Searching for "open educational resources"

Alternative Credentials

Alternative Credentials: How Can Higher Education Organizations Leverage Open Badges?

By Stefanie Panke for AACE Review, 

https://www.aace.org/review/alternative-credentials-how-can-higher-education-organizations-leverage-open-badges/

Badges are a mechanism to award ‘micro-credits’ online. They are awarded by an organization for an individual user, and can be either internal to a website or online community, or use open standards and shared repositories.

In open online learning settings, badges are used to provide incentives for individuals to use our resources and to participate in discussion threads.

The IBM skills gateway is an example of how open badges can be leveraged to document professional development. EDUCAUSE microcredentialing program offers 108 digital badges in five categories (community service, expertise development, presentation and facilitation, leadership development, awards).

Open Badge Initiative and “Digital Badges for Lifelong Learning” became the theme of the fourth Digital Meaning & Learning competition, in which over 30 innovative badge systems and 10 research studies received over $5 million in funding between 2012 and 2013.

Standardization is the key to creating transferability and recognition across contexts

In 2018, the new Open Badges 2.0 standard was released under the stewardship of IMS Global Learning Consortium.

badges awarded for participation are valued less meaningful than skill-based badges. For skill-based badges, evidence of mastery must be associated with the badge along with the evaluation criteria. Having a clear purpose, ensuring transferability, and specifying learning objectives were noted by the interviewees as the top priorities when implementing badge offerings in higher education contexts.

Sheryl Grant is a senior researcher on user experience at OpenWorks Group, a company that focuses on supporting educational web applications and mobile tools, including credentialing services. Prior to her current position, Dr. Grant was Director of Alternative Credentialing and Badge Research at HASTAC. She was part of the team that organized the ‘Badges for Lifelong Learning Competition’.

advice o offer for the design and implementation of digital badges. She stressed that badge systems need to be designed in a participatory manner together with the target audience who is supposed to receive them. This will allow for fair, realistic and transparent criteria. Another crucial aspect is the assessment portion: Who will make verify that the badge credentials are issued correctly? While badges can offer additional motivation, they can also diminish motivation and create a ‘race to the bottom’ if they are obtained too easily. Specifically, Dr. Grant advised to use badges to reward exceptional activities, and acknowledge students who want to go above and beyond. She also gave guidelines on when to avoid issuing badges, i.e., activities that are already graded and activities that are required.

All current UNC badging pilots used the platform cred.ly for issuing badges. An alternative is the Mozilla Open Badge backpack follow-up Badgr. The European platform Badgecraft is another repository with a fairly broad user base. The badge wiki project offers a comprehensive list with implementation details for each platform: Badge Platforms (Badge Wiki). (23 platforms)

Designing Effective Digital Badges (https://www.amazon.com/Designing-Effective-Digital-Badges-Applications/dp/1138306134) is a hands-on guide to the principles, implementation, and assessment of digital badging systems. Informed by the fundamental concepts and research-based characteristics of effective badge design, this book uses real-world examples to convey the advantages and challenges of badging and showcases its application across a variety of contexts.

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more on microcred in this IMS blog
http://blog.stcloudstate.edu/ims?s=microcredentialing

Digital Literacy Initiatives

When Bringing Your Own Device Isn’t Enough: Identifying What Digital Literacy Initiatives Really Need

Authors: Published:  Columns:

https://er.educause.edu/blogs/2019/4/when-bringing-your-own-device-isnt-enough-identifying-what-digital-literacy-initiatives-really-need

Device ownership alone doesn’t make people digitally literate; rather, digital literacy is about how and why they use devices to achieve particular goals and outcomes.

According to the 2018 EDUCAUSE Center for Analysis and Research (ECAR) Study of Undergraduate Students and Information Technology, 95% of undergraduate students own a smartphone and 91% own a laptop. This near-ubiquitous ownership of these devices might suggest that digital literacy is mainstream, but just because students own digital devices does not mean that they’ve developed digital literacy.

Definitions of digital literacy can include the ability to use and access digital devices, but studies from the past decade tend to deepen this definition. A commonly cited definition from Colin Lankshear and Michele Knobel asserts that digital literacy is “shorthand for the myriad social practices and conceptions of engaging in meaning making mediated by texts that are produced, received, distributed, exchanged etc., via digital codification.”

More recently, scholars including Jennifer Sparrow have suggested even adopting the term digital fluency instead of literacy in order to capture how students may need the “ability to leverage technology to create new knowledge, new challenges, and new problems and to complement these with critical thinking, complex problem solving, and social intelligence to solve the new challenges.”

Digital Familiarity Implies Intrinsic Knowledge

two-thirds of faculty think that students are prepared to use software applications, but students themselves express discomfort with applying these tools for learning.

instructional designers are key players who could take a more visible role in higher education to support educators in bringing explicit instruction on digital literacy engagement into their classes. University staff in instructional design and educational/faculty development spaces consult with instructors, lead workshops, and develop support documentation on a regular basis. People in these roles could be more empowered to have conversations with the instructors they support around building in particular lessons

Douglas Belshaw can be a source of inspiration for understanding how his essential elements of digital literacy may contribute to the development of students’ digital fluencies. In particular, some practices may include:

  1. Integrating the use of different applications and platforms so that students obtain practice in navigating these spaces, learning how to locate relevant and reliable information. For example, guiding students to specific databases that provide articles, books, etc., for your discipline may improve information and digital literacy. This is critical because most students default to Google search and Wikipedia, which may not be where you want them to explore topics.
  2. Developing student’s ability to curate content and how to follow academic integrity guidelines for citations and references.
  3. Establishing the norms and purpose for effective communication in a digital academic space.

 

 

 

Innovative Pedagogy

Rebecca Ferguson
  • Senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK
  • Senior fellow of the Higher Education Academy
TODAY, Thursday at 1:00 PM CT
JOIN HERE
This Week:
An interactive discussion on the Innovating Pedagogy 2019 report from The Open University
About the Guest
Rebecca is a senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK and a senior fellow of the Higher Education Academy. Her primary research interests are educational futures, and how people learn together online and I supervise doctoral students in both these areas.
Rebecca worked for several years as a researcher and educator on the Schome project, which focuses on educational futures, and was also the research lead on the SocialLearn online learning platform, and learning analytics lead on the Open Science Lab (Outstanding ICT Initiative of the Year: THE Awards 2014). She is currently a pedagogic adviser to the FutureLearn MOOC platform, and evaluation lead on The Open University’s FutureLearn MOOCs. She is an active member of the Society for Learning Analytics Research, and have co-chaired many learning analytics events, included several associated with the Learning Analytics Community Exchange (LACE), European Project funded under Framework 7.
Rebecca’s most recent book, Augmented Education, was published by Palgrave in spring 2014.
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My notes
innovative assessment is needed for innovative pedagogy.
Analytics. what is I want to know about my learning (from the learner’s perspective)
Ray Garcelon
How is “stealth assessment” unique compared to formative assessment?
students teaching robots
learning analytics, Rebecca is an authority.
how to assess resources are trustworthy, fake news and social media, navigating post-truth society
how to advance the cause of empathy through technological means
gamification. XR safer environment. digital storytelling and empathy.
poll : learning with robots –
digital literacy and importance for curriculum primary, secondary and post secondary level.
digital literacy is changing every year;
drones
Buckingham Shum, S., & Ferguson, R. (2012). Social Learning Analytics. Educational Technology & Society15(3), 3–26.https://mnpals-scs.primo.exlibrisgroup.com/discovery/fulldisplay?docid=ericEJ992500&context=PC&vid=01MNPALS_SCS:SCS&search_scope=MyInst_and_CI&tab=Everything&lang=en
Mor, Y., Ferguson, R., & Wasson, B. (2015). Editorial: Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology46(2), 221–229. https://doi.org/10.1111/bjet.12273
Rebecca Ferguson. (2014). Learning Analytics: drivers, developments and challenges. TD Tecnologie Didattiche22(3), 138–147. https://doi.org/10.17471/2499-4324/183
Hansen, C., Emin, V., Wasson, B., Mor, Y., Rodriguez-Triana, M., Dascalu, M., … Pernin, J. (2013). Towards an Integrated Model of Teacher Inquiry into Student Learning, Learning Design and Learning Analytics. Scaling up Learning for Sustained Impact – Proceedings of EC-TEL 20138095, 605–606. https://doi.org/10.1007/978-3-642-40814-4_73
how to decolonize educational technology: MOOCs coming from the big colonial powers, not from small countries. Video games: many have very colonial perspective
strategies for innovative pedagogies: only certainly groups or aspects taking into account; rarely focus on support by management, scheduling, time tabling, tech support.

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more on future trends in this IMS blog
http://blog.stcloudstate.edu/ims?s=future+trends

OLC Collaborate

OLC Collaborate

https://onlinelearningconsortium.org/attend-2019/innovate/

schedule:

https://onlinelearningconsortium.org/attend-2019/innovate/program/all_sessions/#streamed

Wednesday

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THE NEW PROFESSOR: HOW I PODCASTED MY WAY INTO STUDENTS’ LIVES (AND HOW YOU CAN, TOO)

Concurrent Session 1

https://onlinelearningconsortium.org/olc-innovate-2019-session-page/?session=6734&kwds=

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Creating A Cost-Free Course

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Idea Hose: AI Design For People
Date: Wednesday, April 3rd
Time: 3:30 PM to 4:15 PM
Conference Session: Concurrent Session 3
Streamed session
Lead Presenter: Brian Kane (General Design LLC)
Track: Research: Designs, Methods, and Findings
Location: Juniper A
Session Duration: 45min
Brief Abstract:What happens when you apply design thinking to AI? AI presents a fundamental change in the way people interact with machines. By applying design thinking to the way AI is made and used, we can generate an unlimited amount of new ideas for products and experiences that people will love and use.https://onlinelearningconsortium.org/olc-innovate-2019-session-page/?session=6964&kwds=
Notes from the session:
design thinking: get out from old mental models.  new narratives; get out of the sci fi movies.
narrative generators: AI design for people stream
we need machines to make mistakes. Ai even more then traditional software.
Lessons learned: don’t replace people
creativity engines – automated creativity.
trends:
 AI Design for People stream49 PM-us9swehttps://www.androidauthority.com/nvidia-jetson-nano-966609/
https://community.infiniteflight.com/t/virtualhub-ios-and-android-free/142837?u=sudafly
 http://bit.ly/VirtualHub
Thursday
Chatbots, Game Theory, And AI: Adapting Learning For Humans, Or Innovating Humans Out Of The Picture?
Date: Thursday, April 4th
Time: 8:45 AM to 9:30 AM
Conference Session: Concurrent Session 4
Streamed session
Lead Presenter: Matt Crosslin (University of Texas at Arlington LINK Research Lab)
Track: Experiential and Life-Long Learning
Location: Cottonwood 4-5
Session Duration: 45min
Brief Abstract:How can teachers utilize chatbots and artificial intelligence in ways that won’t remove humans out of the education picture? Using tools like Twine and Recast.AI chatobts, this session will focus on how to build adaptive content that allows learners to create their own heutagogical educational pathways based on individual needs.++++++++++++++++

This Is Us: Fostering Effective Storytelling Through EdTech & Student’s Influence As Digital Citizens
Date: Thursday, April 4th
Time: 9:45 AM to 10:30 AM
Conference Session: Concurrent Session 5
Streamed session
Lead Presenter: Maikel Alendy (FIU Online)
Co-presenter: Sky V. King (FIU Online – Florida International University)
Track: Teaching and Learning Practice
Location: Cottonwood 4-5
Session Duration: 45min
Brief Abstract:“This is Us” demonstrates how leveraging storytelling in learning engages students to effectively communicate their authentic story, transitioning from consumerism to become creators and influencers. Addressing responsibility as a digital citizen, information and digital literacy, online privacy, and strategies with examples using several edtech tools, will be reviewed.++++++++++++++++++

Personalized Learning At Scale: Using Adaptive Tools & Digital Assistants
Date: Thursday, April 4th
Time: 11:15 AM to 12:00 PM
Conference Session: Concurrent Session 6
Streamed session
Lead Presenter: Kristin Bushong (Arizona State University )
Co-presenter: Heather Nebrich (Arizona State University)
Track: Effective Tools, Toys and Technologies
Location: Juniper C
Session Duration: 45min
Brief Abstract:Considering today’s overstimulated lifestyle, how do we engage busy learners to stay on task? Join this session to discover current efforts in implementing ubiquitous educational opportunities through customized interests and personalized learning aspirations e.g., adaptive math tools, AI support communities, and memory management systems.+++++++++++++

High-Impact Practices Online: Starting The Conversation
Date: Thursday, April 4th
Time: 1:15 PM to 2:00 PM
Conference Session: Concurrent Session 7
Streamed session
Lead Presenter: Katie Linder (Oregon State University)
Co-presenter: June Griffin (University of Nebraska-Lincoln)
Track: Teaching and Learning Practice
Location: Cottonwood 4-5
Session Duration: 45min
Brief Abstract:The concept of High-impact Educational Practices (HIPs) is well-known, but the conversation about transitioning HIPs online is new. In this session, contributors from the edited collection High-Impact Practices in Online Education will share current HIP research, and offer ideas for participants to reflect on regarding implementing HIPs into online environments.https://www.aacu.org/leap/hipshttps://www.aacu.org/sites/default/files/files/LEAP/HIP_tables.pdf+++++++++++++++++++++++

Human Skills For Digital Natives: Expanding Our Definition Of Tech And Media Literacy
Date: Thursday, April 4th
Time: 3:45 PM to 5:00 PM
Streamed session
Lead Presenter: Manoush Zomorodi (Stable Genius Productions)
Track: N/A
Location: Adams Ballroom
Session Duration: 1hr 15min
Brief Abstract:How can we ensure that students and educators thrive in increasingly digital environments, where change is the only constant? In this keynote, author and journalist Manoush Zomorodi shares her pioneering approach to researching the effects of technology on our behavior. Her unique brand of journalism includes deep-dive investigations into such timely topics as personal privacy, information overload, and the Attention Economy. These interactive multi-media experiments with tens of thousands of podcast listeners will inspire you to think creatively about how we use technology to educate and grow communities.Friday

Anger Is An Energy
Date: Friday, April 5th
Time: 8:30 AM to 9:30 AM
Streamed session
Lead Presenter: Michael Caulfield (Washington State University-Vancouver)
Track: N/A
Location: Adams Ballroom
Position: 2
Session Duration: 60min
Brief Abstract:Years ago, John Lyndon (then Johnny Rotten) sang that “anger is an energy.” And he was right, of course. Anger isn’t an emotion, like happiness or sadness. It’s a reaction, a swelling up of a confused urge. I’m a person profoundly uncomfortable with anger, but yet I’ve found in my professional career that often my most impactful work begins in a place of anger: anger against injustice, inequality, lies, or corruption. And often it is that anger that gives me the energy and endurance to make a difference, to move the mountains that need to be moved. In this talk I want to think through our uneasy relationship with anger; how it can be helpful, and how it can destroy us if we’re not careful.++++++++++++++++

Improving Online Teaching Practice, Creating Community And Sharing Resources
Date: Friday, April 5th
Time: 10:45 AM to 11:30 AM
Conference Session: Concurrent Session 10
Streamed session
Lead Presenter: Laurie Daily (Augustana University)
Co-presenter: Sharon Gray (Augustana University)
Track: Problems, Processes, and Practices
Location: Juniper A
Session Duration: 45min
Brief Abstract:The purpose of this session is to explore the implementation of a Community of Practice to support professional development, enhance online course and program development efforts, and to foster community and engagement between and among full and part time faculty.+++++++++++++++

It’s Not What You Teach, It’s HOW You Teach: A Story-Driven Approach To Course Design
Date: Friday, April 5th
Time: 11:45 AM to 12:30 PM
Conference Session: Concurrent Session 11
Streamed session
Lead Presenter: Katrina Rainer (Strayer University)
Co-presenter: Jennifer M McVay-Dyche (Strayer University)
Track: Teaching and Learning Practice
Location: Cottonwood 2-3
Session Duration: 45min
Brief Abstract:Learning is more effective and organic when we teach through the art of storytelling. At Strayer University, we are blending the principles story-driven learning with research-based instructional design practices to create engaging learning experiences. This session will provide you with strategies to strategically infuse stories into any lesson, course, or curriculum.

Microsoft BrightBytes DataSense

Microsoft Takes a Bite Out of BrightBytes, Acquiring Its DataSense Platform and Team

Tony Wan     Feb 5, 2019

https://www.edsurge.com/news/2019-02-04-microsoft-takes-a-bite-out-of-brightbytes-acquires-its-datasense-platform-and-team

From launching new tablets to virtual-reality curriculum, Microsoft has added plenty to its educational offerings

DataSense, a data management platform developed by Brightbytes.

DataSense is a set of professional services that work with K-12 districts to collect data from different data systems, translate them into unified formats and aggregate that information into a unified dashboard for reporting purposes.

DataSense traces its origins to Authentica Solutions, an education data management company founded in 2013.

A month later, BrightBytes acquired Authentica. The deal was hailed as a “major milestone in the industry” and appeared to be a complement to BrightBytes’ flagship offering, Clarity, a suite of data analytics tools that help educators understand the impact of technology spending and usage on student outcomes.

Of the “Big Five” technology giants, Microsoft has become the most acqui-hungry as of late in the learning and training space. In recent years it purchased several consumer brand names whose services reach into education, including LinkedIn (which owns Lynda.com, now a part of the LinkedIn Learning suite), Minecraft (which has been adapted for use in the classroom) and Github (which released an education bundle).

Last year, Microsoft also acquired a couple of smaller education tools, including Flipgrid, a video-discussion platform popular among teachers, and Chalkup, whose services have been rolled into Microsoft Teams, its competitor to Slack.

technologies for life long learning

Emerging Technologies for Lifelong Learning:
Intro to #EmTechMOOC and EmTechWIKI from SUNY

“… open-access resource… to identify the value and implications of using established and emerging technology tools for personal and professional growth…strategies to … keep pace with technology change.

“… #EmTechMOOC, – Coursera Massive Open Online Course

“…EmTechWIKI …socially-curated discovery engine to discover tools, tutorials, and resources. The WIKI can be used as a stand-alone resource, or it can be used together with #EmTechMOOC. Anyone is welcome to add or edit WIKI resources.”

” – excerpt from https://www.coursera.org/learn/emerging-technologies-lifelong-learning,

Guests

Roberta (Robin) Sullivan, Online Learning Specialist, Center for Educational Innovation, University at Buffalo

Accessible Media, Web and Technology Conference

Accessing Higher Ground – Accessible Media, Web and Technology Conference

Virtual Agenda November 14-16, 2018

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Not So Fast: Implementing Accessibility Reviews in a University’s IT Software Review Process

  • Crystal Tenan, IT Accessibility Coordinator, NC State University
  • Bill Coker, Software Licensing Manager, NC State University

Summary

In this presentation, we will provide an overview of NC State’s IT Purchase Compliance process and focus on the accessibility review process. We will discuss the process of implementation, important considerations for working with the campus community and vendors, and the impact of the IT Purchase Compliance process on campus.

Abstract

Before a university purchases software, it should review the software to ensure it complies with university standards and follows Federal and State guidelines for security and accessibility. Without review, there is a higher risk that purchases put sensitive university data at risk, do not meet the needs of the campus population with disabilities, or require integration with enterprise level applications.

In a joint effort between the Office of Information Technology, the Office of General Counsel and the Purchasing Department, NC State University implemented a process to review purchases of software prior to issuing a purchase requisition.

In this presentation, we will provide an overview of NC State’s IT Purchase Compliance process and focus on the accessibility review process. We will discuss the process of implementation, important considerations for working with the campus community and vendors, and the impact of the IT Purchase Compliance process on campus.

Keypoints

  1. Participants will learn the importance of software reviews prior to purchasing.
  2. Participants will be exposed to an example format of how to structure a software review process.
  3. Participants will learn techniques for collaborating with various campus departments for software reviews.

(handouts available: ask me)

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Math Accessibility in Word, Canvas, Conversion and More!

  • Paul Brown, Vice President, Texthelp
  • Rachel Kruzel, Assistive Technology & Accommodations Specialist, Augsburg University

Rachel Kruzel: Free and Low Cost Accessibility Tools (March 2018) https://vimeo.com/259224118

Link to Resources at Augsburg: http://www.augsburg.edu/class/groves/assistive-technology/

Session Details

  • Length of Session: 1-hr
  • Format: Lecture
  • Expertise Level: Beginner
  • Type of session: General Conference

Summary

This session will overview Texthelp’s exciting math accessibility program, EquatIO. Learn how students and professors easily insert math into Word, Canvas, and more as well as make STEM textbook conversion a much easier process. Augsburg’s Rachel Kruzel will provide an inside look into how EquatIO is making math accessible across her campus.

Abstract

EquatIO is Texthelp’s game-changing math software program that gives students and professors multiple means of producing, engaging with, and expressing math with ease. This session will overview how to easily insert math into Microsoft Word, Canvas, and other programs as well as how it can save valuable time and resources in STEM textbook conversion. The program’s core features including math-to-speech, speech-to-math, math prediction, math OCR capabilities and many other tools will be demonstrated, helping empower students in this traditionally challenging area. Attendees will not only learn the program, but also how they can gain free access to its premium features as well as assist their students in utilizing the freemium and premium tools.

Keypoints

  1. Math accessibility is here!
  2. EquatIO is a digital math solution for all students and staff.
  3. Save time and resources in STEM textbook conversion.

Disability Areas

All Areas, Cognitive/Learning, Vision

Topic Areas

Alternate Format, Assistive Technology, eBooks, Faculty Instruction/Accessible Course Design, Including Accessibility in Curriculum, Information Technology, Uncategorized, Web/Media Access

Speaker Bio(s)

Paul Brown

Paul Brown has been in education for 20 years as a teacher, technology coach, manager, and currently is a Vice President at Texthelp. Paul’s team oversees the successful implementation of the Read&Write and EquatIO product lines. Paul is a Cleveland Browns fan for life and asks for your pity ahead of time. He and his family live in Edina, MN.

Rachel Kruzel

Rachel Kruzel, ATP, is the Assistive Technology & Accommodations Specialist at Augsburg University in Minneapolis, Minnesota, and is a RESNA Certified Assistive Technology Practitioner (ATP). She has over 8 years of experience working in in the CLASS Office (Disability Resources) focusing on assistive technology, educational technology, transitioning from K-12 to higher education, academic accommodations implementation, and digital, electronic, and web accessibility. Rachel has presented both regionally and nationally on a variety of topics about assistive technology, as well as accessibility, transition, assistive technology tools such as the QIAT-PS and specific software program demonstrations and trainings, as well as general consultation with students, parents, schools, and organizations. She also provides consulting and direct consumer support through assistive technology consultation and the implementation process.

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“We don’t have enough staff assigned to making IT accessible!”

Summary

How often do we hear people say this or feel this way ourselves? In this session the speaker will engage with attendees on promising practices for making the most of limited resources toward a more accessible IT environment on campus.

Abstract

How often do we hear people say this or feel this way ourselves? In this session the speaker will engage with attendees on promising practices for making the most of limited resources toward a more accessible IT environment on campus. Topics will included but not be limited to convening a high level task force of key stakeholders on campus, developing policies and guidelines, offering training on accessibility within other training opportunities, presenting at regularly occurring meetings and special interest groups, developing partnerships, supporting a group of IT accessibility liaisons to extend the reach of central services, securing funds to proactively caption videos and remediate inaccessible documents (particularly those that are high impact/use), providing online resources for specific target groups, and purchasing accessibility tools for campus-wide use. The speaker will provide examples and the audience will contribute their own ideas, experiences, and lessons learned.

Keypoints

  1. Organizations promoting accessible IT on campuses are often under staffed.
  2. Promising practices have been developed at some schools for maximizing the impact of available resources.
  3. Promising practices have been developed at some schools for maximizing the impact of available resources.

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Information Technology, Uncategorized

Speaker Bio(s)

Sheryl Burgstahler

Dr. Sheryl Burgstahler founded and directs the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center and the ATC (Access Technology Center) as part of her role as Director of Accessible Technology Services at the University of Washington (UW). These centers promote (1) the support the success of students with disabilities in postsecondary education and careers and (2) the development of facilities, IT, services, and learning activities that are welcoming and accessible to individuals with disabilities. The ATC focuses efforts at the UW; the DO-IT Center reaches national and international audiences with the support of federal, state, corporate, foundation, and private funds. Dr. Burgstahler is an affiliate professor in the UW College of Education. She developed and taught the Accessibility and Compliance in Online Education online course offered by Rutgers University and currently teaches graduate courses in applications of universal design in higher education at City University of New York and Saint Louis University.

(handouts available: ask me)

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Evaluating and Repairing Word and PowerPoint Files

Summary

In this hands-on workshop, learn to evaluate and repair common accessibility issues in Microsoft Word and PowerPoint.

Abstract

Both Word and PowerPoint contain a very useful accessibility checker that can identify many potential accessibility issues within a document. However, like any automated checker, there are also many issues that it cannot detect–accessibility evaluation is always a combination of evaluation tools and manual checks.

During this workshop, participants will practice evaluating and repairing many common accessibility issues of Word and PowerPoint files. We will use practice files and a printable evaluation checklist to evaluate Word docs and Power Point slides.

Keypoints

  1. Learn to use the built-in Microsoft Office Accessibility Checker
  2. Identify accessibility issues that must be analyzed manually
  3. Practice evaluating and repairing the accessibility of Word and PowerPoint files

Disability Areas

All Areas

Topic Areas

Uncategorized, Web/Media Access

Speaker Bio(s)

Jonathan Whiting

o: Jonathan Whiting is the Director of Training at WebAIM, based at Utah State University. His main passion is helping others learn to make the web more accessible to people with disabilities. Jonathan is also currently involved in the GOALS Project, a program to assist institutions of Higher Education in improving their accessibility system-wide. With a Master’s Degree in Instructional Technology and over fifteen years of experience in the field of web accessibility, Jonathan has published dozens of articles, tutorials, and other instructional resources. He has traveled extensively to train thousands of web developers and other professionals who develop or maintain web content.

(handouts available: ask me)

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Powerful Presentation Skills for the Accessibility Professional

  • Christa Miller, Director of Inclusive Media Design, Virginia Tech

Summary

As subject matter experts in disabilities and accessibility, we are often called upon to provide training and professional development to others. However, it is uncommon for us to receive formal training in this area ourselves. Through discussion and small group activities, participants will explore and practice techniques for giving presentations

Abstract

As accessibility and disability professionals we are well equipped with the content knowledge needed to provide motivation, or justification on the what, why and how of accessibility. Unfortunately, we are often called upon to provide this to experts in a wide range of unrelated fields who do not intrinsically know what it means “to be accessible”. Not only is the audience challenging to reach, but the content challenges the audience on multiple levels. That being said, by using best practices for training adult learners, accessibility training can become a pleasure.

This session aims to provide techniques and practice on critical presentation skills for accessibility professionals including but not limited to: increasing audience engagement, developing powerful slides and visuals, checking your work for accessibility, and practicing before presenting.

Keypoints

  1. Presentations by accessibility professionals should exemplify best practice for accessibility
  2. Successful presentations are part performance and part technical know-how
  3. Accessibility presentations should contain more application and practice than background information

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Faculty Instruction/Accessible Course Design

Speaker Bio(s)

Christa Miller

Christa Miller is a proud Virginia Tech Hokie and is currently the Director of Inclusive Media Design. She first became interested in assistive technologies (AT) while earning her BS in Electrical Engineering. Her passion for accessible technology and universal design then led her to pursue her MS in Industrial Systems Engineering, concentrating in Human Factors Engineering.

Between 2006 and 2018, Christa has worked in many roles for Assistive Technologies, part of Technology-enhanced Learning and Online Strategies (TLOS). Notable among these was as the lead Braille Transcriber for Braille Services, an initiative to provide in-house production of Braille materials for the University for which she received the Excellence in Access and Inclusion Award in 2012. Her unique knowledge of the tools and technologies needed to produce Braille for Science, Technology, Engineering, and Mathematics (STEM) courses has led her to consult with disability service providers from many other post-secondary institutions and share that knowledge at national conferences.

In her current role, Christa has enjoyed co-leading a several professional development programs aimed at providing Teaching Faculty, Instructors and Graduate Teaching Assistants with the knowledge, skills and confidence necessary to create inclusive learning environments.

(handouts available: ask me)

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IT Colleagues: from Accessibility Newbies into Accessibility Auditors

  • Kristen Dabney, Assistive Technology Instruction Specialist, Tufts University

Summary

Tufts Student Accessibility Services office created accessibility testing guidelines designed to help IT professionals complete basic accessibility audits for digital products before they are purchased.

Abstract

As Tufts implemented its accessible procurement protocol, the need for a streamlined accessibility audit process became crucial. For a university to be proactive and evaluate product accessibility before purchase, a comprehensive auditing system must be in place. These audits (completed by our SAS-trained IT team) provide a more in-depth view than that described by a vendor’s VPAT. This simple to use guide enhanced campus-wide buy-in while also making forward progress on procurement audits. Attendees will learn the process used to initiate and develop these guidelines, the arguments successfully used to get the procurement process firmly in the IT office, the training process for IT auditors and best practices for sustainability beyond the initial training workshop. This session will conclude with a walk though of an example application using the guidelines developed by Tufts Student Accessibility Services office.

Keypoints

  1. Training guide for IT professionals new to testing accessibility
  2. Quick walk through Accessibility Audit process
  3. Accessibility Review Instructions + Vendor Accessibility Report Checklist (WCAG 2.1 standards)

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Assistive Technology, Information Technology, Uncategorized

Speaker Bio(s)

Kristen Dabney

Kristen Dabney graduated from Grinnell College with a degree in Physics, and later from University of Connecticut with a Postsecondary Disability Services Certification since the Physics degree wasn’t saying “I’m interested in accessibility” loud enough. She currently works as an Assistive Technology Instruction Specialist at Tufts University.

(handouts available: ask me)

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Social media and accessibility

  • Gian Wild, Ms, AccessibilityOz

Summary

Gian Wild goes through the accessibility issues of each of the four main social media sites (Facebook, Twitter, YouTube and LinkedIn) and discusses ways that you can make sure your social media content is accessible.

Abstract

Social media accessibility is an incredibly important tool in modern society. It is not just the young who access social media, with close to 30% of people over the age of 65 interacting on social networking sites, and 50% of people aged 50 – 64. As the percentage of recruiters who use LinkedIn is now 95%, social media is becoming an essential part of negotiating the current working environment. The main reason why social media is not accessible is that social networking sites and apps are almost continually refreshed. Facebook sometimes changes twice a day. This, coupled with a lack of a formal testing process, means that what may be accessible today may be literally gone tomorrow.

Keypoints

  1. Social media networks cannot be relied upon to be accessible
  2. A number of easy things you can do to make your social media more accessible
  3. The most improved and the most accessible social media networks of 2018

Disability Areas

All Areas

Topic Areas

Uncategorized, Web/Media Access

Speaker Bio(s)

Gian Wild

Gian works in the area of web accessibility: making sure web sites and mobile apps can be used by people with disabilities. She spent six years contributing to the international set of web accessibility guidelines used around the world and is also the CEO and Founder of AccessibilityOz. With offices in Australia and the United States, AccessibilityOz has been operating for five years. Its clients include the Department of Prime Minister and Cabinet, Gold Coast 2018 Commonwealth Games, Optus, Seek and Foxtel. A 2017 Australian of the Year award nominee, Gian splits her time between Australia the US. A regular speaker at conferences around the world, in 2015 she presented to the United Nations on the importance of web accessibility at the Conference of State Parties to the Convention on the Rights of Persons with Disabilities.

(handouts available: ask me)

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I Was Wrong! Build Your Successful Accessibility Program by Learning from My Mistakes

Angela Hooker, Microsoft

Summary

Whether or not you’re new to the field, when you manage an accessibility program, you can fall into common traps–but there’s no need to! Learn from my observations and old mistakes! Get tips for running a successful program and avoiding poor management choices, poor policy, poor planning, and more that can hinder your program.

Abstract

So, you’re leading an accessibility program…how’s that working out?

If you’re a new accessibility program manager or a seasoned pro, you can still make rookie mistakes. I sure have, and that’s after over 16 years of running accessibility and user experience programs!

Has your laid back nature defeated your process-driven “evil twin”? Does your site’s written content defeat the accessibility features that your other team members created? Are you unsure why your developers still “don’t get it”? Do your leaders avoid you and conversations about accessibility, except to say that “It’s great!”? Or perhaps your web management direction–when it comes to overall content, design, and development choices–doesn’t quite support the needs of your audience, and you’re not sure where things are going wrong.

My experience from the corporate and government sectors will help you plan your program, whether it’s for a higher education, corporate, or government environment. Get on track with process, program management, setting proper expectations, and more to help you drive great user experiences and real accessibility across your organization.

Keypoints

  1. Learn the common mistakes in creating and sustaining an accessibility program and how to avoid them.
  2. Understand the importance of setting boundaries for accepting and establishing program responsibilities.
  3. Get tips to manage the overall content, design, development, and testing–which drive your program’s success.

Disability Areas

All Areas

Topic Areas

Uncategorized, Web/Media Access

Speaker Bio(s)

Angela Hooker

Angela Hooker is a Senior Accessibility Product Manager at Microsoft, where she’s built a center of expertise for accessibility, user experience, and universal design. She’s brought her web management, development, design, accessibility, and editorial and content management expertise to the government and private sector for over 20 years. Angela also advocates for role-based accessibility and believes that teaching people how to incorporate principles of accessibility in their everyday work creates a sustainable program and produces the most accessible user experiences. In addition to accessibility and universal design, she supports plain language and web standards. Angela speaks on and writes about accessibility, user experience, and plain language.

(handouts available: ask me)

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Trending Tech Tools: What’s New, What’s Improved & What’s on the Horizon for Assistive Technology & Accessibility Tools

  • Rachel Kruzel, Assistive Technology & Accommodations Specialist, Augsburg University

Summary

The field of Assistive Technology and Accessibility is constantly changing. Tech giants are making more frequent updates to their products. As a result, knowing the latest updates is essential. Assistive Technology and Accessibility software updates from major tech companies such as Texthelp, Sonocent, and Microsoft, as well as free and low cost tools to support students on campus will be featured and shown.

Abstract

Both the Assistive Technology and Accessibility fields are constantly changing. Software companies are soliciting user feedback continuously and deciding which suggestions are the most important to develop and update. These updates and developments are released every six to twelve weeks. Much of this AT is central for students to access courses and curriculum in an accessible way. This presentation will focus on the most recent updates from the major assistive technology companies who are making waves in the tech field. The latest releases from companies like Texthelp, Sonocent, Microsoft, as well as other tech giants will be shown. Free and low cost assistive technology tools that are on the cutting edge or are strong supports for students will be featured in this session as well. Participants will leave with updates to tools they are using to support students on their campuses and ideas on how to use these tools on campus to implement both Assistive Technology and Accessibility.

Keypoints

  1. Assistive technology companies are releasing product updates every six to twelve weeks on average.
  2. Latest updates and features to commonly used Assistive Technology tools in higher education will be shown.
  3. Both for-purchase and free/low cost assistive technology tools can be easily implemented to support students.

Disability Areas

All Areas

Topic Areas

Assistive Technology, Uncategorized

Speaker Bio(s)

Rachel Kruzel

Rachel Kruzel, ATP, is the Assistive Technology & Accommodations Specialist at Augsburg University in Minneapolis, Minnesota, and is a RESNA Certified Assistive Technology Practitioner (ATP). She has over 8 years of experience working in in the CLASS Office (Disability Resources) focusing on assistive technology, educational technology, transitioning from K-12 to higher education, academic accommodations implementation, and digital, electronic, and web accessibility. Rachel has presented both regionally and nationally on a variety of topics about assistive technology, as well as accessibility, transition, assistive technology tools such as the QIAT-PS and specific software program demonstrations and trainings, as well as general consultation with students, parents, schools, and organizations. She also provides consulting and direct consumer support through assistive technology consultation and the implementation process.

(handouts available: ask me)

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The Big Ten Academic Alliance’s Shared Approach to Procurement and Vendor Relations

  • Bill Welsh, Rutgers University
  • Charlie Collick, Director of IT Accessibility, Rutgers University
  • Nate Evans, Manager, Digital Content & Accessibility, Michigan State University

Summary

Learn how the Big Ten Academic Alliance is working together to develop policies, processes and procedures for procurement of accessible IT as well as assisting each other with managing vendor relationships that can foster better product accessibility within the Big 10. Also, each presenter will share their own institutions practices in this area.

Abstract

The Big Ten Academic Alliance are working together through a CIO sponsored group called the Information Technology Accessibility Group to leverage their coalition in regards to the accessibility of IT products purchased. The presenters will provide insight into their current collaborative efforts and share the four goals that the ITAG/Procurement Working Group is developing to improve best practices and shared basic standards for accessibility in IT procurement processes. This partnership has identified the following four goals to address IT accessibility: 1.Education & Marketing 2. Shared Solicitation Requirements for IT purchases 3. Standardize Evaluation 4. Leverage the BTAA purchasing power to work with vendors to improve accessibility and develop shared repository of IT accessibility evaluations. Participants will discover methods of alignment, and see how shared approaches to vendor relationship management can leverage economy of scale and foster vendor commitment.

Keypoints

  1. Product accessibility best practices
  2. Establishing product accessibility repositories
  3. There are resources available in this arena for others to utilize and assist in developing

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Information Resources, Information Technology, Uncategorized

Speaker Bio(s)

Bill Welsh

Bill is the Associate VP of Rutgers Access and Disability Resources. He has worked at Rutgers since 2013. Previously, he worked at Penn State University (1999-2013) and Drexel University (1994-1999) as Director of Disability Services

Charlie Collick

Charlie is the Director of IT Accessibility at Rutgers University. He is responsible for the accessibility of all enterprise academic and administrative technology and digital content. He also serves as Director of Software Site Licensing where he is responsible for vetting all central funded technology purchases for the University and the distribution of the licenses to staff, faculty, and students. Charlie has been an employee of Rutgers OIT since 2008. Before serving in his current role, Charlie was the Acting Director of Teaching and Learning with Technology where he lead a team of instructional designers, education technologists, and LMS support staff. His professional experience includes accessibility, instructional design, instructional technology, functional management, organizational development, strategic planning, and technology procurement. His broad technical background spans general IT, applications and systems support, web design and development, and the delivery of related services.

Nate Evans

Nate works with students, faculty, staff, and administrators across the institution to help create more inclusive environments, and shape better digital experiences. He leads Michigan State University’s digital accessibility program, and the Digital Content & Accessibility team to provide central support and resources, and to measure digital accessibility improvement.

(handouts available: ask me)

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Not Another Lecture-Style Presentation

  • Brad Held, Accessible Technology Coordinator, University of Central Fl

Summary

Disability Professionals struggle to garner interest for their presentations or workshops. Just getting faculty or staff to register for their training doesn’t guarantee that the topics will be practiced. In this presentation, the presenter will share tips for designing a memorable educational experience that doesn’t involve a projector/clicker.

Abstract

As accessible technology experts, we often find it difficult to fill the seats at our presentations. This might be because of the topics we discussed are overwhelmingly complicated to understand, or because attendees do not believe enough students are affected by our subject matter. Regardless of the reason, the attendee doesn’t always leave with a lasting memory of how they can create access to their environment. What if we could take some of the visual elements of our technology and incorporate it with inclusive principles, then design an experience that is FUN? Based on the popular escape room game concept, you can challenge teams to be locked in a room full of barriers. Have them escape by identifying and removing the barriers within the room with more accessible approaches within the time allotted. UCF will share their design secrets for creating an escape room activity that will have your entire institution buzzing. The presentation will end with an interactive demonstration.

Keypoints

  1. How to create a different activity other than a lecture style presentation
  2. Designing a memorable experience involving accessibility.
  3. Incorporating accessible technology and inclusive principle.

Disability Areas

All Areas

Topic Areas

Other, Uncategorized

Speaker Bio(s)

Brad Held

Brad Held has been the Assistant Director – Accessible Technology for the Student Accessibility Services office at University of Central Florida (UCF) for the past four years. He earned his Bachelor’s degree in Applied Biotechnology at the University of Georgia in 2006. Prior to arriving at UCF, Brad worked in Assistive Technology for almost ten years: four years in a public school K-12 setting with Gwinnett County Public Schools in Georgia and five years in higher-education at The University of Georgia and The University of South Carolina. He is certified in Assistive Technology Applications. Aside from helping UCF students received academic supports, Brad also has a learning disability. Brad uses his personal experience to aid students in being active participants in the accommodation process.

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Interactive 3d printed tactile campus maps

  • Holly Lawson, Assistant Professor, Portland State University
  • Shiri Azenkot, Assistant Professor, Cornell Tech
  • Lei Shi, PhD Student, Cornell Tech
  • Michael Cantino, Research Assistant, Portland State University

Summary

This presentation introduces the Markit and Talkit iOS software, which enables an individual to add text or audio annotations to a 3d printed model. Presenters share the use of this toolkit with 3d printed tactile maps.

Abstract

Recent advances in 3d printing technology have made tactile models more available to individuals who are visually impaired. With grant funding from the National Science Foundation, we have developed and field-tested iOS technology that empowers individuals to modify models by adding audio or text annotations. Using this technology, a modified model can provide voice output or display a description of a model component when it is touched by a user. In this session, we will introduce the 3d printing technology and its application with 3d printed tactile maps for use with individuals with visual impairments at Portland State University and Portland Community College.

Keypoints

  1. interactive 3d printed models can provide greater access to campus environments than traditional tactile maps
  2. interactive 3d printed maps can be customized to include wayfinding information most pertinent to the user
  3. the use of interactive 3d printed models is a cost effective solution for institutes of higher education

Disability Areas

Mobility, Vision

Topic Areas

Assistive Technology, Uncategorized

Speaker Bio(s)

Holly Lawson

Dr. Holly Lawson is an Assistant Professor at Portland State University and

the coordinator of the Visually Impaired Learner program. Since 1994, she has worked in the VIL field, beginning as a residential instructor for the Texas School for the Blind and Visually Impaired and then the Peace Corps in Morocco. Her master’s and PhD are from the University of Arizona where she held several positions in teaching and research. She came to PSU in 2014, having previously worked as an assistant professor and the coordinator for the Virginia Consortium of Teacher Preparation in Vision Impairment at George Mason University.

Shiri Azenkot

Dr. Shiri Azenkot is an Assistant Professor at the Jacobs Technion-Cornell Institute at Cornell Tech, Cornell University, and a field member in the Information Science Department. She is also an affiliate faculty member in the Computer Science Department at the Technion–Israel Institute of Technology. Currently, her research is funded by the NSF, AOL, Verizon, and Facebook. Before arriving at Cornell Tech, she was a PhD student in Computer Science & Engineering at the University of Washington, where she was advised by Richard Ladner and Jacob Wobbrock. Shiri has received the UW graduate medal (awarded to just one PhD candidate at the university each year), a National Science Foundation Graduate Research Fellowship, and an AT&T Labs Graduate Fellowship.

Lei Shi

Lei Shi is a fourth-year Ph.D. student at Cornell University and an AOL fellow at Cornell Tech, where he is advised by Shiri Azenkot. His research interests lie in the fields of accessibility, human-computer interaction, and design. Specifically, he explores how to combine 3D printing technologies and innovative design to help people. Previously, Lei got his bachelor degree in Electrical Engineering from Zhejiang University, with a double degree in Industrial Design.

Michael Cantino

Michael Cantino worked in K-12 special education for 11 years before coming to Portland Community College in 2017. During that time, he specialized in supporting students with behavioral challenges, Autism Spectrum Disorder, and students with visual impairments. Michael is a Library of Congress certified braille transcriber and is skilled in the production of tactile graphics and 3D models for visually impaired learners. At PCC, Michael provides a broad range of supports for students experiencing disabilities, with a focus on assistive technology, alternative formats, and in-class supports. In addition to his work at Portland Community College, Michael is also a Research Assistant at Portland State University where he is studying the use of interactive 3D models to support visually impaired learners.

(handouts available: ask me)

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The Power of PDF

Instructional designers, document developers, analysts QA

Naveesha  and Sachun Gupta

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more on UDL in this IMS blog
http://blog.stcloudstate.edu/ims?s=udl

ELI 2018 Key Issues Teaching Learning

Key Issues in Teaching and Learning

https://www.educause.edu/eli/initiatives/key-issues-in-teaching-and-learning

A roster of results since 2011 is here.

ELI 2018 key issues

1. Academic Transformation

2. Accessibility and UDL

3. Faculty Development

4. Privacy and Security

5. Digital and Information Literacies

https://cdn.nmc.org/media/2017-nmc-strategic-brief-digital-literacy-in-higher-education-II.pdf
Three Models of Digital Literacy: Universal, Creative, Literacy Across Disciplines

United States digital literacy frameworks tend to focus on educational policy details and personal empowerment, the latter encouraging learners to become more effective students, better creators, smarter information consumers, and more influential members of their community.

National policies are vitally important in European digital literacy work, unsurprising for a continent well populated with nation-states and struggling to redefine itself, while still trying to grow economies in the wake of the 2008 financial crisis and subsequent financial pressures

African digital literacy is more business-oriented.

Middle Eastern nations offer yet another variation, with a strong focus on media literacy. As with other regions, this can be a response to countries with strong state influence or control over local media. It can also represent a drive to produce more locally-sourced content, as opposed to consuming material from abroad, which may elicit criticism of neocolonialism or religious challenges.

p. 14 Digital literacy for Humanities: What does it mean to be digitally literate in history, literature, or philosophy? Creativity in these disciplines often involves textuality, given the large role writing plays in them, as, for example, in the Folger Shakespeare Library’s instructor’s guide. In the digital realm, this can include web-based writing through social media, along with the creation of multimedia projects through posters, presentations, and video. Information literacy remains a key part of digital literacy in the humanities. The digital humanities movement has not seen much connection with digital literacy, unfortunately, but their alignment seems likely, given the turn toward using digital technologies to explore humanities questions. That development could then foster a spread of other technologies and approaches to the rest of the humanities, including mapping, data visualization, text mining, web-based digital archives, and “distant reading” (working with very large bodies of texts). The digital humanities’ emphasis on making projects may also increase

Digital Literacy for Business: Digital literacy in this world is focused on manipulation of data, from spreadsheets to more advanced modeling software, leading up to degrees in management information systems. Management classes unsurprisingly focus on how to organize people working on and with digital tools.

Digital Literacy for Computer Science: Naturally, coding appears as a central competency within this discipline. Other aspects of the digital world feature prominently, including hardware and network architecture. Some courses housed within the computer science discipline offer a deeper examination of the impact of computing on society and politics, along with how to use digital tools. Media production plays a minor role here, beyond publications (posters, videos), as many institutions assign multimedia to other departments. Looking forward to a future when automation has become both more widespread and powerful, developing artificial intelligence projects will potentially play a role in computer science literacy.

6. Integrated Planning and Advising Systems for Student Success (iPASS)

7. Instructional Design

8. Online and Blended Learning

In traditional instruction, students’ first contact with new ideas happens in class, usually through direct instruction from the professor; after exposure to the basics, students are turned out of the classroom to tackle the most difficult tasks in learning — those that involve application, analysis, synthesis, and creativity — in their individual spaces. Flipped learning reverses this, by moving first contact with new concepts to the individual space and using the newly-expanded time in class for students to pursue difficult, higher-level tasks together, with the instructor as a guide.

Let’s take a look at some of the myths about flipped learning and try to find the facts.

Myth: Flipped learning is predicated on recording videos for students to watch before class.

Fact: Flipped learning does not require video. Although many real-life implementations of flipped learning use video, there’s nothing that says video must be used. In fact, one of the earliest instances of flipped learning — Eric Mazur’s peer instruction concept, used in Harvard physics classes — uses no video but rather an online text outfitted with social annotation software. And one of the most successful public instances of flipped learning, an edX course on numerical methods designed by Lorena Barba of George Washington University, uses precisely one video. Video is simply not necessary for flipped learning, and many alternatives to video can lead to effective flipped learning environments [http://rtalbert.org/flipped-learning-without-video/].

Myth: Flipped learning replaces face-to-face teaching.

Fact: Flipped learning optimizes face-to-face teaching. Flipped learning may (but does not always) replace lectures in class, but this is not to say that it replaces teaching. Teaching and “telling” are not the same thing.

Myth: Flipped learning has no evidence to back up its effectiveness.

Fact: Flipped learning research is growing at an exponential pace and has been since at least 2014. That research — 131 peer-reviewed articles in the first half of 2017 alone — includes results from primary, secondary, and postsecondary education in nearly every discipline, most showing significant improvements in student learning, motivation, and critical thinking skills.

Myth: Flipped learning is a fad.

Fact: Flipped learning has been with us in the form defined here for nearly 20 years.

Myth: People have been doing flipped learning for centuries.

Fact: Flipped learning is not just a rebranding of old techniques. The basic concept of students doing individually active work to encounter new ideas that are then built upon in class is almost as old as the university itself. So flipped learning is, in a real sense, a modern means of returning higher education to its roots. Even so, flipped learning is different from these time-honored techniques.

Myth: Students and professors prefer lecture over flipped learning.

Fact: Students and professors embrace flipped learning once they understand the benefits. It’s true that professors often enjoy their lectures, and students often enjoy being lectured to. But the question is not who “enjoys” what, but rather what helps students learn the best.They know what the research says about the effectiveness of active learning

Assertion: Flipped learning provides a platform for implementing active learning in a way that works powerfully for students.

9. Evaluating Technology-based Instructional Innovations

Transitioning to an ROI lens requires three fundamental shifts
What is the total cost of my innovation, including both new spending and the use of existing resources?

What’s the unit I should measure that connects cost with a change in performance?

How might the expected change in student performance also support a more sustainable financial model?

The Exposure Approach: we don’t provide a way for participants to determine if they learned anything new or now have the confidence or competence to apply what they learned.

The Exemplar Approach: from ‘show and tell’ for adults to show, tell, do and learn.

The Tutorial Approach: Getting a group that can meet at the same time and place can be challenging. That is why many faculty report a preference for self-paced professional development.build in simple self-assessment checks. We can add prompts that invite people to engage in some sort of follow up activity with a colleague. We can also add an elective option for faculty in a tutorial to actually create or do something with what they learned and then submit it for direct or narrative feedback.

The Course Approach: a non-credit format, these have the benefits of a more structured and lengthy learning experience, even if they are just three to five-week short courses that meet online or in-person once every week or two.involve badges, portfolios, peer assessment, self-assessment, or one-on-one feedback from a facilitator

The Academy Approach: like the course approach, is one that tends to be a deeper and more extended experience. People might gather in a cohort over a year or longer.Assessment through coaching and mentoring, the use of portfolios, peer feedback and much more can be easily incorporated to add a rich assessment element to such longer-term professional development programs.

The Mentoring Approach: The mentors often don’t set specific learning goals with the mentee. Instead, it is often a set of structured meetings, but also someone to whom mentees can turn with questions and tips along the way.

The Coaching Approach: A mentor tends to be a broader type of relationship with a person.A coaching relationship tends to be more focused upon specific goals, tasks or outcomes.

The Peer Approach:This can be done on a 1:1 basis or in small groups, where those who are teaching the same courses are able to compare notes on curricula and teaching models. They might give each other feedback on how to teach certain concepts, how to write syllabi, how to handle certain teaching and learning challenges, and much more. Faculty might sit in on each other’s courses, observe, and give feedback afterward.

The Self-Directed Approach:a self-assessment strategy such as setting goals and creating simple checklists and rubrics to monitor our progress. Or, we invite feedback from colleagues, often in a narrative and/or informal format. We might also create a portfolio of our work, or engage in some sort of learning journal that documents our thoughts, experiments, experiences, and learning along the way.

The Buffet Approach:

10. Open Education

Figure 1. A Model for Networked Education (Credit: Image by Catherine Cronin, building on
Interpretations of
Balancing Privacy and Openness (Credit: Image by Catherine Cronin. CC BY-SA)

11. Learning Analytics

12. Adaptive Teaching and Learning

13. Working with Emerging Technology

In 2014, administrators at Central Piedmont Community College (CPCC) in Charlotte, North Carolina, began talks with members of the North Carolina State Board of Community Colleges and North Carolina Community College System (NCCCS) leadership about starting a CBE program.

Building on an existing project at CPCC for identifying the elements of a digital learning environment (DLE), which was itself influenced by the EDUCAUSE publication The Next Generation Digital Learning Environment: A Report on Research,1 the committee reached consensus on a DLE concept and a shared lexicon: the “Digital Learning Environment Operational Definitions,

Figure 1. NC-CBE Digital Learning Environment

media literacy and fake news

Fight Fake News: Media Literacy for Students

Monday, October 15, 2018 @ 4:00 pm – 5:00 pm EDT

Fight Fake News

Presented by Tiffany Whitehead, School Librarian, Episcopal School of Baton Rouge, LA

Sponsored by Britannica Digital Learning

REGISTER HERE

JOIN THE LIVE SESSION

Teaching news literacy is more necessary and challenging than ever in a world where news is delivered at a constant pace from a broad range of sources. Since social media and filter bubbles can make it challenging to access unbiased, factual information, we must equip students to be critical as they access news sources for a variety of purposes. This live, interactive edWebinar will give an overview of the phenomenon of fake news going viral and tools educators can use to help students develop news literacy skills.

Tiffany Whitehead, School Librarian at Episcopal School of Baton Rouge in Louisiana, will share:

  • A strategy to develop fun, original lessons about media literacy
  • Fresh approaches that move students towards better news smarts
  • Three CCSS-aligned sample lesson plans for middle and high school classrooms
  • Teacher and librarian collaboration opportunities that support powerful student outcomes

Elementary through higher education level teachers, librarians, and school and district leaders will benefit from attending this session. There will be time to get your questions answered after Tiffany’s presentation.

Tiffany WhiteheadAbout the Presenter
Tiffany Whitehead, aka the Mighty Little Librarian, is an obsessive reader, social media user, and technology geek. She is the director of library at Episcopal School of Baton Rouge, Louisiana. Tiffany earned her undergraduate degree in elementary education and School Library Certification from Southeastern Louisiana University, and her graduate degree in educational technology leadership from Northwestern State University. She has served as the president for ISTE’s Librarians Network and was recognized as one of ISTE’s 2014 Emerging Leaders. Tiffany is National Board Certified in Library Media and was named one of the 2014 Library Journal Movers & Shakers. She was the 2016 recipient of the Louisiana Library Media Specialist Award. She frequently speaks at local, state, and national conferences, sharing her passion for libraries and educational technology.

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Webinar notes

Definitions:

Media Literacy,

News Literacy

Fake News

Echo Chamber

https://www.buzzfeednews.com/article/craigsilverman/viral-fake-election-news-outperformed-real-news-on-facebook

https://www.allsides.com/media-bias/media-bias-ratings

Fight The Fake: Fuel discussions with YouTube: https://britannicalearn.com/blog/fight-the-fake-youtube/

https://www.allsides.com/media-bias/media-bias-ratings

https://www.snopes.com/

https://www.britannica.com/insights

http://stxavier.libguides.com/news/factcheck

https://newseumed.org/curated-stack/media-literacy-resources

https://www.wnyc.org/story/breaking-news-consumers-handbook-pdf/

https://www.csuchico.edu/lins/handouts/eval_websites.pdf

Online CRAAP test: https://docs.google.com/forms/d/e/1FAIpQLSdkWvyWZc7CE5fnYjCZww0IJLYH0sqxPRkmL8eS71uY1JNh1g/viewform?c=0&w=1

http://factitious.augamestudio.com/#/

Curriculum sources

How to choose your news Damon Brown: https://ed.ted.com/lessons/how-to-choose-your-news-damon-brown

Common Sense Media: Digital citizenship curriculum.

Newseum ed:

http://www.choices.edu/ Brown U Filtering News and Information

above the news: https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ

06/2017 Homepage

https://www.amazon.com/Fact-Vs-Fiction-Teaching-Critical/dp/1564847047

https://newsela.com/

I’m now avoiding the term bias (too loaded and my kids automatically think “bad”). “Perspective” works better with my kids.

http://www.kappanonline.org/breakstone-need-new-approach-teaching-digital-literacy/

Filter Bubbles, Eli Pariser, TED talk https://www.ted.com/talks/eli_pariser_beware_online_filter

Credible Sources:

Circular Reporting

https://www.allsides.com/media-bias/media-bias-ratings

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more on fake news in this IMS blog
|http://blog.stcloudstate.edu/ims?s=fake+news

 

 

gamification and learning

Student Perceptions of Learning and Instructional Effectiveness in College Courses

https://www.ets.org/Media/Products/perceptions.pdf

Students’ Perception of Gamification in Learning and Education.

https://link.springer.com/chapter/10.1007%2F978-3-319-47283-6_6

College students’ perceptions of pleasure in learning – Designing gameful gamification in education

investigate behavioral and psychological metrics that could affect learner perceptions of technology

today’s learners spend extensive time and effort posting and commenting in social media and playing video games

Creating pleasurable learning experiences for learners can improve learner engagement.

uses game-design elements in non-gaming environments with the purpose of motivating users to behave in a certain direction (Deterding et al., 2011)

How can we facilitate the gamefulness of gamification?

Most gamified activities include three basic parts: “goal-focused activity, reward mechanisms, and progress tracking” (Glover, 2013, p. 2000).

gamification works similarly to the instructional methods in education – clear learning and teaching objectives, meaningful learning activities, and assessment methods that are aligned with the objectives

the design of seven game elements:

  • Storytelling: It provides the rules of the gamified activities. A good gamified activity should have a clear and simple storyboard to direct learners to achieve the goals. This game-design element works like the guidelines and directions of an instructional activity in class.
  • Levels: A gamified activity usually consists of different levels for learners to advance through. At each level, learners will face different challenges. These levels and challenges can be viewed as the specific learning objectives/competencies for learners to accomplish.
  • Points: Points pertain to the progress-tracking element because learners can gain points when they complete the quests.
  • Leaderboard: This element provides a reward mechanism that shows which learners are leading in the gamified activities. This element is very controversial when gamification is used in educational contexts because some empirical evidence shows that a leaderboard is effective only for users who are aggressive and hardcore players (Hamari, Koivisto, & Sarsa, 2014).
  • Badges: These serve as milestones to resemble the rewards that learners have achieved when they complete certain quests. This element works as the extrinsic motivation for learners (Kapp, 2012).
  • Feedback: A well-designed gamification interface should provide learners with timely feedback in order to help them to stay on the right track.
  • Progress: A progress-tracking bar should appear in the learner profile to remind learners of how many quests remain and how many quests they have completed.

Dominguez et al. (2013) suggested that gamification fosters high-order thinking, such as problem-solving skills, rather than factual knowledge. Critical thinking, which is commonly assessed in social science majors, is also a form of higher-order thinking.

Davis (1989) developed technology acceptance model (TAM) to help people understand how users perceive technologies. Pleasure, arousal, and dominance (PAD) emotional-state model that developed by Mehrabian (1995) is one of the fundamental design frameworks for scale development in understanding user perceptions of user-system interactions.

Technology Acceptance Model from Damian T. Gordon

Introduction of the basic emotional impact of environments from Sekine masato

Van der Heijdedn (2004) asserted that pleasurable experiences encouraged users to use the system for a longer period of time
Self-determination theory (Deci & Ryan, 1985) has been integrated into the design of gamification and addressed the balance between learners’ extrinsic and intrinsic motivation.

Self determination theory from Jeannie Maraya
Ryan and Deci (2000) concluded that extrinsic rewards might suppress learners’ intrinsic motivation. Exploiting the playfulness and gamefulness in gamification, therefore, becomes extremely important, as it would employ the most effective approaches to engage learners.
Sweetser and Wyeth (2005) developed GameFlow as an evaluation model to measure player enjoyment in games
Fu, Su, and Yu (2009) adapted this scale to EGameFlow in order to measure college students’ enjoyment of e-learning games. EGameFlow is a multidimensional scale that consists of self-evaluated emotions.

Gamification and Flow from Martin Sillaots
Eppmann, Bekk, and Klein (2018) developed gameful experience scale (GAMEX) to measure gameful experiences for gamification contexts. one of the limitations of GAMEX to be used in education is that its effects on learning outcome has not been studied
the Big Five Model, which has been proposed as trait theory by McCrae & Costa (1989) and is widely accepted in the field, to measure the linkages between the game mechanics in gamification and the influences of different personality traits.

The Big Five Personality Model from Devina Srivastava

Storytelling in the subscale of Preferences for Instruction emphasizes the rules of the gamified learning environments, such as the syllabus of the course, the rubrics for the assignments, and the directions for tasks. Storytelling in the subscale of Preferences for Instructors’ Teaching Style focuses on the ways in which instructors present the content. For example, instructors could use multimedia resources to present their instructional materials. Storytelling in the subscale of Preferences for Learning Effectiveness emphasizes scaffolding materials for the learners, such as providing background information for newly introduced topics.

The effective use of badges would include three main elements: signifier, completion logic, and rewards (Hamari & Eranti, 2011). A useful badge needs clear goal-setting and prompt feedback. Therefore, badges correlate closely with the design of storytelling (rules) and feedback, which are the key game design elements in the subscale of Preferences for Instruction.

Students can use Google to search on their laptops or tablets in class when instructors introduce new concepts. By reading the reviews and viewing the numbers of “thumbs-up” (agreements by other users), students are able to select the best answers. Today’s learners also “tweet” on social media to share educational videos and news with their classmates and instructors. Well-designed gamified learning environments could increase pleasure in learning by allowing students to use familiar computing experiences in learning environments.

 

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