Searching for "teaching and learning"
social media on mobile devices (Twitter and Facebook) to accommodate and enhance learning – and audio and video applications to enhance your presentations and projects.
– What is social media
– What are mobile devices
– Why social media on mobile devices?
– How they intersect in learning and teaching
Hands-on
– Describe your mobile device and determine its OS
what is OS and what kinds there are. Why is it important
– What social media applications are you familiar with
http://net.educause.edu/ir/library/pdf/hr2012.pdf
http://vergepipemedia.com/blog/using-social-media-for-higher-education/
http://www.academia.edu/1220569/Social_Media_in_Higher_Education_A_Literature_Review_and_Research_Directions
http://ctlt.jhsph.edu/blog/post.cfm/social-media-in-higher-education-mobile-devices
What are Lockers:
The Locker is an electronic storage area for you to store your files. You can upload and download files from any computer and use them in D2L or transfer them from one computer to another. Only the owner of the Locker can view its contents unless the owner decides to mark something as public. If something is public than anyone that is in a D2L Course Site the owner is also in can see this file.
https://mnsite.ims.mnscu.edu/shared/_instructor_and_coursedesigner_help/learningenvironment/locker/about_locker.htm
What is Dropbox: https://mnsite.ims.mnscu.edu/shared/_instructor_and_coursedesigner_help/learningenvironment/dropbox/about_dropbox.htm http://web.mnstate.edu/instrtech/scmodules/d2l/students/dropbox/dropbox_print.htmlThe Dropbox provides a convenient way for students to electronically submit individual and group assignments and is a great way to have a paperless or nearly paperless course. You can provide feedback, assign grades, and return submissions with track changes all from a single location.
Overlap: students can submit assignments in their lockers and mark them public and instructor can set up a group dropbox, where students can see each other assignments.
Dropbox is much more “potent” tool to handle assignments (one can leave feedback, connect with “grading” etc.)
Both lockers and dropbox are used in a close conjunction with “Groups,” which will be discussed in our next TechEd Soiree
Web editing and design _dreamweaver
Basics
http://www.dummies.com/how-to/content/adobe-cs5-dreamweaver-html-basics.html
http://dreamweavertutorial.co.uk/dreamweaver/beginners/create-website-dreamweaver-cs5-introduction-part1.htm#.UFJ2O8re11Y.google_plusone_share
Why Dreamweaver:
http://www.adobe.com/devnet/dreamweaver/articles/dw_wordpress_pt1.html
(and not MS Word, WordPress, Weebly)
Basic Web development
http://www.htmlgoodies.com/tutorials/getting_started/article.php/3869776/Web-Development-The-Need-to-Know-Basics.htm
Web design
http://webdesign.about.com/od/webdesignbasics/u/webdesignbasics.htm
please contribute with your favorite and/or most helpful source to work with Dreamweaver; web development and design.
Please share with us an application, which, in your opinion can successfully substitute Dreamweaver (e.g., WordPress, Weebly, etc.) for learning and teaching purposes.
Follow us on Twitter: @scsutechinstruc #techworkshop
image processing
Photoshop CS5 basics.
Tools
http://www.dummies.com/how-to/content/photoshop-cs5-allinone-for-dummies-cheat-sheet.html
http://www.groovypost.com/howto/howto/adobe-photoshop-cs5-basics-guide-review-interface-tools-review-performance/
Shortcuts..
http://www.photoshopessentials.com/basics/type/font-size/
Handouts (CS6):
http://ittraining.iu.edu/training/browse.aspx?workshop=PHOBA#self-paced
please contribute with your favorite and/or most helpful source to work with Photoshop.
Please share with us an application, which, in your opinion can successfully substitute Photoshop for learning and teaching purposes.
Follow us on Twitter: @scsutechinstruc #techworkshop
Quizzes are considered mostly an assessment tool. The reward is in the end of the game. The player cannot “lose life.”
Students who are used to the logic of a game, expect rewards throughout the game.
Therefore, instead of a final assessment quiz, the class can be phased out with several training quizzes. Each of the training quizzes can allow students to have several attempts (equals lifes). In addition, students can be stimulated format wise in playing the quizzes=gaming activity by some reward systems. E.g., for each training quiz being scored above B, students can collect badges/tockens, which they can redeem at the end of class. Content-wise, students can be stimulated in playing the quizzes=gaming activity by stepping on the next level and switching from text-based quizzes to quizzes including more multimedia: audio, video and interactivity
#techworkshop #pm great tool to combine with training D2L quizzes: http://quizlet.com
Here is a practical guide on games and quizzes with D2L
http://www.uww.edu/icit/instructional/teachingonline/games_quizzes.html
Those are the students we expect on campus: http://www.edweek.org/dd/articles/2012/06/13/03games.h05.html
Clickers, IPADs and stylus; http://www.as.ua.edu/ipad/drs-hong-min-park-emily-hencken-ritter-and-greg-vonnahme-ipads-in-political-science-pt-1/
Games and gamification
References
Frossard, F., Barajas, M., & Trifonova, A. (2012). A learner-centered game-design approach: Impacts on teachers’ creativity. Digital Education Review, (21), 13-22.
Fu-Hsing Tsai, Kuang-Chao Yu, & Hsien-Sheng Hsiao. (2012). Exploring the factors influencing learning effectiveness in digital game-based learning. Journal of Educational Technology & Society, 15(3), 240-250.
https://www.iste.org/explore/education-leadership/3-questions-ask-choosing-new-edtech-tool
- What is your learning goal?
- What’s your teaching and learning philosophy?
- What’s your context?
Hung, A. C. Y. (2018). Gamification as Design Thinking. International Journal of Teaching and Learning in Higher Education, 30(3), 1812–9129.
By reflecting-in-action, the practitioner is able to gain metacognitive awareness and perceive his/her intuitions and biases, test hypotheses, and take on new perspectives. The approach of having students learn by designing their own games combines design thinking and game-based learning (Kafai, 1995, 2006; Li, Lemieuz, Vandermeiden, & Nathoo, 2013). Design thinking also supports new forms of literacies brought on by new media technologies as well as game-based learning.
It is likely that the effects of gamification cannot easily be measured satisfactorily through surveys of motivation, engagement, attendance, or grades because there are too many variables that could affect how students respond. Critics of gamification argue that it over
simplifies complex problems (Bogost, 2015; Robertson, 2010). However, both gamification and design thinking are approaches to problem-solving. With design thinking, gamification may be used in more meaningful ways because design thinking offers a different lens through which to conceptualize the problem.
Extended Reality Tools Can Bring New Life to Higher Education
https://www.edsurge.com/news/2021-03-29-how-extended-reality-tools-can-bring-new-life-to-higher-education
Zoom, Teams, Skype, and FaceTime all became daily fixtures, and many of us quickly became fatigued by seeing our colleagues, students and far-away loved ones almost exclusively in 2D. Most video conferencing solutions were not designed to be online classrooms. what is missing from the current video platforms that could improve online teaching: tools to better facilitate student interactions, including enhanced polling and quizzing features, group work tools, and more.
While universities continue to increase in-person and HyFlex courses, hoping to soon see campuses return to normalcy, there is mounting evidence that the increased interest in digital tools for teaching and learning will persist even after the pandemic.
We should move beyond 2D solutions and take advantage of what extended reality (XR) and virtual reality (VR) have to offer us.
Professor Courtney Cogburn created the 1,000 Cut Journey, an immersive VR research project that allows participants to embody an avatar that experiences various forms of racism. Professor Shantanu Lal has implemented VR headsets for pediatric dentistry patients who become anxious during procedures. At Columbia Engineering, professor Steven Feiner’s Computer Graphics and User Interfaces Lab explores the design and development of 2D and 3D user interfaces for a broad range of applications and devices. Professor Letty Moss-Salentijn is working with Feiner’s lab to create dental training simulations to guide dental students through the process of nerve block injection. Faculty, students and staff at Columbia’s Media Center for Art History have created hundreds of virtual reality panoramas of archaeology projects and fieldwork that are available on the Art Atlas platform.
In spring 2020, a group of Columbia students began to build “LionCraft,” a recreation of Columbia’s Morningside campus in Minecraft. Even though students were spread out around the world, they still found creative and fun ways to run into each other on campus, in an immersive online format.
https://iated.org/iceri/
ICERI2021, the 14th annual International Conference of Education, Research and Innovation will be held in Seville (Spain) on the 8th, 9th and 10th of November, 2021.
ICERI is one of the largest international education conferences for lecturers, researchers, technologists and professionals from the educational sector. After 14 years, it has become a reference event where more than 800 experts from 80 countries will get together to present their projects and share their knowledge on teaching and learning methodologies and educational innovations. The 2021 edition of ICERI is sure to be among the most successful education conferences in Europe.
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More on conferences in this IMS blog
https://blog.stcloudstate.edu/ims?s=conferences
