Searching for "pearson"
In education, storytelling tools help connect students with curriculum, lead to effective classroom engagement, and drive faculty community-building by empowering educators to connect authentically.
Moth’s Seven Principles of Storytelling: https://www.fastcompany.com/3052152/6-rules-for-great-storytelling-from-a-moth-approved-master-of-the-form
1: MAKE PEOPLE ROOT FOR YOU
2: HAVE A FEW GO-TO STORIES AT THE READY
3: STORIES ARE ABOUT HOW YOU FELT
4: THIS MAY SEEM OBVIOUS, BUT “Stories have a beginning, middle, and an end
5: GOOD STORIES ARE UNIVERSAL
6: DON’T BE BORING
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more on storytelling in this IMS blog
https://blog.stcloudstate.edu/ims?s=storytelling
we teach digital storytelling: https://www.facebook.com/groups/SCSUDigitalStorytelling/
http://web.stcloudstate.edu/pmiltenoff/lib490/
Monday, June 11, 3PM
- Everything on badges and microcredentialing n this blog:
https://blog.stcloudstate.edu/ims?s=badges
https://blog.stcloudstate.edu/ims?s=microcredentialing
- Colorado Digital Badging Initiative
https://blog.stcloudstate.edu/ims/2016/06/20/colorados-digital-badging-initiative/
https://blog.stcloudstate.edu/ims/2016/04/11/digital-badges-in-education/
https://blog.stcloudstate.edu/ims/2016/09/14/badges-blueprint/
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From Gail Ruhland:
Guess what … I searched for Brenda Perea (in hopes of maybe getting some information on how they set up their system) … One of her current positions is with Credly … Do we still want to reach out to her?
https://www.linkedin.com/in/brendaperea/
https://www.linkedin.com/pulse/new-credential-field-guide-released-brenda-perea/
Johnathan Finkelstein: https://blog.stcloudstate.edu/ims?s=finkelstein
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Penn State Digital Badges: https://badgesapp.psu.edu/
Home page
Penn State team tackles surge of digital badge usage in Nittany AI Challenge
http://news.psu.edu/story/511791/2018/03/21/academics/penn-state-team-tackles-surge-digital-badge-usage-nittany-ai
What Are Digital Badges
http://www.personal.psu.edu/bxb11/blogs/brett_bixler_e-portfolio/2012/07/badges-at-penn-state.html
http://www.personal.psu.edu/bxb11/blogs/brett_bixler_e-portfolio/assets_c/2012/07/BadgusToBackpack-thumb-400×300-326489.jpg
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Stony Brook
https://www.stonybrook.edu/commcms/spd/badges/index.php
Chancellor Zimpher Announces SUNY Effort to Expand Micro Credentials for Students
October 29, 2015
https://www.suny.edu/suny-news/press-releases/october-2015/10-29-15-micro-credentials/chancellor-zimpher-announces-suny-effort-to-expand-micro-credentials-for-students.html
Kaltura promo: https://learn.esc.edu/media/Ken+Lindblom%2C+Dean+of+the+School+of+Professional+Development%2C+Stony+Brook+University/1_wxhe9l4h
SUNY Micro-Credentialing Task Force Report and Recommendations: http://www.system.suny.edu/media/suny/content-assets/documents/faculty-senate/plenary/Microcredentialing-Report-Final-DRAFT—9-18-17.pdf
page 4, page 12-21
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Pearson Digital Library for Education
https://www.pearson.com/us/higher-education/products-services-teaching/course-content/digital-library/education.html
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Millennial demand drives higher ed badging expansion
You don’t need a whole degree to learn to fly or fix a drone
https://www.universitybusiness.com/article/millennial-demand-drives-higher-ed-badging-expansion
Fields in which most badges have been issued:
- Business
- Technology
- Education
- Health care
94%: Institutions offering alternative credentials
1 in 5: Colleges and universities that issue badges
Nearly 2/3: Institutions that cited alternative credentials as an important strategy for the future.
-Source: “Demographic Shifts in Educational Demand and the Rise of Alternative Credentials,” University Professional and Continuing Education Association and Pearson, 2016
China’s NetDragon to Acquire Edmodo for $137.5 Million
NetDragon Websoft, a publicly-traded company based in Fuzhou, China, has agreed to pay $137.5 million for Edmodo.
The deal could mark the beginning of the end for the “free” model of education technology, at least for standalone education companies without other strong revenue streams to support them.
Edmodo was started in 2008 by a teacher and IT support person as a “Facebook-like” community aimed at connecting educators with students and with one another. Also like Facebook, Edmodo grew rapidly. Currently, the company, now based in San Mateo, Calif., claims more than 90 million registered users (both teachers and students) in 400,000 schools across 192 countries.
Edmodo struggled, however, to find a business model that would support its burgeoning community. It raised close to $100 million in funding, and began seeking another round last year. The company had shifted to an advertising-based model—although one in which the company was trying to move carefully and respect its audience of teachers and students.
According to a financial statement published by NetDragon, Edmodo lost $19.5 million in 2017, based on revenue of approximately $1 million.
That seems to be an increasingly popular path. A decade ago, the big education companies were traditional textbook providers such as Pearson. Now the most powerful players are technology companies that offer devices and software. At the top of the list: Google, which supports Chromebooks as well as Google Classroom, and Apple, which sells iPads, Macs and now the Schoolwork app.
By contrast, NetDragon began in 1999 and built its initial financial muscle with games. It has, however, long identified education as one of its top areas of interest. Recently the company has begun purchasing education technology assets at a rapid clip. In 2015, NetDragon paid approximately $130 million to acquire U.K.-based interactive whiteboard maker, Promethean, which gave it a hardware-based entry into classrooms.
The company, which refers to the hardware as “interactive panels,” is equipping 13,000 classrooms in Moscow with digital whiteboards.
Last year, NetDragon also acquired JumpStart, an educational game company behind iconic titles including Math Blaster. And earlier this year, it bought Sokikom, an online game-based math program.
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more about Edmodo in this IMS blog
https://blog.stcloudstate.edu/ims?s=edmodo
A Guide to Picking a Learning Management System: The Right Questions to Ask
https://www.edsurge.com/news/2017-02-14-a-guide-to-learning-management-systems-the-right-questions-to-ask
Over the past 10 years, new learning management systems (LMSs) have sprung on the scene to rival the Blackboards and Moodles of old. On the EdSurge Product Index alone, 56 products self-identify and fall into the LMS category. And with certain established companies like Pearson pulling out of the LMS ranks, where do you start?
As University of Central Florida’s Associate Vice President of Distributed Learning, Tom Cavanagh, wrote in an article for EDUCAUSE, “every institute has a unique set of instructional and infrastructure circumstances to consider when deciding on an LMS,” but at the same time, “all institutions face certain common requirements”—whether a small charter school, a private university or a large public school district.
The LMS Checklist
#1: Is the platform straightforward and user-friendly?
#2: Who do we want to have access to this platform, and can we adjust what they can see?
#3: Can the instructor and student(s) talk to and communicate with each other easily?
“Students and faculty live a significant portion of their daily lives online in social media spaces,” writes University of Central Florida’s Tom Cavanagh in his article on the LMS selection process. “Are your students and faculty interested in these sorts of interplatform connections?”
#5: Does this platform plug in with all of the other platforms we have?
“Given the pace of change and the plethora of options with educational technology, it’s very difficult for any LMS vendor to keep up with stand-alone tools that will always outperform built-in tools,” explains Michael Truong, executive director of innovative teaching and technology at Azusa Pacific University. According to Truong, “no LMS will be able to compete directly with tools like Piazza (discussion forum), Socrative (quizzing), EdPuzzle (video annotation), etc.”
As a result, Truong says, “The best way to ‘prepare’ for future technological changes is to go with an LMS that plays well with external tools.”
#6: Is the price worth the product?
A reality check: There is no perfect LMS.
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more on LMS in this IMS blog
https://blog.stcloudstate.edu/ims?s=learning+management+systems
Digital Badges: Where are they Going?
n a 2016 survey of higher education institutions (
study published by UPCEA and Pearson), one in five institutions now offer the opportunity to earn verified digital badges.
The way we learn is continuously evolving. In the coming years we should expect to see organizations of all kinds start experimenting with the increasing number of badge platforms out there. While Mozilla Open Badges seems to be leading the way in the development of badging, other networks including Badge Alliance, Credly and Digital Me are growing their networks as they launch their own competing platforms. Students and professionals use social networks and other digital platforms daily, and with that comes a different way to showcase professional skills.
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more on digital badges in this IMS blog
https://blog.stcloudstate.edu/ims?s=badges
USA Today career advice feature on October 13, 2017 entitled “Careers: 8 jobs that won’t exist in 2030,” https://www.usatoday.com/story/money/careers/2017/10/13/8-jobs-that-wont-exist-in-2030/104219994/ provoked the following reaction by the ALICE Board of Directors:
Ms. Joanne Lipman
October 20, 2017
Editor-in-Chief of USA Today
7950 Jones Branch Drive
McLean, VA 22108
In our roles as the Board of Directors of the Association for Library and Information Science Education (ALISE), we are writing to express our profound disappointment with the USA Today career advice feature on October 13, 2017 entitled “Careers: 8 jobs that won’t exist in 2030,” which declared that “librarian” is the number one career among the eight jobs that inaccurate statement on two fronts: first, that the profession is declining, and second, that this alleged will disappear in 2030. This is a false and decline is a result of libraries as warehouses of printed books.
The author of this article may not realize that a professional librarian position in the U.S. and many other countries requires a Master’s degree. According to a recent article in Library Journal, 86% of recent graduates from American Library Association (ALA) accredited schools have found jobs. Another recent report (released on September 28, 2017) by Pearson, Nesta, and Oxford University predicts growth in the information professions, including librarians, curators, and archivists. They are among the top ten jobs likely to experience increased demand in 2030. The report is summarized by Library Journal in its article entitled “The Job Outlook: In 2030, Librarians Will Be in Demand.” Furthermore, your own job posting section for librarian positions does not show the decline of our profession. A close reading of the job titles should have indicated to the author that librarians do more than simply check out books.
This article demonstrates a lack of understanding of librarians’ work as information professionals. My note: but so do lack understanding a lot of librarians, paraprofessionals and administrators in libraries. They are the one, who leave the impressions reflected in the article of US Today. Information professionals IS the keyword and, as during the hype around year 2000 with Barnes & Nobles, a great number of people working in libraries continue to behave as it is the Middle Ages and care of paper-based materials the one and only responsibility a “librarian” may have. The lack of understanding regarding the wide scope of “information professionals” is profound.
Libraries provide access to print and special collections of media, and subscription-based or free electronic resources. All of these must be curated, cataloged, or organized by professional librarians to make them accessible to their users. My note: beating your own drum is good, but when failing to recognize the existence of folksonomy and its impact, do not get upset when US Today reflects the impact
College and university librarians carry out research consultations and instruct student and faculty in finding, evaluating, and using information. My note: when faculty let them do it. And administration recognizes it. It is a shaky position, which does not exclude the 2030 scenario.
Public librarians connect patrons to community resources, lead programming for children and adults, and engage in community outreach and advocacy. Special librarians work for corporations, federal and state institutions, focusing on gathering competitive intelligence and making sure their organizations have access to the information they need to make sound business or strategic decisions.
The article also inaccurately presents libraries as dedicated solely to books:
More and more people are clearing out those paperbacks and downloading e-books on their Tablets and Kindles instead. The same goes for borrowing — as books fall out of favor, libraries are not as popular as they once were. That means you’ll have a tough time finding a job if you decide to become a librarian. Many schools and universities are already moving their libraries off the shelves and onto the Internet.
In addition to providing access to books, journals, newspapers, and other media, both electronically and in print, libraries provide access to technology, from computers, laptops, and iPads to 3D printers,
My note: are we? are we doing this at our library? Are the reference librarians allowing such blasphemous thoughts penetrate this library? And if they do, do they allow other professionals to collaborate with them, or “keep it for themselves?”
multimedia software, and recording studios.
My note: whaaat?
Many libraries have expanded their non-print collections and are circulating a wide variety of objects including tools, musical instruments, toys, wifi hotspots, and artwork. Libraries are highly valued as community centers and safe spaces that allow people to connect with information and with each other. Research shows that libraries are one of the most trusted and valued public institutions in the country.
The article further argues that librarians and libraries are not needed because printed books are falling out of favor. However, there is considerable counter-evidence that printed books are still in demand, including the articles cited below.
Cain, S. (2017, March 14). Ebook sales continue to fall as younger generations drive appetite for print. The Guardian. Retrieved from:
Jenkins, S. (2016, May 13). Books are back. Only the technodazzled thought they would go away. The Guardian. Retrieved from: https://www.theguardian.com/commentisfree/2016/may/13/books- ebook-publishers-paper
Milliot, J. (2017, January 20). The Bad News About E-books: Nielsen reports units fell 16% in 2016 compared to 2015. Publishers Weekly. Retrieved from:
We respectfully request an open response from you or from the author of the article. Sincerely,
continue-to-fall-nielsen-survey-uk-book-sales
topic/digital/retailing/article/72563-the-bad-news-about-e-books.html
Dietmar Wolfram (President), Heidi Julien (President-Elect), Louise Spiteri (Past President), Denice
Adkins (Secretary/Treasurer), Leanne Bowler (Director for Special Interest Groups), Cecilia Salvatore
(Director for Membership Services), Rong Tang (Director for External Relations)
Fixing the Textbook Model
Indiana University’s Brad Wheeler explains how his institution is ditching the college textbook and replacing it with digital alternatives that are accessible to students from day one.
By Dian Schaffhauser 06/21/17
https://campustechnology.com/articles/2017/06/21/fixing-the-textbook-model.aspx
Brad Wheeler, the vice president for IT and CIO of Indiana University
it’s taken a long time for textbook publishers to own up to the “fundamental flaw” of their industry: “They are obsessed with counting their gross margins on the things they actually do sell.” And, he added, they ignore the enormous amounts they lose through the other 75 percent of the market made up of used and rented books and other kinds of substitutes. Because of those blinders, the publishers have “long pursued a model that has been failing, year over year.”
Starting in the mid-1990s, the price of educational books rose faster than just about any other measure, including healthcare. Something had to give. Wheeler has seen a “constellation of things” forming to bring about change. First, the e-reader software has matured, he said. “It works on your phone, your tablet, your laptop.”
Second, students are “increasingly digital.” They’re “comfortable with interacting with digital information [and] electronically marking it up.” After all, he noted, “some of them went through high school with digital books and materials.”
Third, familiarity is growing among faculty too. “They see e-texts not just as a substitute for paper, but as a teaching and pedagogical tool. They can go in and annotate that paragraph in the textbook and point to classroom materials or go online and correct something,
Fourth, the printed textbook-first philosophy has stopped paying off for publishers.
The three biggies — Pearson, McGraw-Hill and Cengage — weren’t first in line to sign on, even as additional universities piled onto Indiana U’s project. As a result, their reticence to promote textbook alternatives hit their bottom lines. Eventually, Pearson’s shares took a hit, hovering currently around $8; McGraw-Hill’s education division was peeled off and sold to Apollo Global Management in 2013; and just months later Cengage filed for bankruptcy, emerging a year later with $4 billion less debt.
the College Board decreased the undergraduate student budget for books and supplies in its “Trends in College Pricing” report.
Indiana U has seen nothing but growth for its IU eTexts digital initiative:
Unizin. This is the organization created by Indiana U and other large institutional partners to develop services that could replace major paid third-party applications, such as learning management, digital textbook and data warehouse platforms. The goal: to enable higher ed to own its data.
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more on open text book in this IMS blog
https://blog.stcloudstate.edu/ims/2016/04/06/e-textbook-ad-hoc-team/
Boulder Faculty Teaching with Technology Report
Sarah Wise, Education Researcher , Megan Meyer, Research Assistant, March 8,2016
http://www.colorado.edu/assett/sites/default/files/attached-files/final-fac-survey-full-report.pdf
Faculty perceive undergraduates to be less proficient with digital literacy skills. One-third think
their students do not find or organize digital information very well. The majority (52%) think
they lack skill in validating digital information.
My note: for the SCSU librarians, digital literacy is fancy word for information literacy. Digital literacy, as used in this report is much greater area, which encompasses much broader set of skills
Faculty do not prefer to teach online (57%) or in a hybrid format (where some sessions occur
online, 32%). One-third of faculty reported no experience with these least popular course types
my note: pay attention to the questions asked; questions I am asking Mike Penrod to let me work with faculty for years. Questions, which are snubbed by CETL and a dominance of D2L and MnSCU mandated tools is established.
Table 5. Do you use these in-class technologies for teaching undergraduates? Which are the Top 3 in-class technologies you would like to learn or use more? (n = 442)
|
Top 3 |
use in most of my classes |
have used in some classes |
tried, but do not use |
N/A: no experience |
| in-class activities, problems (via worksheets, tablets, laptops, simulations, beSocratic, etc.) |
52% |
33% |
30% |
6% |
30% |
| in-class question, discussion tools (e.g. Twitter, TodaysMeet, aka “backchannel communication”) |
47% |
8% |
13% |
11% |
68% |
| using online resources to find high quality curricular materials |
37% |
48% |
31% |
3% |
18% |
| iClickers |
24% |
23% |
16% |
9% |
52% |
| other presentation tool (Prezi, Google presentation, Slide Carnival, etc.) |
23% |
14% |
21% |
15% |
51% |
| whiteboard / blackboard |
20% |
58% |
23% |
6% |
14% |
| Powerpoint or Keynote |
20% |
74% |
16% |
4% |
5% |
| document camera / overhead projector |
15% |
28% |
20% |
14% |
38%
|
Table 6. Do you have undergraduates use these assignment technology tools? Which are your Top 3 assignment technology tools to learn about or use more? (n = 432)
|
Top 3 |
use in most of my classes |
have used in some classes |
tried, but do not use |
N/A: no experience using |
| collaborative reading and discussion tools (e.g. VoiceThread, NB, NotaBene, Highlighter, beSocratic) |
43% |
3% |
10% |
10% |
77% |
| collaborative project, writing, editing tools (wikis, PBWorks, Weebly, Google Drive, Dropbox, Zotero) |
38% |
16% |
29% |
12% |
43% |
| online practice problems / quizzes with instant feedback |
36% |
22% |
22% |
8% |
47% |
| online discussions (D2L, Today’s Meet, etc) |
31% |
33% |
21% |
15% |
30% |
| individual written assignment, presentation and project tools (blogs, assignment submission, Powerpoint, Prezi, Adobe Creative Suite, etc.) |
31% |
43% |
28% |
7% |
22% |
| research tools (Chinook, pubMed, Google Scholar, Mendeley, Zotero, Evernote) |
30% |
33% |
32% |
8% |
27% |
| online practice (problems, quizzes, simulations, games, CAPA, Pearson Mastering, etc.) |
27% |
20% |
21% |
7% |
52% |
| data analysis tools (SPSS, R, Latex, Excel, NVivo, MATLAB, etc.) |
24% |
9% |
23% |
6% |
62% |
| readings (online textbooks, articles, e-books) |
21% |
68% |
23% |
1% |
8% |
Table 7. Do you use any of these online tools in your teaching? Which are the Top 3 online tools you would like to learn about or use more? (n = 437)
|
Top 3 |
use in most of my classes |
have used in some classes |
tried, but do not use |
N/A: no experience using |
| videos/animations produced for my course (online lectures, Lecture Capture, Camtasia, Vimeo) |
38% |
14% |
21% |
11% |
54% |
| chat-based office hours or meetings (D2L chat, Google Hangouts, texting, tutoring portals, etc.) |
36% |
4% |
9% |
10% |
76% |
| simulations, PhET, educational games |
27% |
7% |
17% |
6% |
70% |
| videoconferencing-based office hours or meetings (Zoom, Skype, Continuing Education’s Composition hub, etc.) |
26% |
4% |
13% |
11% |
72% |
| alternative to D2L (moodle, Google Site, wordpress course website) |
23% |
11% |
10% |
13% |
66% |
| D2L course platform |
23% |
81% |
7% |
4% |
8% |
| online tutorials and trainings (OIT tutorials, Lynda.com videos) |
21% |
4% |
16% |
13% |
68% |
| D2L as a portal to other learning tools (homework websites, videos, simulations, Nota Bene/NB, Voice Thread, etc.) |
21% |
28% |
18% |
11% |
42% |
| videos/animations produced elsewhere |
19% |
40% |
36% |
2% |
22% |
In both large and small classes, the most common responses faculty make to digital distraction are to discuss why it is a problem and to limit or ban phones in class.
my note: which completely defies the BYOD and turns into empty talk / lip service.
Quite a number of other faculty (n = 18) reported putting the onus on themselves to plan engaging and busy class sessions to preclude distraction, for example:
“If my students are more interested in their laptops than my course material, I need to make my curriculum more interesting.”
I have not found this to be a problem. When the teaching and learning are both engaged/engaging, device problems tend to disappear.”
The most common complaint related to students and technology was their lack of common technological skills, including D2L and Google, and needing to take time to teach these skills in class (n = 14). Two commented that digital skills in today’s students were lower than in their students 10 years ago.
Table 9. Which of the following are the most effective types of learning opportunities about teaching, for you? Chose your Top 2-3. (n = 473)
Count Percentage
| meeting 1:1 with an expert |
296 |
63% |
| hour-long workshop |
240 |
51% |
| contact an expert on-call (phone, email, etc) |
155 |
33% |
| faculty learning community (meeting across asemester,
e.g. ASSETT’s Hybrid/Online Course Design Seminar) |
116 |
25% |
| expert hands-on support for course redesign (e.g. OIT’s Academic Design Team) |
114 |
24% |
| opportunity to apply for grant funding with expert support, for a project I design (e.g. ASSETT’s Development Awards) |
97 |
21% |
| half-day or day-long workshop |
98 |
21% |
| other |
40 |
8% |
| multi-day retreats / institutes |
30 |
6% |
Faculty indicated that the best times for them to attend teaching professional developments across the year are before and early semester, and summer. They were split among all options for meeting across one week, but preferred afternoon sessions to mornings. Only 8% of respondents (n = 40) indicated they would not likely attend any professional development session (Table 10).
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Teaching Through Technology
Table T1: Faculty beliefs about using digital technologies in teaching
|
Count |
Column N% |
| Technology is a significant barrier to teaching and learning. |
1 |
0.2% |
| Technology can have a place in teaching, but often detracts from teaching and learning. |
76 |
18.3% |
| Technology has a place in teaching, and usually enhances the teaching learning process. |
233 |
56.0% |
| Technology greatly enhances the teaching learning process. |
106 |
25.5% |
Table T2: Faculty beliefs about the impact of technology on courses
|
Count |
Column N% |
| Makes a more effective course |
302 |
72.6% |
| Makes no difference in the effectiveness of a course |
42 |
10.1% |
| Makes a less effective course |
7 |
1.7% |
| Has an unknown impact |
65 |
15.6% |
Table T3: Faculty use of common technologies (most frequently selected categories shaded)
|
Once a month or less |
A few hours a month |
A few hours a week |
An hour a day |
Several hours a day |
| Count |
% |
Count |
% |
Count |
% |
Count |
% |
Count |
% |
| Computer |
19 |
4.8% |
15 |
3.8% |
46 |
11.5% |
37 |
9.3% |
282 |
70.7% |
| Smart Phone |
220 |
60.6% |
42 |
11.6% |
32 |
8.8% |
45 |
12.4% |
24 |
6.6% |
| Office Software |
31 |
7.8% |
19 |
4.8% |
41 |
10.3% |
82 |
20.6% |
226 |
56.6% |
| Email |
1 |
0.2% |
19 |
4.6% |
53 |
12.8% |
98 |
23.7% |
243 |
58.7% |
| Social Networking |
243 |
68.8% |
40 |
11.3% |
40 |
11.3% |
23 |
6.5% |
7 |
2.0% |
| Video/Sound Media |
105 |
27.6% |
96 |
25.2% |
95 |
24.9% |
53 |
13.9% |
32 |
8.4% |
Table T9: One sample t-test for influence of technology on approaches to grading and assessment
|
Test Value = 50 |
| t |
df |
Sig. (2-tailed) |
Mean Difference |
95% Confidence Interval of the Difference |
| Lower |
Upper |
| In class tests and quizzes |
-4.369 |
78 |
.000 |
-9.74684 |
-14.1886 |
-5.3051 |
| Online tests and quizzes |
5.624 |
69 |
.000 |
14.77143 |
9.5313 |
20.0115 |
| Ungraded assessments |
1.176 |
66 |
.244 |
2.17910 |
-1.5208 |
5.8790 |
| Formative assessment |
5.534 |
70 |
.000 |
9.56338 |
6.1169 |
13.0099 |
| Short essays, papers, lab reports, etc. |
2.876 |
70 |
.005 |
5.45070 |
1.6702 |
9.2312 |
| Extended essays and major projects or performances |
1.931 |
69 |
.058 |
3.67143 |
-.1219 |
7.4648 |
| Collaborative learning projects |
.000 |
73 |
1.000 |
.00000 |
-4.9819 |
4.9819 |
Table T10: Rate the degree to which your role as a faculty member and teacher has changed as a result of increased as a result of increased use of technology
|
Strongly Disagree |
Disagree |
Somewhat Disagree |
Somewhat Agree |
Agree |
Strongly Agree |
| Count |
% |
Count |
% |
Count |
% |
Count |
% |
Count |
% |
Count |
% |
| shifting from the role of content expert to one of learning facilitator |
12 |
9.2% |
22 |
16.9% |
14 |
10.8% |
37 |
28.5% |
29 |
22.3% |
16 |
12.3% |
| your primary role is to provide content for students |
14 |
10.9% |
13 |
10.1% |
28 |
21.7% |
29 |
22.5% |
25 |
19.4% |
20 |
15.5% |
| your identification with your University is increased |
23 |
18.3% |
26 |
20.6% |
42 |
33.3% |
20 |
15.9% |
12 |
9.5% |
3 |
2.4% |
| you have less ownership of your course content |
26 |
20.2% |
39 |
30.2% |
24 |
18.6% |
21 |
16.3% |
14 |
10.9% |
5 |
3.9% |
| your role as a teacher is strengthened |
13 |
10.1% |
12 |
9.3% |
26 |
20.2% |
37 |
28.7% |
29 |
22.5% |
12 |
9.3% |
| your overall control over your course(s) is diminished |
23 |
17.7% |
44 |
33.8% |
30 |
23.1% |
20 |
15.4% |
7 |
5.4% |
6 |
4.6% |
Table T14: One sample t-test for influence of technology on faculty time spent on specific teaching activities
|
|
Test Value = 50 |
| t |
df |
Sig. (2-tailed) |
Mean Difference |
95% Confidence Interval of the Difference |
| Lower |
Upper |
| Lecturing |
-7.381 |
88 |
.000 |
-12.04494 |
-15.2879 |
-8.8020 |
| Preparing course materials |
9.246 |
96 |
.000 |
16.85567 |
13.2370 |
20.4744 |
| Identifying course materials |
8.111 |
85 |
.000 |
13.80233 |
10.4191 |
17.1856 |
| Grading / assessing |
5.221 |
87 |
.000 |
10.48864 |
6.4959 |
14.4813 |
| Course design |
12.962 |
94 |
.000 |
21.55789 |
18.2558 |
24.8600 |
| Increasing access to materials for all types of learners |
8.632 |
86 |
.000 |
16.12644 |
12.4126 |
19.8403 |
| Reading student discussion posts |
10.102 |
79 |
.000 |
21.98750 |
17.6553 |
26.3197 |
| Email to/with students |
15.809 |
93 |
.000 |
26.62766 |
23.2830 |
29.9724 |
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Study of Faculty and Information Technology, 2014
http://net.educause.edu/ir/library/pdf/ers1407/ers1407.pdf
Although the LMS is pervasive in higher education, 15% of faculty said that they
do not use the LMS at all. Survey demographics suggest these nonusers are part of
the more mature faculty ranks, with a tenure status, more than 10 years of teaching
experience, and a full-professor standing.
18
The vast majority of faculty use the LMS
to conduct or support their teaching activities, but only three in five LMS users (60%)
said it is critical to their teaching. The ways in which faculty typically use the LMS are
presented in figure 8.
19
Pushing out information such as a syllabus or other handout
is the most common use of the LMS (58%), which is a basic functionality of the
first-generation systems that emerged in the late 1990s, and it remains one of the core
features of any LMS.
20
Many institutions preload the LMS with basic course content
(58%), up about 12% since 2011, and this base gives instructors a prepopulated plat
–
form from which to build their courses.
21
Preloading basic content does not appear to
preclude faculty from making the LMS part of their daily digital habit; a small majority
of faculty (56%) reported using the LMS daily, and another 37% use it weekly.
+++++++++++++++++++++++++++++
Digital Literacy, Engagement, and Digital Identity Development
https://www.insidehighered.com/blogs/student-affairs-and-technology/digital-literacy-engagement-and-digital-identity-development
+++++++++++++++++
++++++++++++++++
more on digital literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy
Save
State-of-the-art education software often doesn’t help students learn more, study finds
2 lessons from the most rigorous study to date of “adaptive-learning” courseware at colleges and universities
The Bill & Melinda Gates Foundation sought to find out, and gave money to 14 colleges and universities to test some of the most popular “adaptive learning” software in the marketplace, including products from a Pearson-Knewton joint venture, from a unit of McGraw-Hill Education called ALEKS and from the Open Learning Initiative. Most of the universities combined the software with human instruction, but a few courses were delivered entirely online. Almost 20,000 college students and 300 instructors participated in the experiment over the course of three terms between 2013 and 2015. It’s probably the largest and most rigorous study of adaptive learning to date.
Although the study was conducted exclusively at colleges and universities, Means said she suspects researchers would find similar results with adaptive software used at elementary, middle and high schools.
1. The software in and of itself isn’t a magical teacher
2. Universities aren’t monitoring whether the technology they’re using is working
http://higheredmanagement.net/2014/10/22/stuck-in-the-90s-online-course-design-in-traditional-higher-education/
Of course, not all aspects of online course design require a team of specialists, a longer development time, and more funding. Some things can be done quickly, cheaply and by individuals with focused skill sets.
But technology can, when built with a deep understanding of how students learn, meet both of these needs. We can build online courses that provide students with hundreds of opportunities to test their knowledge. Using scientifically-based learning analytics, we can provide each learner with immediate, context-specific feedback. We can build software that constantly responds to each student’s cognitive and educational differences and serves up activities that address these differences.
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Michael
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Judith
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Alex
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Maria
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Alex
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Judith
