Digital Literacy for St. Cloud State University
Why is it so hard to figure out how many special education teachers are employed in each state? Because the employment figures that states submit to the federal government are sometimes wildly wrong. https://t.co/4eA9z2MNZu #speced pic.twitter.com/tKXhYCShN6
— Education Week (@educationweek) December 6, 2018
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More on SPED in this IMS blog
https://blog.stcloudstate.edu/ims?s=special+education
Accessing Higher Ground – Accessible Media, Web and Technology Conference
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.
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.
(handouts available: ask me)
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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/
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.
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.
All Areas, Cognitive/Learning, Vision
Alternate Format, Assistive Technology, eBooks, Faculty Instruction/Accessible Course Design, Including Accessibility in Curriculum, Information Technology, Uncategorized, Web/Media Access
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, 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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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.
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.
All Areas
Administrative/Campus Policy, Information Technology, Uncategorized
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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In this hands-on workshop, learn to evaluate and repair common accessibility issues in Microsoft Word and PowerPoint.
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.
All Areas
Uncategorized, Web/Media Access
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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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
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.
All Areas
Administrative/Campus Policy, Faculty Instruction/Accessible Course Design
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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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.
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.
All Areas
Administrative/Campus Policy, Assistive Technology, Information Technology, Uncategorized
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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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.
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.
All Areas
Uncategorized, Web/Media Access
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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Angela Hooker, Microsoft
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.
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.
All Areas
Uncategorized, Web/Media Access
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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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.
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.
All Areas
Assistive Technology, Uncategorized
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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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.
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.
All Areas
Administrative/Campus Policy, Information Resources, Information Technology, Uncategorized
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 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 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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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.
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.
All Areas
Other, Uncategorized
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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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.
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.
Mobility, Vision
Assistive Technology, Uncategorized
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.
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 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 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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Instructional designers, document developers, analysts QA
Naveesha and Sachun Gupta
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more on UDL in this IMS blog
https://blog.stcloudstate.edu/ims?s=udl
SPED 204. Program Overview and E-Portfolio |
Credits: 1 |
| Department: | Special Education |
| Description: | Overview of the programmatic standards for general and special education, how these standards are integrated in special education curriculum, and e-portfolio requirements for documenting acquisition of the above standards. |
why Gaming and Gamification? Vygotsky and ZPD (immersive storytelling is a form of creative play)
from: https://cpb-us-e1.wpmucdn.com/blog.stcloudstate.edu/dist/d/10/files/2015/03/Gaming-and-Gamification-in-academic-and-library-settings-final-draft-1digudu.pdf
play >>> games >>> serious games >>> Game Based learning >>>>+ Digital Game Based learning
“Games are type of cooperative learning. Games embody the essence of constructivism, which for students/gamers means constructing their own knowledge while they interact (learn cooperatively). Learning can happen without games, yet games accelerate the process. Games engage. Games, specifically digital ones, relate to the digital natives, those born after 1976 – 80, who are also known as Generation Y, or Millennials”
is it generational? Is it a fad? is it counter-pedagogical?
what is the difference between GBL (Game Based Learning) and DGBL (Digital GBL): share examples, opinions. Is one better / preferable then the other? Why?
Kahoot game (Yahoo): https://play.kahoot.it/#/k/1412b52c-da28-4507-b658-7dfeedf0864c
hands-on assignment (10 min): split in groups and discuss your experience with games; identify your preferable mode (e.g. GBL vs DGBL) and draft a short plan of transitioning your current curricula to a curricula incorporating games.
What is gamification? Why gamification, if we have games?
“Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non – game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences ”
let’s check our understanding of gamification: https://play.kahoot.it/#/k/542b5b23-acbd-4575-998e-e199ea08b3e7
hands-on assignment (10 min): split in groups and use your electronic devices: smartphones, tablets, laptops to experience any of the following gamification tools:
The Future is Now:
Hands-on assignment (10 min): Experience Oculus Go, Google Cardboard, Samsung Gear 360, Vuze,
create your own VR (video 360) orientation tours:
Instructor Mark Markell. mamarkell@stcloudstate.edu Mondays, 5:30 – 8:20 PM. SOE A235
Preliminary Plan for Monday, Sept 10, 5:45 PM to 8 PM
Introduction – who are the students in this class. About myself: http://web.stcloudstate.edu/pmiltenoff/faculty Contact info, “embedded” librarian idea – I am available to help during the semester with research and papers
about 40 min: Intro to the library: http://web.stcloudstate.edu/pmiltenoff/bi/
15 min for a Virtual Reality tours of the Library + quiz on how well they learned the library:
http://bit.ly/VRlib
and 360 degree video on BYOD:
Play a scavenger hunt IN THE LIBRARY: http://bit.ly/learnlib
The VR (virtual reality) and AR (augmented reality) component; why is it important?
why is this technology brought up to a SPED class?
https://blog.stcloudstate.edu/ims/2015/11/18/immersive-journalism/
autism: https://blog.stcloudstate.edu/ims/2018/09/10/sound-and-brain/
Social emotional learning
https://blog.stcloudstate.edu/ims/2018/05/31/vr-ar-sel-empathy/
(transition to the next topic – digital literacy)
about 50 min:
How important is technology in our life? Profession?
https://blog.stcloudstate.edu/ims/2018/08/20/employee-evolution/
Do you think technology overlaps with the broad field of special education? How?
How do you define technology? What falls under “technology?”
What is “digital literacy?” Do we need to be literate in that sense? How does it differ from technology literacy?
https://blog.stcloudstate.edu/ims?s=digital+literacy
Additional readings on “digital literacy”
https://blog.stcloudstate.edu/ims/2017/08/23/nmc-digital-literacy/
Digital Citizenship: https://blog.stcloudstate.edu/ims/2015/10/19/digital-citizenship-info/
Play Kahoot: https://play.kahoot.it/#/k/e844253f-b5dd-4a91-b096-b6ff777e6dd7
Privacy and surveillance: how does these two issues affect your students? Does it affect them more? if so, how? https://blog.stcloudstate.edu/ims/2018/08/21/ai-tracks-students-writings/
Social Media:
http://web.stcloudstate.edu/pmiltenoff/lib290/. if you want to survey the class, here is the FB group page: https://www.facebook.com/groups/LIB290/
Is Social Media part of digital literacy? Why? How SM can help us become more literate?
Digital Storytelling:
http://web.stcloudstate.edu/pmiltenoff/lib490/
How is digital storytelling essential in digital literacy?
about 50 min:
Syllabus: Teaching Media Manipulation: https://datasociety.net/pubs/oh/DataAndSociety_Syllabus-MediaManipulationAndDisinformationOnline.pdf
#FakeNews is a very timely and controversial issue. in 2-3 min choose your best source on this issue. 1. Mind the prevalence of resources in the 21st century 2. Mind the necessity to evaluate a) the veracity of your courses b) the quality of your sources (the fact that they are “true” does not mean that they are the best). Be prepared to name your source and defend its quality.
How do you determine your sources? How do you decide the reliability of your sources? Are you sure you can distinguish “good” from “bad?”
Compare this entry https://en.wikipedia.org/wiki/List_of_fake_news_websites
to this entry: https://docs.google.com/document/d/10eA5-mCZLSS4MQY5QGb5ewC3VAL6pLkT53V_81ZyitM/preview to understand the scope
Do you know any fact checking sites? Can you identify spot sponsored content? Do you understand syndication? What do you understand under “media literacy,” “news literacy,” “information literacy.” https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/
Why do we need to explore the “fake news” phenomenon? Do you find it relevant to your professional development?
Let’s watch another video and play this Kahoot: https://play.kahoot.it/#/k/21379a63-b67c-4897-a2cd-66e7d1c83027
So, how do we do academic research? Let’s play another Kahoot: https://play.kahoot.it/#/k/5e09bb66-4d87-44a5-af21-c8f3d7ce23de
If you to structure this Kahoot, what are the questions, you will ask? What are the main steps in achieving successful research for your paper?
what is social media (examples). why is called SM? why is so popular? what makes it so popular?
use SM tools for your research and education:
– Determining your topic. How to?
Digg http://digg.com/, Reddit https://www.reddit.com/ , Quora https://www.quora.com
Facebook, Twitter – hashtags (class assignment 2-3 min to search)
LinkedIn Groups
YouTube and Slideshare (class assignment 2-3 min to search)
Flickr, Instagram, Pinterest for visual aids (like YouTube they are media repositories)
Academia.com (https://www.academia.edu/) Academia.edu, a paper-sharing social network that has been informally dubbed “Facebook for academics,” https://www.academia.edu/31942069_Facebook_for_Academics_The_Convergence_of_Self-Branding_and_Social_Media_Logic_on_Academia.edu
ResearchGate: https://www.researchgate.net/
– collecting and managing your resources:
Delicious https://del.icio.us/
Diigo: https://www.diigo.com/
Evernote: evernote.com OneNote (Microsoft)
blogs and wikis for collecting data and collaborating
– Managing and sharing your information:
Refworks,
Zotero https://www.zotero.org/,
Mendeley, https://www.mendeley.com/
– Testing your work against your peers (globally):
Wikipedia:
First step:Using Wikipedia.Second step: Contributing to Wikipedia (editing a page). Third step: Contributing to Wikipedia (creating a page) https://www.evernote.com/shard/s101/sh/ef743d1a-4516-47fe-bc5b-408f29a9dcb9/52d79bfa20ee087900764eb6a407ec86
– presenting your information
By Dian Schaffhauser 09/22/16
https://thejournal.com/articles/2016/09/22/data-can-help-schools-confront-chronic-absence.aspx
The data shared in June by the Office for Civil Rights, which compiled it from a 2013-2014 survey completed by nearly every school district and school in the United States. new is a report from Attendance Works and the Everyone Graduates Center that encourages schools and districts to use their own data to pinpoint ways to take on the challenge of chronic absenteeism.
The first is research that shows that missing that much school is correlated with “lower academic performance and dropping out.” Second, it also helps in identifying students earlier in the semester in order to get a jump on possible interventions.
The report offers a six-step process for using data tied to chronic absence in order to reduce the problem.
The first step is investing in “consistent and accurate data.” That’s where the definition comes in — to make sure people have a “clear understanding” and so that it can be used “across states and districts” with school years that vary in length. The same step also requires “clarifying what counts as a day of attendance or absence.”
The second step is to use the data to understand what the need is and who needs support in getting to school. This phase could involve defining multiple tiers of chronic absenteeism (at-risk, moderate or severe), and then analyzing the data to see if there are differences by student sub-population — grade, ethnicity, special education, gender, free and reduced price lunch, neighborhood or other criteria that require special kinds of intervention.
Step three asks schools and districts to use the data to identify places getting good results. By comparing chronic absence rates across the district or against schools with similar demographics, the “positive outliers” may surface, showing people that the problem isn’t unstoppable but something that can be addressed for the better.
Steps five and six call on schools and districts to help people understand why the absences are happening, develop ways to address the problem.
The report links to free data tools on the Attendance Works website, including a calculator for tallying chronic absences and guidance on how to protect student privacy when sharing data.
The full report is freely available on the Attendance Works website.
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more on big data in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=data
From MyFunCity to government-structured approach to “digital citizenship,” this is recent trend, which is seriously considered by educators as a must in the curricula. While habitually connected with technology classes, it is a much larger issue, which requires faculty attention across disciplines; it encompass digital and technology literacy, netiquette and online behavior (cyberbulling most frequently addressed), as well qualities and skills to be a functional and mindful citizen of a global world.
here is some general literature on digital citizenship:
http://groups.lis.illinois.edu/guest_lectures/cii/digcitizen.pdf
Techné: Research in Philosophy and Technology
Volume 9, Issue 1, Fall 2005. Education and Citizenship in the Digital Age
Isman, A., & Canan Gungoren, O. (2014). Digital Citizenship. Turkish Online Journal Of Educational Technology – TOJET, 13(1), 73-77. http://eric.ed.gov/?id=EJ1018088
PR, N. (2014, April 3). MyFunCity is a revolution in digital citizenship. PR Newswire US. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d201404031549PR.NEWS.USPR.BR98059%26site%3dehost-live%26scope%3dsite
Communication Studies:
Couldry, N., Stephansen, H., Fotopoulou, A., MacDonald, R., Clark, W., & Dickens, L. (2014). Digital citizenship? Narrative exchange and the changing terms of civic culture. Citizenship Studies, 18(6/7), 615-629. doi:10.1080/13621025.2013.865903
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d98053478%26site%3dehost-live%26scope%3dsite (please ask for copy of the article)
Lenhart, A., Madden, M., Smith, A., Purcell, K., Zickuhr, K., Rainie, L., & Pew Internet & American Life, P. (2011). Teens, Kindness and Cruelty on Social Network Sites: How American Teens Navigate the New World of “Digital Citizenship”. Pew Internet & American Life Project, http://eric.ed.gov/?id=ED537516
ORTH, D., & CHEN, E. (2013). The Strategy FOR DIGITAL CITIZENSHIP. Independent School, 72(4), 56-63. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d87618786%26site%3dehost-live%26scope%3dsite
Ives, E. A. (2012, October 1). iGeneration: The Social Cognitive Effects of Digital Technology on Teenagers. Online Submission, http://eric.ed.gov/?id=ED543278
Monterosa, V. (2015). DEVELOPING DIGITAL CITIZENS. Leadership, 44(3), 30-32. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d109111583%26site%3dehost-live%26scope%3dsite
10 Free Interactive Lessons about Digital Citizenship. (2012). Curriculum Review, 52(1), 4-5. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d79851664%26site%3dehost-live%26scope%3dsite
Graham, G. (2013, November 20). Pupils are now ‘digital citizens’ with the right to use a mobile. Daily Mail. p. 3. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d92031070%26site%3dehost-live%26scope%3dsite
LifeLock, I. (0009, January). Free Online Tool Empowers Families to Set Technology Ground Rules as More Kids Go Digital. Business Wire (English). http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3dbizwire.c63848252%26site%3dehost-live%26scope%3dsite
Dettori, G. (2012). Digital citizenship in schools – By Ribble Mike. British Journal Of Educational Technology, 43(6), E179. doi:10.1111/j.1467-8535.2012.01378_9.x http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d82468985%26site%3dehost-live%26scope%3dsite
Ribble, M. (2012). Digital Citizenship for Educational Change. Kappa Delta Pi Record, 48(4), 148-151. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ993448%26site%3dehost-live%26scope%3dsite
(please ask for copy of the article)
Johnson, M. (2012). Shaping Digital Citizens: preparing students to work and play in the online world. School Libraries In Canada (17108535), 30(3), 19-22. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d95316041%26site%3dehost-live%26scope%3dsite
Enabling digital citizenship programs within your district’s network infrastructure. (2012). District Administration, 48(9), 54-55. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d82747791%26site%3dehost-live%26scope%3dsite
ORECH, J. (2012). HOW IT’S DONE: Incorporating Digital Citizenship Into Your Everyday Curriculum. Tech & Learning, 33(1), 16-18. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d82590138%26site%3dehost-live%26scope%3dsite
Petrucco, C. (2013). Fostering digital literacy between schools and the local community: Using service learning and project-based learning as a conceptual framework. International Journal Of Digital Literacy And Digital Competence, 4(3), 10-18. doi:10.4018/ijdldc.2013070102 http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dpsyh%26AN%3d2014-29004-002%26site%3dehost-live%26scope%3dsite
Acosta, D. M. (2014). Tweet Up? Examining Twitter’s Impact on Social Capital and?Digital Citizenship in Higher Education. About Campus, 18(6), 10-17. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ1027263%26site%3dehost-live%26scope%3dsite
Suppo, C. A. (2013, January 1). Digital Citizenship Instruction in Pennsylvania Public Schools: School Leaders Expressed Beliefs and Current Practices. ProQuest LLC, http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dED553014%26site%3dehost-live%26scope%3dsite (please ask for copy of the article)
Noonoo, S. (2014). Digital Citizenship for the Real World. T H E Journal, 41(4), 17-19. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d103335802%26site%3dehost-live%26scope%3dsite
Ribble, M. (2014). The importance of digital citizenship. District Administration, 50(11), 88. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d103369941%26site%3dehost-live%26scope%3dsite
MURLEY, S. F. (2014). Engaging With a Digital Citizenry. School Administrator, 71(10), 30-31 http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dtfh%26AN%3d102610780%26site%3dehost-live%26scope%3dsite
Ahlquist, J. (2014). Trending Now: Digital Leadership Education Using Social Media and the Social Change Model. Journal Of Leadership Studies, 8(2), 57-60. doi:10.1002/jls.21332 http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dbuh%26AN%3d99008045%26site%3dehost-live%26scope%3dsite
Neustar, I. (0001, September). Neustar Launches Social Media Digital Citizenship Program for Kentucky Schools. Business Wire (English). http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dbwh%26AN%3dbizwire.c38975001%26site%3dehost-live%26scope%3dsite
Farmer, L. (2012). Digital Citizenship for Youth with Autism Spectrum Disorders. CSLA Journal, 35(2), 12-13. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d91822779%26site%3dehost-live%26scope%3dsite
Common Sense Media. (2011). Common Sense Media Partners with Nickelodeon’s the Big Help on Digital Citizenship and Anti-Bullying Campaign. Business Wire (English). http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dbwh%26AN%3dbizwire.c32997597%26site%3dehost-live%26scope%3dsite
Lyons, R. (2012, January 1). Investigating Student Gender and Grade Level Differences in Digital Citizenship Behavior. ProQuest LLC, http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dED546058%26site%3dehost-live%26scope%3dsite (please ask for copy of the article)
NOONAN, K. (2013). DIGITAL CITIZENS RISE TO DISASTERS. Government News, 33(1), 16. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dbuh%26AN%3d86153161%26site%3dehost-live%26scope%3dsite
Buente, W. (2012). Modeling citizenship offline and online: Internet use, information, and political action during the 2008 election campaign. Dissertation Abstracts International Section A, 73, 1222. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dpsyh%26AN%3d2012-99190-595%26site%3dehost-live%26scope%3dsite
Kurubacak, G. (2011). eLearning for Pluralism: The Culture of eLearning in Building a Knowledge Society. International Journal On E-Learning, 10(2), 145-167. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ926545%26site%3dehost-live%26scope%3dsite
Hill, A. M. (2015). The kids are all right online: Teen girls’ experiences with self-presentation, impression management & aggression on Facebook. Dissertation Abstracts International Section A, 76, http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dpsyh%26AN%3d2015-99170-479%26site%3dehost-live%26scope%3dsite
NPR. (2015, April 13). National Cyber Security Alliance Aligns with RSA Conference to Empower Digital Citizens to Stay Current in the Ever-changing Cybersecurity Environment. PR Newswire US. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d201504131030PR.NEWS.USPR.DC78336%26site%3dehost-live%26scope%3dsite
NPR. (2014, February 11). Digital Citizens Alliance Calls Prosecution of Apps Content Thieves Important Step to Protect Internet. PR Newswire US. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dbwh%26AN%3d201402111145PR.NEWS.USPR.DC63074%26site%3dehost-live%26scope%3dsite
NPR. (2015, May 18). Public Officials, Business Leaders and Cybersecurity Experts Gather at “Two Steps Ahead: Protect Your Digital Life” Event in Brooklyn. PR Newswire US. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d201505180600PR.NEWS.USPR.DC10064%26site%3dehost-live%26scope%3dsite
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NOONAN, K. (2013). DIGITAL CITIZENS RISE TO DISASTERS. Government News, 33(1), 16. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dbuh%26AN%3d86153161%26site%3dehost-live%26scope%3dsite
Buente, W. (2012). Modeling citizenship offline and online: Internet use, information, and political action during the 2008 election campaign. Dissertation Abstracts International Section A, 73, 1222. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dpsyh%26AN%3d2012-99190-595%26site%3dehost-live%26scope%3dsite
Kurubacak, G. (2011). eLearning for Pluralism: The Culture of eLearning in Building a Knowledge Society. International Journal On E-Learning, 10(2), 145-167. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ926545%26site%3dehost-live%26scope%3dsite
Education Commission of the State. (2012, September). Education Commission of the States Releases Brief on Civic Engagement and Digital Citizenship. Business Wire (English). http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dbwh%26AN%3dbizwire.c39665781%26site%3dehost-live%26scope%3dsite
NPR. (2015, May 18). Public Officials, Business Leaders and Cybersecurity Experts Gather at “Two Steps Ahead: Protect Your Digital Life” Event in Brooklyn. PR Newswire US. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d201505180600PR.NEWS.USPR.DC10064%26site%3dehost-live%26scope%3dsite
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Library:
http://ies.ed.gov/blogs/research/post/Jumpstarting-Innovation
The U.S. Department of Education’s Small Business Innovation Research program, operated out of the Institute of Education Sciences (IES), funds projects to develop education technology products designed to support student learning and teacher practice in general or special education.
Recently, ED/IES SBIR announced its 2015 awards. There are 21 awards in all, covering a range of topics and forms of technology. For example, Zaption is designing a mobile app to help teachers integrate video into science instruction; Speak Agent is building an app to help students with speech disabilities to communicate; and Lingo Jingo is developing a platform to help teachers guide English learners. (To view short video demos of the eight new Phase II projects, see this playlist.)
The 2015 awards highlight two trends that have emerged in the ED/IES SBIR portfolio in recent years –games for learning and bridging the research-to-practice gap in education.
Trend #1: Games for Learning
For a playlist including videos of these games and 19 others out of the ED/IES SBIR program, see here.
The games for learning trend echoes the movement surrounding games in the field, and is highlighted by recent ED sponsored events including ED Games Week in Washington, DC, last September and the Games for Learning Summit in New York City, in April. Both events convened stakeholders to showcase games and discuss the potential barriers and opportunities for collaboration necessary to accelerate the creation of highly effective games for learning. Stay tuned for more information and initiatives on games for learning out of ED’s Office of Technology.
Trend #2: Bridging the Research-to-Practice Gap
The new ED/IES SBIR 2015 awards continue the research-to-practice trend. An award to Foundations in Learning furthers basic research from a 2013 National Science Foundation grant (NSF); an award to SimInsights builds on 2005 and 2008 IES research projects and a 2011 Defense Advanced Research Project Agency (DARPA) research project; and an award to Apprendris advances a prior 2012 IES research project and prior 2010 and 2013 NSF research projects.
More on Zaption in this blog:
https://blog.stcloudstate.edu/ims/?s=zaption
More on games and gamification in this blog:
SOCIO-INT15- 2nd INTERNATIONAL CONFERENCE ON EDUCATION SOCIAL SCIENCES AND HUMANITIES will be held in Istanbul (Turkey), on the 8th, 9th and 10th of June 2015 is an interdisciplinary international conference that invites academics, independent scholars and researchers from around the world to meet and exchange the latest ideas and discuss issues concerning all fields of Education, Social Sciences and Humanities.
Socioint15_Accepted_Abstracts1
SOCIO-INT15 provides the ideal opportunity to bring together professors, researchers and high education students of different disciplines, discuss new issues, and discover the most recent developments, new trends and researches in education, social sciences and humanities.
Academics making efforts in education, subfields of which might include higher education, early childhood education, adult education, special education, e-learning, language education, etc. are highly welcomed. People without papers can also participate in this conference as audience so long as they find it interesting and meaningful.
Due to the nature of the conference with its focus on innovative ideas and developments, papers also related to all areas of social sciences including communication, accounting, finance, economics, management, business, marketing, education, sociology, psychology, political science, law and other areas of social sciences; also all areas of humanities including anthropology, archaelogy, architecture, art, ethics, folklore studies, history, language studies, literature, methodological studies, music, philosophy, poetry and theater are invited for the international conference.
Submitted papers will be subject to peer review and evaluated based on originality and clarity of exposition.
https://www.edsurge.com/news/2021-12-10-in-china-online-degrees-on-hold-even-as-moocs-rise
With China muscling its way into the first ranks as a global power in science and technology—building vast new academic complexes, climbing to the top ranks of the world’s elite universities, surpassing the U.S. in PhD graduates in science and engineering, and on its way to outperforming all other nations in science and technology academic citations—I was puzzled to discover that China is on hold in offering online higher ed degrees.
To expand the nation’s technical talent pool, Chinese universities are upgrading their capacity to offer more up-to-date science and technology courses, with universities just beginning to introduce degrees in artificial intelligence, machine learning, software engineering and other advanced specialties. For China, the move is a departure from its centuries-old tradition of favoring literature and the liberal arts.
China has come a long way from cinema-style instruction to adopt more common digital learning practices, often closely following U.S. advances in online pedagogy, such as flipped classrooms and MOOCs.
Curiously, China’s reluctance to offer online degrees parallels the attitude toward online degrees in the Ivy League in the U.S.—both have embraced MOOCs while turning away from virtual degrees out of concern that remote degrees will damage their reputations.
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more on online ed in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education