Searching for "technology education"

03
May
2016

digital literacy on campus

categories: Digital literacy

The Digital Literacy Divide in Our Classrooms

Catie Peiper on May 2, 2016
http://blog.education.videoblocks.com/digital-literacy-divide-in-classrooms
As a number of publications reported last month, including Education Dive, Inside Higher Ed, and Campus Technology, one of the most surprising takeaways from our survey findings was the discrepancy between students’ and educators’ estimation of their digital media know-how.

Student Self-Perception

  • 45% of students consider themselves to be highly digitally literate
  • Another 31% would describe themselves as moderately literate
  • Only 19% of students consider themselves somewhat literate

Outside Evaluation

  • Only 14% of educators rated their students as highly digitally literate
  • 40% of educators consider their students to be moderately literate
  • An almost equal percentage of educators—39%—would rate their students as only somewhat literate

Educator Self-Perception

  • 49% of educators described themselves as highly digitally literate
  • 36% of educators rate themselves as moderately literate
  • Only 14% of educators consider themselves as somewhat literate

Outside Evaluation

  • Only 23% of students rated their instructors as highly digitally literate
  • 35% of students consider their instructors to be moderately literate
  • An almost equal percentage of students—33%—would rate their instructors as only somewhat literate

What is digital literacy:
https://blog.stcloudstate.edu/ims/2015/11/12/digital-literacy-3/
https://blog.stcloudstate.edu/ims/2015/02/18/3048/

More on digital literacy in this IMS blog:
https://blog.stcloudstate.edu/ims?s=digital+literacy

03
May
2016

big data and higher ed

categories: Digital literacy

Higher Ed Can Be a One-Two Punch

According to a recent survey, many colleges lack critical analytics skills to effectively leverage data.
by Amy Burroughs
from pic.twitter.com/pwZebi4vbY
“Schools are beginning to use data and analytics (D&A) to enhance areas such as enrollment, budgeting and fundraising,” according to “Embracing Innovation,” KPMG’s 2015-2016 Higher Education Industry Outlook Survey of 102 senior higher education leaders
An April 2015 white paper from Oracle, “Improving Higher Education Performance with Big Data,” points to diverse use cases that could drive D&A initiatives, from student acquisition and retention to research optimization to operational efficiency.
The U.S. Bureau of Labor Statistics backs that up, predicting that employment of statisticians will grow 34 percent between 2014 and 2024. Not surprisingly, the bureau notes, that is “much faster than the average for all occupations.”

More on analytics and big data in this IMS blog:

https://blog.stcloudstate.edu/ims?s=analytics
https://blog.stcloudstate.edu/ims?s=big+data

13
Apr
2016

digital literacy

categories: Digital literacy

Laura Devaney (@eSN_Laura).  4/12/16, 9:32 AM This is exactly why we need digital literacy: ow.ly/10zJeD #DigitalLiteracy #assessments #edtech

, , , , ,

Online Testing Highlights the Need for Digital Literacy

Online Testing Highlights the Need for Digital Literacy

Daily Exposure to Digital Devices

the Consortium for School Networking’s “Becoming Assessment Ready” initiative

Because online exams require students to have functional literacy with computing devices, such as switching between screens, opening drop-down menus and highlighting words, students should be using technology in their day-to-day classroom experience so they are building these digital literacy skills, he explains.

“The more often students use digital devices in their day-to-day learning, the more comfortable with those devices they become,” says Ribble, who has written a book about digital literacy and citizenship for the International Society for Technology in Education.

Younger Students Perform Better in Online Formats

++++++++++++++++++++++
More on digital literacy in this IMS blog:
https://blog.stcloudstate.edu/ims?s=digital+literacy

12
Apr
2016

Free Tech Instruction (About Us)

categories:

>>>Fall 2019 workshops IMS instruction technology sessions<<<
Student’s relationship with technology is complex. They recognize its value but still need guidance when it comes to better using it for academics. Educause’s ECAR Study, 2013

InforMedia Services
IMS faculty would be happy to meet with you or your group at your convenience.
Please request using this Google Form: http://scsu.mn/1OjBMf9 or
by email: pmiltenoff@stcloudstate.edu | informedia@stcloudstate.edu
Here is the evaluation form: http://bit.ly/imseval

How you can reach us:

Services we provide:

  • Instruct and collaborate with faculty, staff and students on specific computer, Cloud and mobile applications
  • Assist faculty in course design and instruction to incorporate SCSU’s resources
  • Join faculty in the classroom instructional design to assist students with learning technology application for the class
  • Consult with faculty on instructional design issues, particularly those that use the World Wide Web, multimedia techniques and interactivity
  • Collaborate with faculty, staff and students on technology-related projects
  • Work with campus units in technology planning and acquisition
  • Respond to faculty, staff and students requests and technology developments
wordpress

twitterfacebook1google2 copyyoutubeadobe connect2

Desire2Learn (D2L), Digital literacy, digital photography, e-learning, educational technology, gamification, gaming, image editing, interactive apps, learning, lecture capture, Millennials, mobile apps, mobile apps, mobile devices, mobile learning, MOOC, online learning, Photoshop, podcasting, programming languages, smartboard, social media, teaching, technology, technology literacy, video editing, virtualization, web conferencing platform, web development, web editing, , , , , , , , , , ,

Save

Save

Save

Save

06
Apr
2016

E-textbook ad hoc team

categories: instructional technology

purpose: draft a document for the provost to plan for charting the future goal 3.12 “develop a comprehensive strategy to increase awareness and development of e-textbooks and open educational resources (OERs)”

\\STCLOUDSTATE\HuskyNet\DeptFiles\LRS\ETextbooks

SCSU goal: to reduce the cost of textbooks as an affordable learning initiative. Amount of reduction is undetermined

my notes based on the material below:

  1. best, most applicable source for the purpose of this research: U of Alberta Committee’s notes on the learning environment:
    http://www.governance.ualberta.ca/en/GeneralFacultiesCouncil/CommitteeontheLearningEnvironm/~/media/Governance/Documents/GO05/LEA/15-16/WEB/Item-4-eTextbook-Subcommittee-Report-CLE-TLAT.pdf
    the Canadians are using (citing) Acker (Ohio) in their research.
  2. best, most applicable source in terms of the logistics on e-texbooks creation and its pedagogical argumentation is this document from New Zealand: https://akoaotearoa.ac.nz/download/ng/file/group-7/guidelines-for-developing-interactive-etextbooks-on-net-tablets.pdf
  3. According to Bossaler et al (2014), it might be worth considering that SCSU (MnSCU?) must go first through implementing of e-text[books] in courses first by using publisher materials and then by using “in-house” produce. At this point, SCSU does NOT have an aligned policy of integrating e-texts in courses across campus. Lack of such experience might make a strategy for adoption of e-textbooks much more complex and difficult to implement
  4. stats are colored in green for convenience. Stats regarding the increase in textbook costs are re-printed from author to author: e.g. Acker (2011, p. 42). Murey and Perez (2011, p. 49 (bottom) – 50 (up)) reports stats from 2009 and projections for 2013 regarding etexbook adotion. Same authors, p. 50 second paragraph reports good stats regarding texbooks’ price increase : US$1122 per year for textbooks in 2010.
  5. Wimmer at al (2014) presents a lucid graphic of the structure of the publishing process (see bottom of this blog entry for citation and perm link).
  6. Wimmer at al (2014) discusses copyright and permissions, which is of interest for this research (p. 85)
  7. regarding in-house creation of e-textbooks, see (Distance education, e-learning, education and training, 2015). It very much follow the example of SUNY, which Keith was laying out: a team of faculty charged with creation the e-textbook for mass consumption.
    Besides the SUNY model Keith is envisioning for MnSCU (comparable), there is the option of clustering OER sources: e.g. NASTA as per Horejsi (2013), CourseSmart. FlatWorld Knowledge (Murrey and Perez, 2011) etc.
  8. Hamedi & Ezaleila (2015) present an entire etextbook program. Article has been ordered through ILL. Same with Joseph (2015).
  9. Open Educational Resources in Acker (2015, p. 44-47). Also in Murey and Perez (2011, p. 51).
    Also in ICWL (Conference) (13th : 2014 : Tallinn, E., & Cao, Y. (2014): OpenDSA
  10. Different models of pricing also in Acker (2015, p. 48). Keith touched on that
  11. students learn equally well from etextbooks as from paper ones: Taylor (2011)
  12. pedagogy

responses from colleagues:

Scott Robison, sarobison@mail.plymouth.edu: sparc-liboer@arl.org listserv
Jeff Gallant, Jeff.Gallant@usg.edu: David Ernst with the U and Ashley Miller from Ohio State U: dernst@umn.edu. Ashley’s is miller.6275@osu.edu.

definition e-textbook and

an electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.

Definition of: e-book

my note: there is no good definition about e-textbook in terms of the complexity, which e-textbook on campus might involve.
Considering Wimmer et al (2014) account on their campus experience in publishing e-textbook, a textbook may involve an LMS (Canvas) and blog (WordPress). Per my proposal during the F2F meeting, and following Rachel’s suggestion about discrimination of the different types of e-textbooks, here is an outline of e-textbook definition:

*******************

working definition for e-textbook for the purposes of SCSU:
e-textbook is a compilation of textual, multimedia and interactive material, which can be viewed on various electronic devices. E-textbook can: 1. be purchased from a publisher; 2. compiled in HTML format on faculty or group web space; 3. compiled on the content module of LMS (BB, D2L, Canvas, Moodle, etc.) 4. compiled on LMS (BB, D2L, Canvas, Moodle, etc.) and including all interactive materials: e.g. hyperlinks to MediaSpace multimedia, quizzes, etc.; 5. compiled on special apps, such as iBook Author, eCub, Sigil.

*******************

e-book

(Electronic-BOOK) The electronic counterpart of a printed book, which can be viewed on a desktop computer, laptop, smartphone, tablet or e-book reader (e-reader). When traveling, a huge number of e-books can be stored in portable units, dramatically eliminating weight and volume compared to paper. Electronic bookmarks make referencing easier, and e-book readers may allow the user to annotate pages.

Although fiction and non-fiction books come in e-book formats, technical material is especially suited for e-book delivery because it can be searched. In addition, programming code examples can be copied, which is why CD-ROMs that contained examples or the entire text were often packaged inside technical paper books.

E-Book Formats

Wimmer, Morrow, & Weber: Collaboration in eTextbook Publishing


There are several e-book formats on the market, including EPUB, Mobipocket (PRC, MOBI), eReader (PDB), Kindle (AZW, KF8) and Apple iBook (EPUB variation). Many e-readers also accept generic formats, including Adobe PDF and plain text (TXT).

http://www.pcmag.com/encyclopedia/term/42214/e-book
——————
Electronic Textbooks or Paper Textbooks: What Are Students Reading?
https://www.natcom.org/CommCurrentsArticle.aspx?id=3842
According to a United States Government report, textbook prices have increased at over twice the rate of inflation in the last couple of decades. According to another report, the average student spends between $700 and $1,000 per year on textbooks while the cost of e-textbooks can be as much as 50% lower than paper textbooks.

Oxford dictionary, an electronic book or e-book is “an electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.” An e-textbook is defined as an e-book used for instructional or educational purposes and often includes features such as bookmarking, searching, highlighting, and note-taking as well as built-in dictionaries and pronunciation guides, embedded video-clips, embedded hyperlinks, and animated graphics.

E-textbooks have moved from occasional usage to a mainstream technology on college campuses. According to the Association of American Publishers, sales of e-books hit over $90 million; this is up over 200% when compared to the same month the previous year. When the cost of textbooks and the availability of formats are considered, the use of an e-textbook in the classroom may be the reasonable choice.

—————–

A digital textbook is a digital book or e-book intended to serve as the text for a class. Digital textbooks may also be known as e-textbooks or e-texts. Digital textbooks are a major component of technology-based education reform. They may serve as the texts for a traditional face-to-face class, an online course or degree.
The concepts of open access and open source support the idea of open textbooks, digital textbooks that are free (gratis) and easy to distribute, modify and update
https://en.wikipedia.org/wiki/Digital_textbook
—————-

Exploring Students’ E-Textbook Practices in Higher Education

Authors: by Aimee Denoyelles, John Raible and Ryan Seilhamer Published: Monday, July 6, 2015. Instructional Designers, University of Central Florida
According to the United States Government Accountability Office, prices have increased 82 percent from 2002 to 2012.3 This cost sometimes drives students to delay or avoid purchasing textbooks. Digital materials such as e-textbooks may offer a more cost-effective alternative.4 Also, the expectation for digital materials is gaining strength in the K–12 sector.5 For example, Florida school districts set a goal to spend at least half of classroom material funding on digital materials by the 2015–2016 school year. Given that 81 percent of first-time-in-college (FTIC) undergraduate students hailed from a Florida public high school during the fall 2014 semester at the University of Central Florida (UCF), it is important to anticipate student expectations of digital materials. Finally, the availability of digital materials has risen exponentially with the incredible popularity of mobile devices.

Key Issues

Despite the advantages that e-textbooks pose, such as interactive features and accessibility on mobile devices, several barriers exist regarding implementation in higher education, namely non-standardization of the platform, limited use by students, and the unclear role of the instructor in adoption.

a survey questionnaire in 2012 that explored basic usage and attitudes regarding e-textbooks.

figure 1

figure 2

figure 3

figure 4figure 4

—————————–

Bossaller, J., & Kammer, J. (2014). Faculty Views on eTextbooks: A Narrative Study. College Teaching, 62(2), 68-75. doi:10.1080/87567555.2014.885877

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d95094045%26site%3dehost-live%26scope%3dsite

Implementing eTexts into a Course:

  1. planning
  2. developing
  3. implementing
  4. delivering

This qualitative study gives insight into the experiences instructors have when working with publishers to integrate electronic content and technology into their courses.

Baek, E., & Monaghan, J. (2013). Journey to Textbook Affordability: An Investigation of Students’ Use of eTextbooks at Multiple Campuses. International Review Of Research In Open And Distance Learning, 14(3), 1-26.

http://eric.ed.gov/?id=EJ1017493 

the Advisory Committee on Student Financial Assistance (2007) reported that textbook prices represent a significant barrier to students’ accessibility to textbooks. The report concluded that textbooks cost between $700-$1000 per year; textbook prices have risen much faster than other commodities; and that college aid fails to cover textbook expenses. Textbook costs are equivalent to 26% of tuition costs for an average four-year public university student and 72% of tuition costs for an average community college student. In fact, the California State Auditor (2008) reported that textbook costs grew more rapidly than student fees in academic year 2007–08.

baekbaek

++++++++++++

 

 

 

 

 

Wimmer, E. e., Morrow, A. a., & Weber, A. a. (2014). Collaboration in eTextbook Publishing: A Case Study.Collaborative Librarianship, 6(2), 82-86.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d108762075%26site%3dehost-live%26scope%3dsite

Wimmer, Morrow, & Weber: Collaboration in eTextbook Publishing

Distance education, e-learning, education and training. (2015). Clinical Chemistry & Laboratory Medicine, 53s557-s559. doi:10.1515/cclm-2015-5015

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d102854748%26site%3dehost-live%26scope%3dsite

the creation of an interactive e-book called “Practical Clinical Chemistry: core concepts” was accomplished using the
Apple Macintosh platform and the iBooks Author software. Digital content, including videos, was developed for the
project and embedded within the final package. In order to limit the size of the final files, some content was uploaded

onto Youtube so that the user could access these via the internet.

The e-book, 200MB in size, was uploaded onto the Apple ITunes site and made available in 51 countries via the
iBooks store. This prototype is the first interactive digital textbook available in clinical chemistry and contains “4-
dimensional” content including digital images, videos, interactive presentations, real-time data generation as well as
review questions with instant feedback and assessment.
Hamedi, M., & Ezaleila, S. (2015). Digital Textbook Program in Malaysia: Lessons from South Korea. Publishing Research Quarterly, 31(4), 244-257. doi:10.1007/s12109-015-9425-4
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d110814444%26site%3dehost-live%26scope%3dsite
Joseph, R. (2015). Higher Education Book Publishing-from Print to Digital: A Review of the Literature. Publishing Research Quarterly, 31(4), 264-274. doi:10.1007/s12109-015-9429-0
Acker, S. R. (2011). Chapter 6: Digital Textbooks. Library Technology Reports, 47(8), 41-51. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d69736260%26site%3dehost-live%26scope%3dsite
the author reflects the process on a state level (Ohio).
Daniel, D. B., & Woody, W. D. (2013). E-textbooks at what cost? Performance and use of electronic v. print texts. Computers & Education, 6218-23. doi:10.1016/j.compedu.2012.10.016 http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d85613911%26site%3dehost-live%26scope%3dsite
http://www.sciencedirect.com/science/article/pii/S0360131512002448
Marcoux, E. “. (2012). Best of the Best Planning. Teacher Librarian, 39(4), 69-70.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d74693698%26site%3dehost-live%26scope%3dsite
Taylor, A. K. (2011). Students Learn Equally Well From Digital as From Paperbound Texts. Teaching Of Psychology, 38(4), 278-281. doi:10.1177/0098628311421330
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d78317030%26site%3dehost-live%26scope%3dsite
Much of the research related to digital texts has focused ontechnical aspects of readability (see Dillon, 1992, for a review) and limitations of digital media for note-taking, underlining, or highlighting text (Brown, 2001). However, the important—and unanswered—question from a teaching perspective is, ‘‘Can students learn as well from digital texts as from paperbound textbooks?’’ Few published studies have addressed this ques-tion directly, and even fewer studies have examined this ques-tion among college students.
Murray, M. C., & Pérez, J. (2011). E-Textbooks Are Coming: Are We Ready?. Issues In Informing Science & Information Technology, 849-60.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d69748734%26site%3dehost-live%26scope%3dsite
read the entire article, good data.
CourseSmart. FlatWorld Knowledge,

Horejsi, M. (2014). Textbooks 2.0. Science Teacher, 81(3), 8. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d94603788%26site%3dehost-live%26scope%3dsite

++++++++++++++

pedagogy

two Eastern Europeans (Moldova, Serbia) raise serious concerns about electronic textbooks
Španović, S. (2010). PEDAGOGICAL ASPECTS OF E-TEXTBOOKS. Odgojne znanosti. 12(2). 459-470.

Railean, E. (2015). https://prezi.com/sbidiadctrzo/beyond-textbook-digital-textbook-use-and-development/

http://www.governance.ualberta.ca/en/GeneralFacultiesCouncil/CommitteeontheLearningEnvironm/~/media/Governance/Documents/GO05/LEA/15-16/WEB/Item-4-eTextbook-Subcommittee-Report-CLE-TLAT.pdf :

  • (Un)desirable features in etextbooks
  • How etextbooks might affect course delivery
  • Pilot projects that can help build institutional expertise
  • Address how and where insights gained from pilot projects will be collected and
  • made available
  • People resources (e.g., instructional designers) that will be needed to assist
  • instructors to use this technology

ICWL (Conference) (13th : 2014 : Tallinn, E., & Cao, Y. (2014). New horizons in web based learning: ICWL 2014 international workshops, SPeL, PRASAE, IWMPL, OBIE, and KMEL, FET, Tallinn, Estonia, August 14-17, 2014, revised selected papers. Cham: Springer.

++++++++++++++++++++

MnSCU will by as Content Authoring Tool – SoftChalk. Here is a promo from Softchalk (my bold):

NEW SoftChalk Create 10 and SoftChalk Cloud eBook publishing features will arrive on April 25th! Come check out the latest enhancements at our upcoming webinars!

Sleek Designer Headers and Callout Boxes – Add some new pizazz to your SoftChalk lessons!

Three New Quiz Types – Test your students’ understanding with Sentence Completion, Multiple Blanks and Feedback Questions.

Polished New QuizPopper and Activity displays – With an enhanced interface for instructors and students.

Accessibility enhancements – Make your lessons available to everyone with even more accessibility enhancements.

NEW SoftChalk Cloud eBook creation and publishing – Includes a totally re-vamped, easier eBook creation and management. New SoftChalk eReader apps available for free download in the iOS, Android, Chromebook and Windows app stores. (Cloud Only)

+++++++++++++++++++++++++++

The future of textbooks looks like this

By Meris Stansbury, Managing Editor, @eSN_Meris
February 22nd, 2016

are any faculty really going digital? Which content distributors will thrive? What are the implementation concerns? And when will going digital really happen?

two massive surveys and reports by the National Association of College Stores (NACS) and the Independent College Bookstore Association (ICBA) in partnership with the Campus Computing Survey (CCS),

06
Apr
2016

guide to project-based learning

categories: educational technology, Project Based Learning

Teachers guide to project based learning

http://www.educatorstechnology.com/2016/02/project-based-learning-resources-for-teachers.html

Categories
Resources
iPad apps for project-based learning
Android apps for project-based learning
Checklists, visuals, and other resources on project-based learning
Web tools for project-based learning

+++++++++++++

more on project-based learning in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=project+based&submit=Search

05
Apr
2016

assessment library

categories: announcement, conferences and other events

NISO Virtual Conference:

Justifying the Library: Using Assessment to Justify Library Investments

April 20, 11:00am – 5:00pm EST – Learn more and register at: http://www.niso.org/news/events/2016/virtual_conference/apr20_virtualconf/

Assessment exercises for institutional libraries are frequently a double-edged sword; they’re as readily used to justify cuts as they are to bolster budgets. This NISO virtual conference provides expert insights into how data gathered in the normal course of activities can be leveraged to demonstrate value to the parent institution. Data represent the raw material for building your case. What data are available? How is their quality? What is the appropriate context for persuasively presenting that data to deans, provosts and other administrators? This virtual conference will address the very hot topic of library assessment in the context of a changing educational environment and features a complete roster of expert speakers, including:

  • Steven J. Bell, Associate University Librarian, Temple University
  • Nancy Turner, Assessment and Organizational Performance Librarian, Temple University
  • Jocelyn Wilk, University Archivist, Columbia University
  •    Elisabeth Brown, Director of Assessment & Scholarly Communications Librarian, SUNY-Binghamton
  • Ken Varnum, Senior Program Manager for Discovery, Delivery, & Learning Analytics, University of Michigan
  • Jan Fransen, Service Lead for Researcher and Discovery Systems, University of Minnesota
  •    Kristi Holmes, Directer, Galter Health Sciences Library, Northwestern University
  •    Starr Hoffman, Head, Planning & Assessment, University of Nevada – Las Vegas
  • Carl Grant, Chief Technology Officer and Associate University Librarian for Knowledge Services, University of Oklahoma

The preliminary agenda and pricing information for this event may be found at:

http://www.niso.org/news/events/2016/virtual_conference/apr20_virtualconf/

As a bonus, register for the virtual conference and receive an automatic registration for the follow-up training webinar, Making Assessment Work: Using ORCIDS to Improve Your Institutional Assessments, on Thursday, April 28!

http://www.niso.org/news/events/2016/training_thursday/apr28_tt/

Instructors for that session are Alice Meadows (ORCID), Christopher Erdmann (Harvard University) and Merle Rosenzweig (University of Michigan).

For more information about this event, please contact Jill O’Neill (joneill@niso.org).

Other questions for NISO? Get in touch at:

NISO

3600 Clipper Mill Road

Suite 302

Baltimore, MD 21211-1948

Phone: +1.301.654.2512

Email: nisohq@niso.org

More on assessment in this IMS blog:

analytics in education

05
Apr
2016

augmented reality by ISTE

categories: Digital literacy, educational technology, information technology, instructional technology, pedagogy, Project Based Learning, student-centered learning

4 AR tools to build executive function and engagement

https://www.iste.org/explore/articleDetail?articleid=496

Luis Perez and Kendra Grant 7/23/2015
Topics: Assistive and adaptive technologies, Augmented reality, Learning spaces, Mobile learning, Tools

the Universal Design for Learning (UDL) framework, which aims to develop expert learners. In addition to removing barriers and making learning accessible to the widest varied of learners possible, UDL addresses many of the metacognitive and self-efficacy skills associated with becoming an expert learner, including:

Executive functions. These cognitive processes include initiation, goal setting, attention, planning and organization.

Comprehension skills. This skillset encompasses knowledge construction, making connections, developing strategies and monitoring understanding.

Engagement principles. These soft skills include coping, focus, resilience, effort, persistence, self-assessment and reflection.

QR codes

AR apps : two types of AR apps: those for experience and for creation. Experience AR apps, such as Star Walk, are designed to provide the user with an AR experience within a specific content or context. Creation AR apps, such as BlippAR and Aurasma, allow users to create their own AR experiences.

Posters : To support comprehension and metacognitive skills, images related to classroom topics, or posters related to a process could serve as the trigger image.

iBeacons : Beacon technology, such as iBeacon, shares some similarities with QR codes and AR, as it is a way to call up digital content from a specific spot in the physical world. However, unlike QR codes and AR, you do not have to point your device at a code or use a trigger image to call up content with iBeacon. Your device will automatically sync when it is near a beacon, a small device that emits a low-power Bluetooth signal, if you have an iBeacon-enabled app. The beacon then automatically launches digital content, such as a video, audio file or webpage. Beacon technology is well suited for center-based activities, as you can set up the app to trigger instructions for each center, exemplars of what the finished work will look like and/or prompts for the reflection when the center’s activity has been completed.

++++++++++++++++++++
More on QR codes in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=qr+codes&submit=Search

05
Apr
2016

Digital Evidence of and for Learning

categories: announcement

Midwest Regional Conference at Notre Dame

http://www.aaeebl.org/?page=notre_dame_2016

The Conference at Notre Dame May 12-13 is intriguing as you can see from some of the session titles below.  It’s time to register and book lodging.

How do we know they are learning? Digital Evidence of and for Learning

Peruse the titles below to get an idea of the dynamism of this eportfolio conference:

  • Balancing Summative, Formative, and Transformative ePortfolio Functions within Participatory Learning and Assessment
  • Competency Based Badging and ePortfolios for the Youth and Adult Workforce in Philadelphia
  • Show your SPuRS: Bridging Academics and Co-Curricular Professional Readiness
  • Buckeye Badges: A Pilot Project at Ohio State University
  • Developing an Integrative Toolkit for Engagement at Michigan (iTeam)
  • Ethics, ePortfolios, and Badges: Envisaging Privacy and Digital Persistence in Student-Level Learning Evidence
  • Balancing Summative, Formative, and Transformative ePortfolio Functions within Participatory Learning and Assessment

Plus 15 other sessions.

The keynote address will be given by Daniel T. Hickey on  Open Digital Badges + ePortfolios: Searching for and Supporting Synergy.  an internationally-known speaker and leader on the changes in higher education around digital technologies. 
Here is a description of another session:

By sharing challenges, practices, and examples of maker portfolios, we highlight the importance of makerspaces and community development in the design of portfolios that capture rich learning.

These are the institutions represented in the program:

  1. Grand Valley State University
  2. Rose-Hulman Institute of Technology
  3. Indiana University
  4. Notre Dame
  5. University of Michigan
  6. IUPUI
  7. Ohio State University
  8. Kendall College; Laureate Universities
  9. Boston University
  10. Western Michigan University
  11. Drexel University
  12. University of Charleston

The full program will be posted by late Thursday of this week.  This is a must-attend event to know about the latest developments in the eportfolio field.

Registration rates (note that AAEEBL members receive a $100 discount on registration; a student rate is available as well):

Registration Fees:

Non-Member Registration
$250 before April 25
$290 after April 25

Member Registration
$150 before Aprial 25
$190 after April 25

Student Registration
$75 before Aprial 25
$115 after April 25

Includes 2 breakfasts, one lunch and one reception. One and a half days of sessions.

Register now.  Book lodging.  Notre Dame is just outside of Chicago in Northern Indiana.  Midway Airport is probably the closest major airport to the Notre Dame campus.  Conference facilities at Notre Dame are excellent — lodging and conference space are adjacent.

+++++++++++++++++++++++++
More on badges in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=badges&submit=Search

More on eportfolio in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=eportfolio&submit=Search

31
Mar
2016

online learning lingo

categories: Digital literacy, e-learning, gamification, instructional technology, mobile learning, open learning

The Bewildering Language of Online Learning!

Proportion of Content

Delivered Online

Type of Course

Typical Description

0%

Traditional

 Classroom-based teaching with assignments and activities which students pursue independently of each other.

1 to 29%

Web Facilitated

 Web resources and technologies are used to facilitate what is essentially a face-to-face course. May use webpages and course management systems (CMS) to post syllabuses, readings and assignments.

30-79%

Blended / Hybrid

 Course blends online and face-to-face delivery. Substantial parts of the content are delivered online and discussions, team projects and activities and web safaris are used for learning. The number of face-to-face sessions is decreased as the volume of online activity increases.

80+%

Online

 A course where all, or almost all, of the content is delivered online with no or a very small number of face-to-face meetings.
  • Synchronous learning
  • Asynchronous learning

Flipped Classroom

Competency-Based Learning

open learning
Flexible learning (badges)

Gamification

Immersive Learning Environments

Adaptive Learning and Assessment

Systems
Simulation
Immersive Tutoring

++++++++++++++++++

Glossary of Online Learning Terms http://theelearningcoach.com/resources/online-learning-glossary-of-terms/

E-Learning Terms
http://www.bpcc.edu/educationaltechnology/glossary.html

1 … 48 49 50 51 52 … 61