Searching for "technology learning"

Communication Tool for Teachers and Parents

A New Great Communication Tool for Teachers and Parents

https://plus.google.com/+Educatorstechnology/posts/1J72fQCDqM7
July 7, 2016 Appletree is a new educational platform that was recently introduced at ISTE 2016. Apple tree is a classroom communication tool that makes it super easy for teachers to communicate with parents and enhance students learning.

gamification position

Tenure Track Position in Gamification Tampere University of Technology

http://www.computeroxy.com/announcement,a2945.html

Tampere University of Technology (TUT) is an active scientific community of 2,000 employees and more than 10,000 students. The University operates in the form of a foundation and has a long-standing tradition of collaboration with other research institutions and business life. Many of the fields of research and study represented at the University play a key role in addressing global challenges. Internationality is an inherent part of all the University’s activities. Welcome to join us at TUT!

The University of Turku is a world-class multidisciplinary research university which offers interesting challenges and a unique vantage point to national and international research and education.

Tenure track (Gamification)

The tenure track position is shared between Tampere University of Technology and the University of Turku. It supports the co-operation in teaching and research in the area of gamification between the two universities.

The professorship is especially associated with the TUT Game Lab (Pori Department, TUT) and the Digital Culture research group of the Cultural Production and Landscape Studies degree programme (School of History, Culture and Arts Studies, UTU). These research groups currently have five on-going research projects related to games and playing.

The TUT Game Lab brings together learning scientists, developers and humanists to conduct research and develop new ways of utilizing games in learning. The aim is to develop and study high-impact digital games that address real world challenges.

The main research objectives of TUT Game Lab are:
– Developing scientifically justified games to demonstrate and conduct research
– Studying the impact of educational games
– Exploring ways to combine learning and assessment in games
– Studying and modelling the playing experience

The Digital Culture research group (UTU) has three research focuses:
– cultural appropriation of technologies
– social media
– game cultures.

The Digital Culture research group specializes in the study of the cultural history of digital games and the uses of digital game histories in contemporary culture (so-called “history culture”). Furthermore, the research group has participated in various digital game exhibition projects as well as practical game design and gamification projects combining digital and non-digital elements. Digital Culture is a part of the Cultural Production and Landscape Studies degree programme which also incorporates two other major subjects: Cultural Heritage Studies and Landscape Studies.

Job description:

We invite applications for one (1) tenure track position in the area of Gamification.

The area of gamification covers:
– research of games and gamification
– games and playing as a cultural phenomenon
– game mechanisms, edugames and pervasive playing
– utilization of games in business, e.g. in new products and services

The emphasis of the position can be tailored according to the specific expertise of the candidate. Suitable educational and research backgrounds for the position include e.g. media studies, cultural studies, information technology and business and management.

The successful candidate is expected to:
– pursue and supervise scientific research in the field
– lead, conduct and develop education in the field
– participate in the activities of the national and international scientific communities
– acquire external funding
– interact with society
– commit to the strategies of TUT and UTU.

The successful candidate will participate in teaching both in the master’s degree programme in Management and Information Technology (TUT) as well as the subject of Digital Culture (UTU) by integrating the gamification theme into the existing course selection, in particular. Supervising theses and conducting doctoral seminars are also essential areas of responsibility.

The position will be filled at the level of Associate Professor.

The successful candidate will be employed by TUT. For more information on TUT’s tenure track career system, please refer to tut.fi/openpositions – Tenure track.

Requirements:

All candidates considered for a tenure track position are expected to:
– hold an applicable doctoral degree
– demonstrate a record of achievement in research that meets high international standards in the field of gamification
– demonstrate the capacity for independent scholarly activity
– possess the teaching skills required for the successful performance of their duties and
– have the ability to co-operate in a multidisciplinary university environment and with industry.

We appreciate experience and a track record in acquiring research funding, along with collaboration and leadership positions in research networks and industry.

For more information on the criteria for each level of TUT’s tenure track, please refer to tut.fi/openpositions – Tenure track.

We offer:

Both TUT and UTU have ambitious and challenging goals in effective, high-quality research, education and social influence. We offer an active research community with a good team spirit, intense cooperation with industry and business, public organizations and students, and opportunities for growth and advancement in academia. Our international cooperation is active and recognized, both in research and education.

We offer the successful candidate an opportunity to contribute to the creation of a new research area that combines gamification with areas such as cultural studies, information technology and business.

TUT offers a wide range of staff benefits, such as occupational health care. Since 2014, TUT has held the European Commission HR Excellence in Research recognition.

For more information, please visit tut.fi/en – About TUT – Careers at TUT
(http://www.tut.fi/en/about-tut/careers-at-tut/index.htm)
(http://www.tut.fi/en/about-tut/quality-assurance/hr-excellence-in-research)

Salary:

The salary will be based on both the job demands and the employee’s personal performance in accordance with the Finnish University Salary System (YPJ).

The advertised position is typically placed on the job demand level 7 (Associate Professor). In addition, the employees receive performance-based salary and they are covered by TUT’s bonus system.

Trial period:

The appointment is subject to the satisfactory completion of a trial period of four months.

Other:

The position will be filled for a fixed-term period of four years. The appointment is expected to begin on 1 December 2016 or as mutually agreed.

The duties are mainly located on the Pori campus in close co-operation with the main campuses in Tampere and Turku.

For the candidates with the most potential for the position, the selection process will involve an external assessment, individual interviews, aptitude assessments and a trial lecture.

For more information, please contact:

Director of University Consortium of Pori, Professor Jari Multisilta, e-mail: jari.multisilta@tut.fi, tel. +358 40 826 2910. Best availability for enquiries: 7 July–15 July and 1 August- 10 August.

In questions concerning the recruitment process, please contact HR Specialist
Eveliina Nurmi, e-mail. eveliina.nurmi@tut.fi, tel. +358 50 3015253. Best availability for enquiries: 15 June – 8 July and 8 August-10 August.

How to apply:

Applications must be submitted through TUT’s online employment system. The closing date for applications is 10 August 2016 (10:00 pm UTC). All applications and supporting documents must be submitted in English.

The applications must include the following documents prepared according to TUT’s instructions:
1. Curriculum Vitae (.doc or .pdf)
2. Research plan
3. List of publications
4. Teaching portfolio
5. References

Additional information on TUT’s tenure track system and attachments to applications.

Google Mapping Your Campus

Google Mapping Your Campus: A Real-World Writing Project Integrating Mobile Technology and Team-Based Learning

A Real-World Writing Project Integrating Mobile Technology and Team-Based Learning

http://douko.weebly.com/google-mapping-my-campus.html

More on Google Maps in this IMS blog:

https://blog.stcloudstate.edu/ims?s=google+maps

instructional designers and tech adoption

Survey: Instructional Designers ‘Pivotal’ in Tech Adoption

By Dian Schaffhauser 05/09/16

https://campustechnology.com/articles/2016/05/09/survey-instructional-designers-pivotal-in-tech-adoption.aspx

Managing projects is the most common task instructional designers undertake during their days, followed by technology and pedagogical training. Their biggest obstacle to success on the job is faculty resistance. The most important expertise they possess as a whole is the ability to learn new technologies, followed by project management and learning science or theory. Their favorite tools to work with are Camtasia and Adobe products; their least-favorite are Blackboard and learning management systems in general.

  • Consider adding more resources in the area of instructional design. If that isn’t possible, at least consider involving instructional designers “early” and “often” during technology transitions.”
  • “Incentivize” faculty to work with instructional designers “from the get-go” in order to help them learn how to engage with their students and expand class time through the use of online tools.
  • Technology providers should work closely with instructional designers in the selection of digital tools.

The report, “Instructional Design in Higher Education,” is freely available on the Intentional Futures website here.

Instructional Design in Higher Education

http://intentionalfutures.com/reports/instructional_design/

p. 4 Graph: median number of instructional designers by type of institution. According to the graph, SCSU must have between 3 and 16 instructional designers.

p. 10.“While a ‘jack-of-all-trades’ can get by in instructional design, the best instructional designers are ‘aces-of-many-trades’,with authentic experience and training in all aspects of the process.”

p. 12“Management choose[s] tools that are cheap and never ask[s] about integration or accessibility.Then we spend enormous amounts of time trying to get them to work.”

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more in this IMS blog on instructional design

https://blog.stcloudstate.edu/ims?s=instructional

online discussion Reddit style

BLEND-ONLINE] Looking for private, Reddit-style vote up/down discussion tool

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Sharon Strauss
Sent: Friday, June 03, 2016 10:46 AM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Looking for private, Reddit-style vote up/down discussion tool

Hello,

Thanks for all the online and offline responses. A quick summary of where I am with this project, and the various solutions offered.

Piazza–Piazza will integrate with our LMS via LTI and we do have it. As far as I can tell, after some initial enthusiasm for it a few years ago, nobody here has been using. Thus, I cannot speak to the spam issue that Nina raised. Still, I looked at it and do not see any vote up/down option on it. It is structured more as a Q & A organizer. There is an option for professors to rate an answer as good or bad, but that it is different from a popular vote.

WordPress Theme or Plugin–I found a couple of vote up/down WordPress solutions. However, as far as I can tell, none are actively maintained. The most recent I saw is a couple of years old.

Google Moderator–This looks like it may have been just what we want, but Google retired the program last year. Currently you just get the message, “We’ve retired Google Moderator. The site is no longer available in any form, but you can get to data from past Moderator series through our “Download your Data” tool.

Brightspace–May work for those that have it, but we do not.

Canvas–Perhaps another area where it beats Moodle. However, we do not have it and I’m not sure we want to get it at this time.

Drupal–This might work! I did not see an up/down vote option with http://skill-tree.org, but it seems there are a few options.  I’m looking into this further.
Commercial options–I got suggestions for commercial software such as http://crowdicity.com and https://www.uservoice.com/. Both seem like they could work, but I don’t know if we have a budget for this.

FYI, I got more detail from the professor about the project. I learned he is not looking for a classroom solution. He is looking to lead a potentially sensitive and controversial campus-wise conversation. Thus, this might not be the best place to have posted. Still, maybe someone else on the list will also find this useful.

-Sharon

 

Sharon Strauss
Instructional Technology Services
IITS
Haverford College
sstrauss@haverford.edu
610-896-4916

digital literacy and the workplace

Digital Literacy and Preparing Students for the Workforce

Posted by Catie Peiper on May 16, 2016

Digital Technology Is Changing the Career Landscape

  1. People are living longer.
  2. Technology can now augment and extend our own abilities.
  3. Daily life is now computational as innovations in sensors and processing make our world a programmable system.
  4. Our new media ecology and advances in communications systems require media literacies beyond text.
  5. Social technologies are driving new forms of production and value creation.
  6. Our world is now globally connected, highlighting diversity and adaptability.

Digital Literacy Is a Professional Competency

media-rich education, including interactive approaches such as digital storytelling or remix education, ensures that students are familiar with modern tools and “natural language” modes of expression. We are increasingly moving into what many scholars consider a post-literate world, one in which images, video, and the written or spoken word are used fluidly together, symbiotically, to communicate increasingly complex concepts. Modern rhetoric now includes TED talks, animated lectures, visual essays, and a plethora of other interactive and dynamic multimedia.

Smart Classrooms = Smart Workers

ten, technology-oriented strengths as “must haves” for future employers:

  1. An ability to determine deeper meaning or significance of what is being expressed via all mediums.
  2. An ability to connect with others in a meaningful and direct way via modern technologies and our global networks.
  3. A proficiency in problem-solving and critical analysis, especially when working with digital relationships or data.
  4. An ability to adapt to different cultural settings and modalities, necessitated by our global media ecosystem.
  5. An ability to translate specific information and data into abstracts while understanding the underlying reasoning.
  6. An ability to critically assess and develop content that uses evolving digital media, leveraging these tools for direct and persuasive communication.
  7. A transdisciplinary, multimedia mindset that eschews specialized or localized intelligences.
  8. A design or goal-oriented mindset that employs systems thinking and that develops tasks and work processes towards a desired outcome.
  9. An ability to discriminate and filter both digital and analog information for importance, while maximizing cognitive and productivity efficiencies.
  10. An ability to work productively and innovatively via virtual collaboration.

Digital Backpack, is certainly one of the first steps, as is developing an educational framework within which students can meanfully and productively interrogate our technologically driven world.

To learn more about incorporating media in the classroom, download Digital Literacy On-Demand: Visualizing Best Practices in Higher Education, our guide to best practices for multimodal learning and digital media on campus.

 

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

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

faculty and online teaching

Moving beyond smile sheets: A case study on the evaluation and iterative improvement of an online faculty development program

http://patricklowenthal.com/moving-beyond-smile-sheets-case-study-evaluation-iterative-improvement-online-faculty-development-program/

The eCampus Quality Instruction Program (eQIP) is an online faculty development program developed to train faculty in designing and teaching fully online courses.

What is the best way to design and develop high- quality online courses and support faculty as they teach online?

Given faculty’s competing priorities and limited time, we contend that it is important for institutions, and specifically faculty developers, to analyze how much time faculty are spending in online faculty development activities as well as which parts are taking the most (or least) time. (p. 5)

A successful online faculty development program must include pedagogical support, technology support, and design and development support (Baran & Correia, 2014) that overcome obstacles about time, expertise, and motivation of faculty (Henning, 2012).(p. 17)

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more on online learning in this IMS blog

https://blog.stcloudstate.edu/ims?s=online+learning

curation tools

4 Great Curation Tools Created by Teachers for Teachers

http://www.educatorstechnology.com/2016/04/4-great-digital-curation-tools-created.html

April  28, 2016

Edshelf

Edshelf is ‘a socially curated discovery engine of websites, mobile apps, desktop programs, and electronic products for teaching and learning. You can search and filter for specific tools, create shelves of tools you use for various purposes, rate and review tools you’ve used, and receive a newsletter of tools recommended by other educators.

Graphite

a free service from nonprofit Common Sense Education designed to help preK-12 educators discover, use, and share the best apps, games, websites, and digital curricula for their students by providing unbiased, rigorous ratings and practical insights from our active community of teachers

Scoop.it

find out content related to your topics by ‘reviewing your suggestion lists and the topics from other curators

educlipper

social learning platform that allows teachers to curate and share educational content. Some of the interesting features it provides include: ‘Explore top quality education resources for K-12, create clips from the web, Drive, Dropbox, use your camera to capture awesome work that you create in and out of the classroom, create whiteboard recordings, create differentiated groups and share content with them, create Personal Learning Portfolios, create Class Portfolios as a teacher and share Assignments with students, provide quality feedback through video, audio, text, badges, or grades, collaborate with other users on eduClipboards for class projects or personal interests

gen z coming to campus

Survey: What Gen Z Thinks About Ed Tech in College

A report on digital natives sheds light on their learning preferences.
Like the millennials before them, Generation Z grew up as digital natives, with devices a fixture in the learning experience. According to the survey results, these students want “engaging, interactive learning experiences” and want to be “empowered to make their own decisions.” In addition, the students “expect technology to play an instrumental role in their educational experience.”
to cater to the digital appetites of tomorrow’s higher education learners, technology in education will need to play a bit of catch-up, states the New Media Consortium’s 2015 Course Apps report. According to NMC’s analysts, digital-textbook adoption was one of the leading trends helping to reinvent how higher education students learn. But publishers have not captured the innovations happening elsewhere in the digital marketplace.

The Generation Z report ranked the effectiveness of 11 education technology tools:

  1. Smartboards
  2. Do-It-Yourself Learning
  3. Digital Textbooks
  4. Websites with Study Materials
  5. Online Videos
  6. Game-Based Learning Systems
  7. Textbook
  8. Social Media
  9. Skype
  10. Podcasts
  11. DVD/Movies
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more on Gen Z in this blog:

Generation Z bibliography

 

REP in digital citizenship

Digital citizenship is more important than ever

By Mike Ribble 9/15/2015

R is for respect yourself and others. 

Etiquette. Students need to understand how their technology use affects others. Remind them that there is a person on the other end of their text, tweet, comment or post.

Access. Not everyone has the same opportunities with technology, whether the issue is  physical, socio-economic or location. Those who have more access to technology need to help those who don’t.

Law. The ease of using online tools has allowed some people to steal, harass and cause problems for others online. Students need to know they can’t take content without permission, or at least give credit to those who created it.

E is for educating yourself and others. 

Literacy. Learning happens everywhere. Regardless of whether we get our information from friends, family or online, we need to be aware that it might not be correct. Students need to understand technology and what it can do and be willing to learn new skills so they can use it properly.

Communication. Knowing when and where to use technology is important. Using email, text or social media may not be the best method for interacting with someone. Students need to think about the message first, then the method, and decide if the manner and audience is appropriate.

Commerce. Technology allows us to buy and sell across the globe. Students should be careful about sharing personal and credit card information. Online commerce comes with risks.

P is for protecting yourself and others.

Rights and responsibilities. Build trust so that if something happens online, students are willing to share their problems or concerns about what has happened. Students should know who they are friends with on social networking sites so that they can remain safe online.

Security. It is everyone’s responsibility to guard their tools and data by having software and applications that protect them from online intruders. When we are all connected, everyone is responsible for security.

Health and wellness. There needs to be a balance between the online world and the real world. Students should establish limits with technology and spend quality face-to-face time with friends and family.

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More on digital citizenship in this blog:

https://blog.stcloudstate.edu/ims?s=digital+citizenship

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