online blog Future Trends in Technology and Education has begun this weekly forum to enliven the discussion around the pressing issues at the cross roads of education and technology through weekly online video chat conversations where practitioners in the field can contribute and share their most recent experiences.
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Paul Signorelli, co-author of Workplace Learning & Leadership with Lori Reed, helps clients and colleagues explore, foster, and document innovations in learning to produce concrete results. He also is heavily engaged in supporting team-building and communities of collaboration. As a San Francisco-based writer, trainer, instructional designer, and consultant, he designs and facilitates learning opportunities for a variety of clients, helps others become familiar with e-learning, social media, MOOCs, mobile technology, innovations in learning spaces, and community partnerships (onsite and online) to creatively facilitate positive change within organizations. He has served on advisory boards/expert panels for the New Media Consortium Horizon Project documenting educational technology trends and challenges since 2010; remains active locally and nationally in the Association for Talent Development (formerly the American Society for Training & Development); and facilitates webinars for the American Library Association and other learning organizations. His most recent work remains focused on connectivist MOOCs (massive open online courses) and building sustainable onsite and online communities and partnerships. Signorelli earned an MLIS through the University of North Texas (with an emphasis on online learning) and an M.A. in Arts Administration at Golden Gate University (San Francisco); blogs at http://buildingcreativebridges.wordpress.com; and can be reached at paul@paulsignorelli.com.
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First-time users: upon entering the room, click “Allow” to the Flash prompt requesting access to your webcam. (Chrome users may need to click Allow a second time).
Note: The Shindig app currently only supports interacting with the featured speakers through text. To fully enjoy the Shindig experience and be enabled to ask video chat questions of the speaker or video chat privately with other participants, please log in from a computer with webcam and microphone capabilities.
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more on Bryan Alexander in this IMS blog
https://blog.stcloudstate.edu/ims?s=bryan+alexander
TwistedWave for Education
TwistedWave is an audio recording and editing tool that is included in Next Vista’s list of recommended tools. Through TwistedWave you can create and edit spoken audio recordings from scratch. Your completed tracks can be exported to Google Drive and SoundCloud.
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more on audio recordings in this IMS blog:
https://blog.stcloudstate.edu/ims?s=audio+record
Digital Literacy for GLST 495
short link: http://bit.ly/glst495
Prof. Misha Blinnikov
- How do we search?
- SCSU Resources
- https://stcloud.lib.mnscu.edu/subjects/guide.php?subject=GEOG
- Google and/vs. Google Scholar (more focused, peer reviewed, academic content)
- SCSU online dbases
- Academia.com and ResearchGate.com
- Digg http://digg.com/, Reddit https://www.reddit.com/ ,
http://smallbusiness.chron.com/difference-between-digg-reddit-68203.html
Quora https://www.quora.com/
- Interlibrary Loan ILL http://lrts.stcloudstate.edu/library/services/illrequest.asp
- OER (Open Educational Resources)
- Big Data
- Basic Research Resources
- Concept mapping (???)
https://blog.stcloudstate.edu/ims/?s=concept+map
- Fast and easy bibliographic tools:
https://blog.stcloudstate.edu/ims/2013/12/06/bibliographic-tools-fast-and-easy/
Refworks: https://www.refworks.com/refworks2/default.aspx?r=authentication::init&groupcode=RWStCloudSU
EasyBib: http://www.easybib.com/
Zotero: https://www.zotero.org/
Mendeley: https://www.mendeley.com/
- Setting up social networking to gather articles and other research information
LinkedIn Groups
Facebook Groups
Pinterest Boards
- Social media and its importance for the topic research and the dissertation research:
- Web 2.0 tools: e.g. Diigo.com; Evernote.com
- Facebook, Twitter
- blog.stcloudstate.edu
- Academic Social Sites:
https://blog.stcloudstate.edu/ims/2018/11/13/scsu-edad-scopus-vs-academia-vs-researchgate/
Creating Cartoons to Spark Engagement, Learning
http://www.toondoo.com/
my note:
Avoid using infographics for purposes, which toodoo can serve.
Infographics are for about visualization of stats, not just visualization.
#FindTheRightTool
By Vicki E. Phillips
As instructors, we are constantly looking for new ways to capture our students’ attention and increase their participation in our classes, especially in the online modalities. We spend countless hours crafting weekly announcements for classes and then inevitably receive multiple emails from our students asking the very same questions that we so carefully and completely answered in those very same announcements! The question remains, how do we get them to read our posts?
It was precisely that problem I was trying to solve when I came across several articles touting the benefits of comics in higher education classrooms. I knew I couldn’t create an entire comic book, but I wondered if I could create a content-related cartoon that would not only capture students’ attention and maybe make them laugh, but also interest them enough that they would read the entire announcement or post. In doing so, I would be freed from responding to dozens of emails asking the same questions outlined in the announcements and students could focus on the homework.
A quick Internet search led me to a plethora of free “click and drag” cartoon making software applications to try. I started posting my own cartoons on characters, themes, etc. on the weekly literature we were studying in my upper division American and Contemporary World Literature classes, as well as to offer reminders or a few words of encouragement. Here’s an example of one I posted during week 7 of the semester when students can become discouraged with their assignment load: http://www.toondoo.com/cartoon/10115361
After a positive response, I decided to provide my online students the opportunity to try their hand at cartoon creation. I created a rubric and a set of instructions for an easy to use, free program that I had used, and I opened up the “cartoon challenge” to the students. The results were nothing short of amazing—what intrigued me the most was the time and effort they took with their cartoons. Not only did they create cartoons on the story we were reading, but they also wrote additional posts explaining their ideas for the creation, discussing why they chose a particular scene, and identifying those elements pertinent to the points they were making. These posts tended to receive many more substantial comments from their peers than the traditional discussion board posts, indicating they were being read more.
When students in my face-to-face course heard about the cartoons, they asked to try this approach as well. Their cartoons, shared in class via the overhead projector, led to some of the most engaging and interesting discussions I have ever had in the residential literature classes as students explained how they came up with the elements they chose, and why they picked a certain scene from the reading. The positive student feedback has been instrumental in my continuing to offer this option in both my online and face-to-face classes.
How does one get started in making these cartoons? The good news is you do not have to be an artist to make a cartoon! There are free programs with templates, clip art, and all the elements you would need to click and drag into place all those wonderful ideas you have simmering in your brain. My favorite to use is ToonDoo, available at http://toondoo.com. I like it because there are literally hundreds of elements, a search bar, and it lets me customize what I want to say in the dialog bubbles. It is very user friendly, even for those of us with limited artistic ability.
The whole experience has been overwhelmingly positive for me, and judging from the feedback received, for the students as well. It has also reminded me of one of my teaching goals, which is to incorporate more activities which would fall under assimilating and creating aspects of Bloom’s Taxonomy (Bloom’s Revised Taxonomy, 2001). If that is your goal as well, then try inserting a cartoon in those weekly announcements and ask for feedback from your students—I think you’ll be pleasantly surprised!
References:
Armstrong, Patricia (n.d.) Bloom’s Taxonomy, Vanderbilt University, Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/#2001
Pappas, Christopher (2014) The 5 Best Free Cartoon Making Programs for Teachers. Retrieved from: https://elearningindustry.com/the-5-best-free-cartoon-making-tools-for-teachers
Vicki E. Phillips is an assistant professor of English and Literature at Rasmussen College, Ocala, Fla.
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cartoons for historians and history teaching / learning:
http://www.historycomics.net/
http://www.readingwithpictures.org/
http://www.freetech4teachers.com/2016/10/10-ideas-for-using-comics-in-your.html
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more on effective presentations in this IMS blog
https://blog.stcloudstate.edu/ims?s=presentations
more on create infographics in this IMS blog:
https://blog.stcloudstate.edu/ims/2014/04/09/infographics-how-to-create-them/
The Secret to Digital Innovation in the Liberal Arts
Small liberal arts colleges looking to innovate with technology in education are finding strength in numbers.
By David Raths 12/12/16
https://campustechnology.com/Articles/2016/12/12/The-Secret-to-Digital-Innovation-in-the-Liberal-Arts.aspx
During a Dec. 8 Future Trends Forum video chat hosted by futurist Bryan Alexander, several liberal arts technology leaders spoke about their efforts to define their colleges’ approach to digital innovation.
As an example of a more promising liberal arts partnership, Eshleman pointed to LACOL, the Liberal Arts Consortium for Online Learning. LACOL’s nine member institutions comprise Amherst, Bryn Mawr, Carleton, Haverford, Pomona, Swarthmore, Vassar, Washington and Lee and Williams. LACOL is an effort to create an experimental framework that supports project work across the nine campuses. There are interesting experiments happening on each campus, and LACOL provides opportunities to use a digital network to take those to a new level, said Elizabeth Evans, LACOL’s director, who joined Eshleman on the Future Trends Forum virtual stage to describe the consortium’s setup.
This involves a multi-campus team of faculty and instructional designers, all organized around a central project, which has its ups and downs, she added.
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She is starting to work with Davidson’s Center for Interdisciplinary Studies and an entrepreneurship initiative to foster projects that are “bottom-up from students, faculty and staff who want to experiment with models of innovation.”
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She said she has learned to keep the focus off of technology initially. She asks faculty members to think about what have they wanted to do around student learning and why. “It is about that first, and technology second,” she stressed, adding that she has moved away from quantitative evaluation of projects and more toward storytelling.
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more on digital innovation in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+innovation
Future Trends Forum with Bryan Alexander on Wednesday, Dec 21st, 2016 at 2:00 pm (EST) is confirmed.
http://events.shindig.com/event/ftf#close
February 11, 2016 – January 31, 2017
Future Trends Forum hosted by Bryan Alexander will address the most powerful forces of change in academia. The founder of the online blog Future Trends in Technology and Education will begin a weekly forum taking place on Thursdays at 2:00 p.m. EST. The goal of the forum is to advance the discussion around the pressing issues at the crossroads of education and technology. Future Trends Forum will feature weekly online video chat conversations where practitioners in the field can contribute and share their most recent experiences in technology and education.
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more on Bryan Alexander in this IMS blog
https://blog.stcloudstate.edu/ims?s=bryan+alexander
#FakeNews
View post on imgur.com
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Report: Digital Natives ‘Easily Duped’ by Information Online
By Sri Ravipati 12/07/16
https://campustechnology.com/articles/2016/12/07/report-digital-natives-easily-duped-by-information-online.aspx
Researchers at the Stanford Graduate School of Education assessed middle, high school and college students on the their civic online reasoning skills, or “the ability to judge the credibility of information that floods young people’s smartphones, tablets and computers.”
The Stanford History Education Group recently released a report that analyzes 7,804 responses collected from students across 12 states and varying economic lines, including well-resourced, under-resourced and inner-city schools.
when it comes to evaluating information that flows on social media channels like Facebook and Twitter, students “are easily duped” and have trouble discerning advertisements from news articles.
Many people assume that today’s students – growing up as “digital natives” – are intuitively perceptive online. The Stanford researchers found the opposite to be true and urge teachers to create curricula focused on developing students’ civil reasoning skills. They plan to produce “a series of high-quality web videos to showcase the depth of the problem” that will “demonstrate the link between digital literacy and citizenship,” according to the report.
The report, “Evaluating Information: The Cornerstone of Civic Online Reasoning,” can be found here.
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more on information literacy in this IMS blog:
https://blog.stcloudstate.edu/ims?s=information+literacy
As discussed in https://blog.stcloudstate.edu/ims/2016/12/06/digital-curation/ and per Ungerer, L. M. (2016). Digital Curation as a Core Competency in Current Learning and Literacy: A Higher Education Perspective. The International Review of Research in Open and Distributed Learning, 17(5). https://doi.org/10.19173/irrodl.v17i5.2566
Scoop This: A Comprehensive Guide to Scoop.it for Content Curation
January 20, 2012 Gabriella Sannino
https://www.searchenginejournal.com/scoop-this-a-comprehensive-guide-to-scoop-it-for-content-curation/38963/
Content Curation, Not Content Aggregation
Scoop.it is not just another place to drop your RSS feed. It could be, but then it’s just another content aggregator.
curation online also has to demonstrate: mastery, passion, knowledge and expertise. Without such additional layers, a curated collection of links is just a collection of links.”
Using Scoop.it for Content Curation, Branding and Authority Building
Using Relative Keywords to Pull Content
- When you read an article you think would do well for your Scoop.it topic, click the Scoop.it bookmarklet, enter the information you want, and publish. This is a handy feature to have when you’re reading or researching about your favorite topics.
- Suggestion Engine for Sifting Through Content
Sometimes you don’t have time to search for content to curate. Scoop.it’s suggestion engine provides you with a list of suggested sites based on the keywords you enter. When you’re ready to add more content to your Scoop.it, simply scroll down the list of RSS feeds.
- Adding Your Own Sources for Reliable Content
Everybody has their favorite reads and twitter users or lists to follow. Scoop.it allows you to add your own sources, making it easier to find good content – not quite so much crud to weed through. RSS feeds, Twitter users, Twitter lists, Twitter searches, a Facebook page, and Google News, Blogs, or Video search: these options give you a variety of ways to include your favorite sources in your “suggested sources” box.
Curation is not original content. There is a place for curation. It’s right between content creation and content syndication. It’s an approach, placed neatly under the whole “strategic content use” outline. I don’t cut and paste the whole story on my page (I’m not a douche bag); I give my readers the reason I chose a particular post. I ask them questions, and let them know why I agree or disagree. Not on every post, but on most.
10 Steps To Curate Your Social Media Content With Scoop.it for Increased Value
http://socialmediapearls.com/10-steps-to-curate-your-social-media-content-with-scoop-it-for-increased-value/
Social media curation is when you filter, select, review and reposition quality content on the web for a specific audience and/or topic.
Scoop.it is a semi-automated curation platform. Scoop.it crawls the web according to apre-determined criteria and then allows the curator to review and reposition the filtered material prior to publishing. This repositioning could be in the form of contextual reorganization and/or commentary of the material to provide an overall perspective. Once the material has been curated, Scoop.it allows the curator to publish the material in an attractive web-magazine by topic. This web-magazine organizes each curated article into “sticky posts” on a digital interactive interface as shown in the examples below.
do you fall into any of the following categories 1) struggling to provide fresh consistent quality content for your audience; 2) cannot invest the time to write your blog; 3) looking for ways to expand your audience; 4) want to increase your service offering to your customer base; 5) want to establish yourself as a thought leader on a specific topic; 6) want to increase your social media visibility; 7) looking for other distribution channels to spread your word; and/or 8 ) looking for a curation option that is not automated so you can leave “your finger print”. If the answer is “yes” to one of any of the above, you should consider this option.
Here is how to curate your social media content using Scoop.it
- Your Name
- Your Profile Picture (Avatar)
- Your Bio
- Topic Title and Icon
- Topic Description
- Keywords and Sources
- Topic Background
- Original Post
- Curated Post
- Dialogue
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