Searching for "online learning"
http://www.alastore.ala.org/detail.aspx
eCourse outline
Part 1: Introduction and Engagement—Getting Users through the Door
- A brief overview of how library instruction has developed for more than 100 years
- A brief review of how library instructions is evolving to meet users’ changing needs
- Identifying what must be learned and how we can encourage effective learning (needs assessment)
Part 2: Preparing for Delivery—Thinking from a User-Centric Point of View
- A brief overview of instructional design techniques
- Thinking about the audience and how to create learning opportunities that stick
- The importance of preparation
Part 3: Delivering Learning for Positive Results—Providing Learning that Lasts
- Creating learning environments that facilitate success
- Keeping learners awake and engaged
- Encouraging learning through facilitation of discussion and exploration
- Setting learners up for success
Part 4: The End is The Beginning: Libraries as Onsite-Online Social Learning Centers
- What to do when formal learning ends and learners leave the learning face-to-face or online learning space
- Providing a place where learners can succeed
- Evaluating for success
- Returning to the beginning with new and improved learning opportunities
The future of education lies in a healthy balance between teaching and technology. Digital literacy a the standard language of our world today, writes Andrew Marcinek. “As databases grow and information continues to evolve into paperless formats, it is essential to teach students how to question effectively and efficiently.” In addition, Marcinek advocates for educators to promote and encourage offline activities like socializing and traditional books alongside online learning.
In addition, Marcinek believes that educators should find applications that “promote and strengthen a variety of skill sets for students, not just one or two.” Learning goals and objective should still drive classroom engagement, not tools like devices and applications.
An administrator’s biggest mistake is to make technology seem like a mandated item.
For full story, see Edutopia.
Technology and Teaching: Finding a Balance
MARCH 11, 2014
Andrew MarcinekDirector of Technology & EducatorU.org Co-founder, Boston, MA
http://www.edutopia.org/blog/technology-and-teaching-finding-balance-andrew-marcinek
From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [BLEND-ONLINE@listserv.educause.edu] on behalf of Meagher, Tina [meagher@XAVIER.EDU]
Sent: Wednesday, February 12, 2014 11:44 AM
To: BLEND-ONLINE@listserv.educause.edu
Subject: [BLEND-ONLINE] Synchronous solutions..
Hello,
I am leading a project group that is looking into a synchronous solution for student to students and faculty to student interactions. We recently started to use Canvas for our LMS and slowly moving away from Bb. Many of the faculty were using Wimba for synchronous classes and moments. Now faculty and students are using a combination of Big Blue Button, Webex, Skype and Google hangouts. We are trying to find a single solution for this. Can anyone let me know what they are using at their school for synchronous classes or moments, student group work and virtual office hours. Thanks so much for your time…
Tina
——-
Tina Meagher
Manager
Video and Digital Media Services
The Digital Media Lab
http://www.xavier.edu/dml
T: (513) 745-3682
Xavier University
3800 Victory Parkway, Cincinnati, OH 45207-0000
http://bigbluebutton.org/
http://www.zoom.us/ + https://canvas.instructure.com/login
Campus Technology, a leading periodical in the use of technology in education, lists for consideration the 2014 technology trends for education:
- Mobile Platforms and Bring Your Own Device (BYOD)
- Adaptive Learning (personalization of online learning)
- Big Data (predictive analysis)
- Flipped Classroom
- Badges and Gamification (assessment and evaluation)
- iPADs and Other Tablets (mobile devices)
- Learning Management Systems (on SCSU campus – D2L)
The Journal
has a similar list:
- BYOD (it is a trend going up)
- Social Media as a Teaching and Learning Tool ( trend going up))
- Digital Badges (split vote, some of the experts expect to see the us of badges and gamification as soon as in 2014, some think, it will take longer time to adopt)
- Open Educational Resources (split vote, while the future of OER is recognized, the initial investment needed, will take time)
- Desktop Computers (it is a trend going down; every market shows a decline in the purchase of desktop computers)
- iPADs: (trend going up)
- ePortfolios (trend going down)
- Learning Management Systems, on SCSU campus – D2L (split vote). LMS is useful for flipped classroom, hybrid and online education uses CMS, but gradual consolidation stifles competition
- Learning Analytics, Common Core (trend going up)
- Game-Based Learning (split vote), but the gaming industry is still not to the point to create engaging educational games
Regarding computer operating systems (OS):
- Windows (trend going down)
- Apple / Mac OS X (split vote)
- iOS (iPhone, iPAD etc) (trend going up)
- Android (trend going up)
The materials in these two articles are consistent with other reports as reflected in our IMS blog:
IMS offers an extensive numbers of instructional sessions on social media, D2L and other educational technologies:
Please email us with any other suggestions, ideas and requests regarding instructional technology and instructional design at:
ims@stcloudstate.edu
per LinkedIn discussion: http://www.linkedin.com/groupAnswers?viewQuestionAndAnswers=&discussionID=5822757351727316994&gid=2038260&goback=%2Enmp_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1#commentID_null
What is the difference between education and training?
Don Fitchett☆☆☆☆☆ Industrial Automation Training – Industrial Training software to Maintenance, Engineering, Manufacturing.Top Contributor
Schools and companies commonly use the word “Training” when actually all they are delivering is scholastic education. Our company clearly distinguishes between the two which increases our effectiveness and to differentiate what we deliver to customers (what most call students) from others like colleges. I thought it would be interesting to get this group’s members opinion on the difference between “Training” and “Education”, and to get group members thinking about it.
ray schroeder
| This email is in regard to a feature within D2L that may be exploited by students to cheat on quizzes and exams.SUMMARY
D2L allows students to re-enter a quiz after leaving the quiz for any reason. This feature is useful for recovering from internet connection problems or other disruptions. This feature can be exploited by two students, one in the classroom and one outside of the classroom, to enter a quiz or exam in quick succession. The second student (the re-entrant student) can then take the quiz on behalf of the student in the classroom while both are connected to the same quiz. The instructor can make such collaboration difficult but cannot completely prevent it. |
 |
ACTIONS
We are actively investigating along with D2L methods of addressing this issue. We don’t expect to be able to completely prevent such behavior due to undesirable consequences for other students, but we are working on detecting it so appropriate notifications can be made and action can be taken quickly.
If you need more information on the issue, prevention, and possible solutions, please contact your local D2L System Administrator or Dick McMullen at dick.mcmullen@so.mnscu.edu or Chuck Morris at Chuck.Morris@so.mnscu.edu.
Sheri Steinke, Ph.D.
Director of Online Learning
Adjunct Faculty CIM & BUSN, CSCI
Certified Quality Matters™ Online Trainer and Peer Reviewer
(952)358-8802
Sheri.Steinke@normandale.edu
Below is informative exchange on how to subtitle course capture (screencast):
Are we talking Camtasia Studio or Relay?
Relay no longer publishes to Flash – it was replaced with MP4 and a “Smart Player” – and the subtitling is stored in an XML file that is dynamically read by the Smart Player.
I can confirm that Studio burns the captions into an MP4, as Steve points out.
-Jeremy
Jeremy Anderson
Instructional Technologist
203.582.3792 | jjanderson@quinnipiac.edu
From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Covello, Steve
Sent: Friday, May 10, 2013 2:52 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Subtitling Screencasts
Camtasia captioning is burn-in, as far as I know (at least in Mac 2). So I don’t think Flash is an aspect of it unless that is the format you are exporting it as.
– Steve
—
Steve Covello
Rich Media Specialist/Online Instructor
Granite State College
603-513-1346
Skype: steve.granitestate
Scheduling: http://meetme.so/stevecovello
From: Frank Lowney <frank.lowney@GCSU.EDU>
Reply-To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Friday, May 10, 2013 2:42 PM
To: “BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU” <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Subtitling Screencasts
Both ScreenFlow (Mac-only) and Camtasia (Mac/Win) support subtitling. Both are excellent screencast applications but I prefer ScreenFlow because it creates MPEG-4 files whereas Camtasia requires Flash for subtitles and that pretty much rules out mobile.
If these screencastsare made with some other, less expensive apps, I suggest using free, open source apps. There are many but I prefer Jubler for creating subtitles and Subler for installing them in MPEG-4 files. These are Mac apps.
I’ve recently come across CapScribe which is free to education and plan to look it over carefully. It looks very promising: http://www.inclusivemedia.ca/services/capscribe.shtml This is also Mac-only.
On May 10, 2013, at 12:00 AM, BLEND-ONLINE automatic digest system <LISTSERV@LISTSERV.EDUCAUSE.EDU> wrote:
Hello!
In creating accessible online and blended courses, one of the challenges we
are dealing with is making sure faculty created videos (narrated
PowerPoints, screencasts, etc.) are accessible. I would love to hear how
others are handling this. Do you recommend/require that these videos be
closed captioned? If so, who is responsible for creating the closed
captions? Do you have staff on campus that do this or is it the faculty
member’s responsibility? Or do you use a service? Can you recommend any
software that helps someone easily create closed captions or a service that
can provide this?
Thank you so much,
Andrea
—
Andrea Milligan
Director of Instructional Technology and Design
North Shore Community College
1 Ferncroft Road
Danvers, MA 01923
978-739-5425
==================================================================
Dr. Frank Lowney Georgia College & State University
Projects Coordinator, Digital Innovation Group @ Georgia College
Chappell Hall 212 (CBX 106)
Web Site, Blog, GCSU Email, iCloud Email
My latest book: The Coming ePublishing Revolution in Higher Education
Voice: (478) 445-1344
NOTICE: Please be advised that I am hearing impaired and communicate most effectively via e-mail. Follow-up summaries of telephone conversations by e-mail are most appreciated.
D2L: SHARING PRACTICES IN LEARNING AND TEACHING
– mostly it is visual changes. D2L is now using a lot of collapsing / scroll down bars to navigate. it is more compact
– changes and improvements in different tools: e.g. discussion, rubrics, grades (e.g. export straight to Excel), pager etc
– faculty cannot add tools to the default navbar, but can email d2l@stcloudstate.edu and request a tool to be added. Faculty CAN take off tool; don;t forget to save
– must post first in discussion
- 10:00-10:30am: Make D2L work for you: discussions and grades in D2L . Dr. David Switzer, Economics
– grades, how to streamline them. copying again and again in D2L can be too timeconsuming. exxporting to Excel, calculating and importing back is easier. Remeber to export a blank D2L grading item, so the template can be set. q/n: when final grades will be able to export straight from D2L to R&R
-use subscription on discussion
-show students in class that surveys are anonimous indeed
– who to turn for help and ideas: colleagues, tech support, tech insrtruct people, students
– how to organize lectures’ content and put it online, D2L in particular
– F2F, hybrid and online. how do we choose and discriminate?
– online learning, disruptive technology. touched on MOOC, student-center edlearning
– Camtasia. free version of the C Studio 8.0 for Win and Mac. Shareware (30 days). for every min of recorded lecture, will take 5 to 10 min to record it, edit it and prepared it.
– Adobe Captivate. use it through the virtual lab. it is not that connvenient. $30 per year for the key server version
-Blue Berry is superior to Camtesia by allowing to draw
– Jing. Free
– Screencast. bandwidh restriction. means that too many students cannot view simultanously the lecture video. Flash-based and this is not compatible with Apple products.
– Mediaserver (media4.stcloudstate.edu) upload zipped folder (SCORM compliant). Need an account, request from Greg Jorgenson.
— Mike from the Adobe Connect participants shared ” I’ve used Screenhunter to captures images (jpg), which is a free software”
– multimedia formats: video, audio, images, animations
– differences between raster and vector graphics. Camtasia will accept only JPG, PNG formats, but not vectorgraphics
- 11:30-12:00pm: Open time for individual projects and problem solving.
Lunch Break
– Steve: rubrics and grading. D2L is not flexible and we need to adapt our assessment to the D2L capabilities.
– homework and papers, holistic and analytic.
– Amazon Kindle much better for grading online then iPAD.
– separate criteria did not work for Steve, but Ken has his rubrics in different criteria. KISS rule. Properly defines students’ expecations. Create a grid of the rubrics and then cut and paste into the D2L rubrics. Also go over with students over the rubrics details.
– Ken: have several levels in rubrics. New Rubric must be “published” and not a “draft” otherwise cannot be linked to grades.
– calibrated peer review.
another way of using rubrics. potential advantage of using this app is to do automated blind peer review. D2L cannot do it that well as this app. handy for large classes and short writing assignments. Contact Joe Melcher (jmmelcher@stcloudstate.edu) for an account to be created.
crowd control versus really learning the content. The software gives a good feedback what students have actually done (student progress tab).
export callibrated results to D2L
- 2:00-3:00pm: Open time for individual projects and problem solving.
You can also join us via virtual synchronous connection through Adobe Connect at:
http://media4.stcloudstate.edu/d2lworkshop/
Limited space; please consider registering at: https://secure.mnsu.edu/mnscupd/login/default.asp?campusid=0073
We would like similar event during the Spring 2013 semester? Please share with us your preference for day/time, as well as topics of interest.
For any questions, recommendations, suggestions, please use the following contact:
Plamen Miltenoff
320-308-3072
pmiltenoff@stcloudstate.edu
U Arizona History Profs Turn Gaming into Credit-Bearing Learning Activity
https://campustechnology.com/articles/2022/03/31/u-arizona-history-profs-turn-gaming-into-credit-bearing-learning-activity.aspx
Milliman also plans to create a U Arizona course tailored to individuals who might come to the university via the Age of Empires IV experience. “It will help them transition from being gamers to being students,” he explained. “This will get online students familiar with doing historical research and being a university student. There won’t be any textbooks or tests. It will be project-focused and based on the experiences they had playing the game with our additional content.”
+++++++++++++++
more on gaming in this IMS blog
https://blog.stcloudstate.edu/ims?s=gaming
Critical news literacy session for social policy analysis course
Katie Querna, Thursday, 11AM, Stewart Hall
https://www.theguardian.com/world/2022/feb/21/dumb-and-lazy-the-flawed-films-of-ukrainian-attacks-made-by-russias-fake-factory
https://english.elpais.com/science-tech/2022-02-24/the-war-in-ukraine-via-tiktok-how-ordinary-citizens-are-recording-russian-troops.html
+++ please cover this information at home and bring your ideas and questions to class +++++
Most students can’t tell fake news from real news, study shows
Read more: https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/
Module 1 (video to introduce students to the readings and expected tasks)
- Fake News / Misinformation / Disinformation
- Definitions
- Fake news, alternative facts
https://blog.stcloudstate.edu/ims?s=fake+news
https://blog.stcloudstate.edu/ims?s=alternative+facts
- Misinformation vs disinformation
https://blog.stcloudstate.edu/ims/2018/02/18/fake-news-disinformation-propaganda/
- Propaganda
- Conspiracy theories
- Bots, trolls
https://blog.stcloudstate.edu/ims/2017/11/22/bots-trolls-and-fake-news/
https://blog.stcloudstate.edu/ims/2020/04/30/fake-social-media-accounts-and-politicians/
https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
- Clickbait
Filter bubbles, echo chambers
(8 min) video explains filter bubbles
https://www.ted.com/talks/eli_pariser_beware_online_filter
+++++ thank you for covering this information at home. Pls don’t forget to bring your q/s and ideas to class +++++
Why we are here today?
We need to look deeper in the current 21stcentury state of information and disinformation and determine how such awareness can help policy analysis.
How do we make up our mind about news and information; where from we get our info; who do we believe, who do we mistrust.
What do you understand under the following three items and their place in our efforts to analyze policies?
“critical thinking,” https://blog.stcloudstate.edu/ims/2014/05/11/the-5-step-model-to-teach-students-critical-thinking-skills/
“media literacy,” “Media Literacy now considers digital citizenship as part of media literacy — not the other way around”
https://blog.stcloudstate.edu/ims/2020/01/07/k12-media-literacy/
“critical [news] literacy”
https://youtu.be/i2WyIkK9IOg
how do these three items assist a better analysis of policies?
Class assignment:
Share a topic which is very much to your heart.
Please feel welcome to use the following resources and/or contribute with your own resources to determine the sources and potential bias
library spot fake news
fake news resources
fake news and video
Feel free also to use the following guidelines when establishing the veracity of information:
Here is a short (4 min) video introducing you to the well-known basics for evaluation of academic literature:
https://youtu.be/qUd_gf2ypk4
- ACCURACY
- Does the author cite reliable sources?
- How does the information compare with that in other works on the topic?
- Can you determine if the information has gone through peer-review?
- Are there factual, spelling, typographical, or grammatical errors?
- AUDIENCE
- Who do you think the authors are trying to reach?
- Is the language, vocabulary, style and tone appropriate for intended audience?
- What are the audience demographics? (age, educational level, etc.)
- Are the authors targeting a particular group or segment of society?
- AUTHORITY
- Who wrote the information found in the article or on the site?
- What are the author’s credentials/qualifications for this particular topic?
- Is the author affiliated with a particular organization or institution?
- What does that affiliation suggest about the author?
- CURRENCY
- Is the content current?
- Does the date of the information directly affect the accuracy or usefulness of the information?
- OBJECTIVITY/BIAS
- What is the author’s or website’s point of view?
- Is the point of view subtle or explicit?
- Is the information presented as fact or opinion?
- If opinion, is the opinion supported by credible data or informed argument?
- Is the information one-sided?
- Are alternate views represented?
- Does the point of view affect how you view the information?
- PURPOSE
- What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
- Does the purpose affect how you view the information presented?
In 2021, however, all suggestions above may not be sufficient to distinguish a reliable source of information, even if the article made it through the peer-reviewed process. In time, you should learn to evaluate the research methods of the authors and decide if they are reliable. Same applies for the research findings and conclusions.
++++++++++++++++++++
Aditional topics and ideas for exploring at home:
civil disobedience
https://blog.stcloudstate.edu/ims/2014/09/30/disruptive-technologies-from-swarming-to-mesh-networking/
https://blog.stcloudstate.edu/ims/2019/08/30/tik-tok-students-and-teachers/
https://news.softpedia.com/news/Venezuela-Blocks-Walkie-Talkie-App-Zello-Amid-Protests-428583.shtml
http://www.businessinsider.com/yo-updates-on-israel-missile-attacks-2014-7
https://blog.stcloudstate.edu/ims/2016/11/14/internet-freedom/
https://blog.stcloudstate.edu/ims/2016/08/31/police-to-block-social-media/
https://blog.stcloudstate.edu/ims/2016/04/04/technology-and-activism/
