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Song, D., Wang, J., Ju, P., Liang, Y., Huang, L., & Xu, H. (n.d.). Gamification in Education: A Comparison between China and Western Countries. Retrieved from
https://www.academia.edu/38322547/Gamification_Final-2015.1.19_
ACM Classification Keywords
H.5.2. Information interfaces and presentation (e.g.,HCI): User Interfaces; H.5.3. Group and OrganizationInterfaces: User Interfaces.
According to the comparison, the use of gamification elements in Western learning platforms and apps is balanced and well-developed, both in comprehensive and targeted ones. Conditions are different in China.The use of gamification elements is balanced and well-developed in targeted platforms and apps. But for comprehensive ones, it is not balanced or developed enough, especially in regards to online higher education.
Discussion and Future Work
Gamification in China has been combined witheducation for a long time, but not much in the aspect ofhuman-computer interaction. In the 1990s, peopleoften played games or held parties, while now peopleprefer online entertainment. From the comparisonabove, it can be inferred that the research ofgamification in China has laid a good theoreticalfoundation. We are still trying to apply gamification tothe area of online education, which has already madesome progress. However, the use of gamification isuneven, especially in comprehensive learning platformsand we started a bit late. In this respect, China hasfallen behind Western countries in certain ways ofapplying gamification.
Trump creates American AI Initiative to boost research, train displaced workers
The order is designed to protect American technology, national security, privacy, and values when it comes to artificial intelligence.
STEPHEN SHANKLAND,SEAN KEANE FEBRUARY 11, 2019
https://www.cnet.com/news/trump-to-create-american-ai-initiative-with-executive-order/
President Donald Trump on Monday directed federal agencies to improve the nation’s artificial intelligence abilities — and help people whose jobs are displaced by the automation it enables.
t’s good for the US government to focus on AI, said Daniel Castro, chief executive of the Center for Data Innovation, a technology-focused think tank that supports the initiative.
Silicon Valley has been investing heavily in AI in recent years, but the path hasn’t always been an easy one. In October, for instance, Google withdrew from competition for a $10 billion Pentagon cloud computing contract, saying it might conflict with its principles for ethical use of AI.
Trump this week is also reportedly expected to sign an executive order banning Chinese telecom equipment from US wireless networks by the end of February.
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more on AI in this IMS blog
https://blog.stcloudstate.edu/ims?s=artificial+intelligence
Law is Code: Making Policy for Artificial Intelligence
Jules Polonetsky and Omer Tene January 16, 2019
https://www.ourworld.co/law-is-code-making-policy-for-artificial-intelligence/
Twenty years have passed since renowned Harvard Professor Larry Lessig coined the phrase “Code is Law”, suggesting that in the digital age, computer code regulates behavior much like legislative code traditionally did. These days, the computer code that powers artificial intelligence (AI) is a salient example of Lessig’s statement.
- Good AI requires sound data. One of the principles, some would say the organizing principle, of privacy and data protection frameworks is data minimization. Data protection laws require organizations to limit data collection to the extent strictly necessary and retain data only so long as it is needed for its stated goal.
- Preventing discrimination – intentional or not.
When is a distinction between groups permissible or even merited and when is it untoward? How should organizations address historically entrenched inequalities that are embedded in data? New mathematical theories such as “fairness through awareness” enable sophisticated modeling to guarantee statistical parity between groups.
- Assuring explainability – technological due process. In privacy and freedom of information frameworks alike, transparency has traditionally been a bulwark against unfairness and discrimination. As Justice Brandeis once wrote, “Sunlight is the best of disinfectants.”
- Deep learning means that iterative computer programs derive conclusions for reasons that may not be evident even after forensic inquiry.
Yet even with code as law and a rising need for law in code, policymakers do not need to become mathematicians, engineers and coders. Instead, institutions must develop and enhance their technical toolbox by hiring experts and consulting with top academics, industry researchers and civil society voices. Responsible AI requires access to not only lawyers, ethicists and philosophers but also to technical leaders and subject matter experts to ensure an appropriate balance between economic and scientific benefits to society on the one hand and individual rights and freedoms on the other hand.
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more on AI in this IMS blog
https://blog.stcloudstate.edu/ims?s=artificial+intelligence
6 Key Trends to 21st Century Teaching
https://www.edsurge.com/research/guides/21st-century-teaching-guide
Colleges around the country have also started hiring staff members with titles like OER Coordinator and Affordable Content Librarian. Our series looked into how the movement is changing, and the research into the costsand benefits. You can even hear a podcast version here.
Flipped classrooms seem to be growing exponentially
Robert Talbert, a professor of mathematics at Grand Valley State University and author of the book Flipped Learning. Talbert recently tabulated how many scholarly articles are published each year about “flipping” instruction, meaning that traditional lecture-style material is delivered before class (often using videos) so that classroom time can be used for discussion and other more active learning.
More professors are looking to experts to help them teach. (Though some resist.)
By 2016, there were an estimated 13,000 instructional designers on U.S. campuses, according to a report by Intentional Futures. And that number seems to be growing.
There’s also a growing acceptance of the scholarly discipline known as “learning sciences,” a body of research across disciplines of cognitive science, computer science, psychology, anthropology and other fields trying to unlock secrets of how people learn and how to best teach.
here’s a classic study that shows that professors think they’re better teachers than they actually are
The classroom isn’t the only place to learn
experiments with putting office hours online to get students to show up, bringing virtual reality to science labs to broaden what students could explore there, and changing how homework and tests are written.
Students are also finding their own new ways to learn online, by engaging in online activism. The era of a campus bubble seems over in the age of Twitter
Colleges are still struggling to find the best fit for online education
We dove into what lessons can be learned from MOOCs, as well what research so far about which audiences online can best serve.
And what does it mean to teach an age of information overload and polarization?
Perhaps the toughest questions of all about teaching in the 21st century is what exactly is the professor’s role in the Internet age. Once upon a time the goal was to be the ‘sage on the stage,’ when lecturing was king. Today many people argue that the college instructor should be more of a ‘guide on the side.’ But as one popular teaching expert notes, even that may not quite fit.
And in an era of intense political polarization, colleges and professors are looking for best to train students to become digitally literate so they can play their roles as informed citizens. But just how to do that is up for debate, though some are looking for a nonpartisan solution.
This Is Your Brain Off Facebook
Planning on quitting the social platform? A major new study offers a glimpse of what unplugging might do for your life. (Spoiler: It’s not so bad.)
Benedict Carey, Jan 30, 2019
This Is Your Brain Off Facebook by BENEDICT CAREY
So what happens if you actually do quit? A new study, the most comprehensive to date, offers a preview.
Well before news broke that Facebook had shared users’ data without consent, scientists and habitual users debated how the platform had changed the experience of daily life.
the use of Facebook and other social media is linked to mental distress, especially in adolescents.
Others have likened habitual Facebook use to a mental disorder, comparing it to drug addiction and even publishing magnetic-resonance images of what Facebook addiction “looks like in the brain.”
When Facebook has published its own analyses to test such claims, the company has been roundly criticized.
For abstainers, breaking up with Facebook freed up about an hour a day, on average, and more than twice that for the heaviest users.
research led by Ethan Kross, a professor of psychology at the University of Michigan, has found that high levels of passive browsing on social media predict lowered moods, compared to more active engagement.
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more on Facebook in this IMS blog
https://blog.stcloudstate.edu/ims?s=facebook
Weakest students more likely to take online college classes but do worse in them
Survey of rigorous academic research on online education finds lower grades and higher drop out rates Column by JILL BARSHAY February 4, 2019
According to the most recent federal statistics from 2016, roughly one out of every three or 6.3 million college students learned online. That number is growing even as fewer people are going to college.
The paper, “Does Online Education Live Up to Its Promise? A Look at the Evidence and Implications for Federal Policy,” was also written by Sandy Baum, an economist at the Urban Institute, a nonprofit research organization.
Online degrees are also concentrated among a handful of nonprofit universities. Just three — Western Governors University, Liberty University and Southern New Hampshire University — enroll about a third of all online students at private, nonprofit institutions.
overwhelming research evidence that community college students aren’t faring well in online classes
Another 2017 study of students at a for-profit university which offers both in-person and online classes found that students who took an online class not only got lower grades in that class but also in future classes. Online students were more likely to drop out of college altogether than similar students who attended in-person classes.
There are much stronger results for courses that combine supplemental materials online with traditional, face-to-face instruction. But the authors do not consider this hybrid instruction to be “online” learning.
6 ways to use students’ smartphones for learning
By Kelsey Ehnle 12/26/2018 BYOD Mobile learning Tools
Smartphones also provide an easy way for teachers to “inspire students to positively contribute to and responsibly participate in the digital world,” as espoused by the
ISTE Standards for Educators.
research shows that when students are engaged in their learning — and they’re almost always engaged with their phones when given a choice — they are less likely to succumb to distractions.
1. Create short videos.
Videos can express any type of learning in any style, from music videos to interviews, book trailers, historical re-enactments, tutorials and stop animations.
Flipgrid is the one of the best educational video-creation sites
2. Access an online dictionary and thesaurus.
Find synonyms in many languages at Open Thesaurus!
Linguee.
PONS or LEO. Question about a verb conjugation? Go to LEO or Canoo (for German)
3. Collaborate and share with Padlet and Twitter.
4. Scan QR codes.
5. Listen to podcasts and read the news.
6. Compete against classmates!
Quizlet and Kahoot, Gimkit
https://blog.stcloudstate.edu/ims?s=kahoot
6. Use the apps, obviously.
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Gartner predicts that nearly 38 percent of companies will stop providing devices to workers by 2017 — but 20 percent of those BYOD programs will fail because of overly restrictive mobile device management measures. So how can IT pros devise a BYOD strategy that stays afloat? Here are six guidelines to accommodate legitimate IT concerns without sinking a policy’s odds of success:
Look to Existing Policies
Before creating a BYOD policy, take a look at existing HR and legal procedures. Many email, VPN, and remote access security policies can be applied to mobile devices, as well.
Provide Training and Education
Employees are using personal devices at work, whether the company realizes it or not. But that doesn’t mean they are using them correctly. Employees often use file-sharing and other tools of their choosing without IT’s knowledge, which could put sensitive corporate data at risk. Use a BYOD policy to trainemployees how to correctly use their applications
Specify Devices
BYOD isn’t limited to smartphones. According to Gartner, a “new norm” is emerging in which employees manage up to four or five devices at work.
Enforce Passwords and Encryption
passwords aren’t foolprool. Data encryption is an additional security measure
A smart BYOD policy doesn’t mean IT is off the hook. Rather, successful policies rely on IT and employees sharing security obligations.
Set Ownership Expectations
Employees often fail to realize that all data on their devices is discoverable, regardless of whether the device is personal or company-owned. The question of who owns what is still a legal gray area, though companies increasingly take the liberty to remote wipe employees’ personal devices once they leave their job. Avoid the guessing game with a clear exit strategy.
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more on BYOD in this IMS blog
https://blog.stcloudstate.edu/ims?s=byod
https://blog.stcloudstate.edu/ims?s=mobile+learning
McGill, UMontréal unveil state-of-the-art AI facility
90,000-square-foot MILA AI institute opens in Mile-Ex
350 researchers, 200 graduate students, and 150 professionals in the AI sector. “We need AI, we need machine learning, we need the development of new technology to get people more efficient
CALL FOR CHAPTER PROPOSALS
Proposal Submission Deadline: February 12, 2019
Leveraging Technology for the Improvement of School Safety and Student Wellbeing
A book edited by Dr. Stephanie Huffman, Dr. Stacey Loyless, Dr. Shelly Allbritton, and Dr. Charlotte Green (University of Central Arkansas)
Introduction
Technology permeates all aspects of today’s school systems. An Internet search on technology in schools can generate millions of website results. The vast majority of these websites (well over 8,000,000 results for one simple search) focuses on advice, activities, and uses of technology in the classroom. Clearly teaching and learning with technology dominates the literature and conversations on how technology should or could be used in classroom settings. A search on school safety and technology can produce more than 3,000,000 results with many addressing technological tools such as video cameras, entry control devices, weapon detectors, and other such hardware. However, in recent times, cyberbullying appears to dominate the Internet conversations in references to school safety. With an increase in school violence in the past two decades, school safety is a fundamental concern in our nation’s schools. Policy makers, educators, parents, and students are seeking answers in how best to protect the physical, emotional, and social well-being of all children.
Objective of the Book
The proposed edited book covers the primary topic of P-12 school safety and the use of technology and technology used for fostering an environment in which all students can be academically successful and thrive as global citizens. School safety is defined as the physical, social, and emotional well-being of children. The book will comprise empirical, conceptual and case based (practical application) research that craft an overall understanding of the issues in creating a “safe” learning environment and the role technology can and should play; where a student’s well-being is valued and protected from external and internal entities, equitable access is treasured as a means for facilitating the growth of the whole student, and policy, practices, and procedures are implemented to build a foundation to transform the culture and climate of the school into an inclusive nurturing environment.
Target Audience
The target audience is leadership and education scholars, leadership practitioners, and technology coordinators. This book will be used as a collective body of work for the improvement of K-12 schools and as a tool for improving leadership and teacher preparation programs. School safety is a major concern for educators. Technology has played a role in creating unsafe environments for children; however it also is an avenue for addressing the challenges of school safety
Recommended topics include, but are not limited to, the following:
Section I – Digital Leadership
- Technology as a Climate and Cultural Transformation Tool
- School Leadership in the Digital Age: Building a Shared Vision for all Aspects of Learning and Teaching
- Ensuring Equity within a “One to One” Technology Framework
- Infrastructure within Communities
- Accessible WiFi for Low SES Students
- Developing Culturally Responsive Pedagogy
- Professional Development for School Leaders
Section II – Well Being
- Social Media and School Safety: Inputs and Outputs
- Tip lines: Crime, Bullying, Threats
- Communication and Transparency
- Platform for Social Justice
- Teaching Strategies to Promote Healthy Student Interactions in Cyberspace (Digital Citizenship?)
- Building Capacity and Efficacy, Platform to lower incidence of Cyber-Bullying, Boosting Instructional Engagement
- Literacy and Preparedness for the Influence and Consequence of Digital Media Marketing Campaigns directed toward Children, Adolescents, and Teens.
- Pioneering Innovative Technology Program in Curriculum: Fostering “Belonging” beyond Athletics & Arts.
Section III- Infrastructure Safety
- Campus/Facility Safety and Security
- Rural Schools vs. Urban Schools
- Digital A/V Systems
- Background Check – Visitor Registration (i.e. Raptor)
- Network Security Systems and Protocols
- User Filtering and Monitoring
- Firewalls
- Policy
- Appropriate use policies
- Digital Citizenship
- Web development policy
- Privacy
- Intellectual Property & Copyright
Section IV – Academic Success
- Professional Development for Classroom Teachers
- Pedagogical Integration of Technology
- Instructional Coaching for Student Engagement
- Increase Rigor with Technology
- Competence in the Blended/Hybrid/Flipped Classroom
- Technology to enhance learning for all
- Assistive Technology
- Accessibility issues
- Internet access for Low SES Students in the Blended/Hybrid/Flipped Classroom
- Personal Learning Design
- Differentiation for Student Efficacy
- Strategies for Increasing Depth of Knowledge
- Design Qualities for Enhanced Engagement
Submission Procedure
Researchers and practitioners are invited to submit on or before February 12, 2019, a chapter proposal of 1,000 to 2,000 words clearly explaining the purpose, methodology, and a brief summary findings of his or her proposed chapter. Authors will be notified by March 12, 2019 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by June 12, 2019, and all interested authors must consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. See Edited Chapter Template. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Leveraging Technology for the Improvement of School Safety and Student Wellbeing. All manuscripts are accepted based on a double-blind peer review editorial process.
All proposals should be submitted through the eEditorial Discovery®TM online submission manager. USE THE FOLLOWING LINK TO SUBMIT YOUR PROPOSAL. https://www.igi-global.com/publish/call-for-papers/call-details/3709
Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit http://www.igi-global.com. This publication is anticipated to be released in 2020.
Important Dates
February 12, 2019: Proposal Submission Deadline
March 12, 2019: Notification of Acceptance
June 12, 2019: Full Chapter Submission
August 10, 2019: Review Results Returned
August 10, 2019: Final Acceptance Notification
September 7, 2019: Final Chapter Submission
Inquiries can be forwarded to
Dr. Stephanie Huffman
University of Central Arkansas
steph@uca.edu or 501-450-5430
What Educators Really Think About Innovation (Infographic)
January 8, 2019
https://www.edweek.org/ew/articles/2019/01/09/what-educators-really-think-about-innovation-infographic.html
In October 2018, the Education Week Research Center conducted a nationally representative online survey of nearly 500 K-12 teachers, principals, and district leaders to learn more about their views on innovation—a common buzzword that was defined in the survey as “the introduction and/or creation of new ideas or methods.”
