Digital Literacy for St. Cloud State University
Congrats everyone https://t.co/auPV8Kp7VZ
— Audrey Watters (@audreywatters) December 31, 2019
http://hackeducation.com/2019/12/31/what-a-shitshow
14. inBloom. The Shared Learning Collaborative (2011)
https://www.edsurge.com/news/2019-12-18-pearson-ceo-john-fallon-to-retire-in-2020
Digital education assets were not spared, either. That same year, Pearson also sold PowerSchool, one the most widely used student information system in K-12 schools and districts today. (my note: about LMS, including PowerSchool, pls watch this animation: https://blog.stcloudstate.edu/ims/2019/12/22/bar-chart-race-lms/)
At the time, Fallon said PowerSchool was “an administrative system rather than a tool for learning, teaching or assessment,” and which did not jibe with Pearson’s transformation strategy.
The company offered a similar reason for selling its U.S. K-12 courseware assets, which Fallon described as “textbook-led” and one that “does not fit in with our digital transformation strategy.”
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more on Pearson in this IMS blog
https://blog.stcloudstate.edu/ims?s=pearson
May 9, 2019,
https://er.educause.edu/blogs/2019/5/the-role-of-librarians-in-supporting-ict-literacy
Academic librarians increasingly provide guidance to faculty and students for the integration of digital information into the learning experience.
TPACK: Technological Pedagogical Content Knowledge
Many librarians have shied away from ICT literacy, concerned that they may be asked how to format a digital document or show students how to create a formula in a spreadsheet. These technical skills focus more on a specific tool than on the underlying nature of information.
librarians have begun to use an embedded model as a way to deepen their connection with instructors and offer more systematic collection development and instruction. That is, librarians focus more on their partnerships with course instructors than on a separate library entity.
If TPACK is applied to instruction within a course, theoretically several people could be contributing this knowledge to the course. A good exercise is for librarians to map their knowledge onto TPACK.
ICT reflects the learner side of a course. However, ICT literacy can be difficult to integrate because it does not constitute a core element of any academic domain. Whereas many academic disciplines deal with key resources in their field, such as vocabulary, critical thinking, and research methodologies, they tend not to address issues of information seeking or collaboration strategies, let alone technological tools for organizing and managing information.
Instructional design for online education provides an optimal opportunity for librarians to fully collaborate with instructors.
The outcomes can include identifying the level of ICT literacy needed to achieve those learning outcomes, a task that typically requires collaboration between the librarian and the program’s faculty member. Librarians can also help faculty identify appropriate resources that students need to build their knowledge and skills. As education administrators encourage faculty to use open educational resources (OERs) to save students money, librarians can facilitate locating and evaluating relevant resources. These OERs not only include digital textbooks but also learning objects such as simulations, case studies, tutorials, and videos.
Reading online text differs from reading print both physically and cognitively. For example, students scroll down rather than turn online pages. And online text often includes hyperlinks, which can lead to deeper coverage—as well as distraction or loss of continuity of thought. Also, most online text does not allow for marginalia that can help students reflect on the content. Teachers and students often do not realize that these differences can impact learning and retention. To address this issue, librarians can suggest resources to include in the course that provide guidance on reading online.
My note – why specialist like Tom Hergert and the entire IMS is crucial for the SCSU library and librarians and how neglecting the IMS role hurts the SCSU library –
Similarly, other types of media need to be evaluated, comprehended, and interpreted in light of their critical features or “grammar.” For example, camera angles can suggest a person’s status (as in looking up to someone), music can set the metaphorical tone of a movie, and color choices can be associated with specific genres (e.g., pastels for romances or children’s literature, dark hues for thrillers). Librarians can explain these media literacy concepts to students (and even faculty) or at least suggest including resources that describe these features
My note – on years-long repetition of the disconnect between SCSU ATT, SCSU library and IMS –
instructors need to make sure that students have the technical skills to produce these products. Although librarians might understand how media impacts the representation of knowledge, they aren’t necessarily technology specialists. However, instructors and librarians can collaborate with technology specialists to provide that expertise. While librarians can locate online resources—general ones such as Lynda.com or tool-specific guidance—technology specialists can quickly identify digital resources that teach technical skills (my note: in this case IMS). My note: we do not have IDs, another years-long reminder to middle and upper management. Many instructors and librarians have not had formal courses on instructional design, so collaborations can provide an authentic means to gain competency in this process.
My note: Tom and I for years have tried to make aware SCSU about this combo –
Instructors likely have high content knowledge (CK) and satisfactory technological content knowledge (TCK) and technological knowledge (TK) for personal use. But even though newer instructors acquire pedagogical knowledge (PK), pedagogical content knowledge (PCK), and technological pedagogical knowledge (TPK) early in their careers, veteran instructors may not have received this training. The same limitations can apply to librarians, but technology has become more central in their professional lives. Librarians usually have strong one-to-one instruction skills (an aspect of PK), but until recently they were less likely to have instructional design knowledge. ICT literacy constitutes part of their CK, at least for newly minted professionals. Instructional designers are strong in TK, PK, and TPK, and the level of their CK (and TCK and TPK) will depend on their academic background. And technology specialists have the corner on TK and TCK (and hopefully TPK if they are working in educational settings), but they may not have deep knowledge about ICT literacy.
Therefore, an ideal team for ICT literacy integration consists of the instructor, the librarian, the instructional designer, and the technology specialist. Each member can contribute expertise and cross-train the teammates. Eventually, the instructor can carry the load of ICT literacy, with the benefit of specific just-in-time support from the librarian and instructional designer.
My note: I have been working for more then six years as embedded librarian in the doctoral cohort and had made aware the current library administrator (without any response) about my work, as well as providing lengthy bibliography (e.g. https://blog.stcloudstate.edu/ims/2017/08/24/embedded-librarian-qualifications/ and have had meeting with the current SOE administrator and the library administrator (without any response).
I also have delivered discussions to other institutions (https://blog.stcloudstate.edu/ims/2018/04/12/embedded-librarian-and-gamification-in-libraries/)
Librarians should seriously consider TPACK as a way to embed themselves into the classroom to incorporate information and ICT literacy.
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more about academic library in this IMS blog
https://blog.stcloudstate.edu/ims?s=academic+library
more on SAMR and TRACK models in this IMS blog
https://blog.stcloudstate.edu/ims/2018/05/17/transform-education-digital-tools/
https://blog.stcloudstate.edu/ims/2015/07/29/mn-esummit-2015/
Ask your students some of these questions:
Today’s students are part of an increasingly visual world. Images in textbooks, in the news, and elsewhere are perfect teachable texts that can be engaging and thought-provoking for tweens and teens. They also have potential as part of lessons that emphasize social-emotional learning and empathy.
When teachers take the time to introduce students to historical images, and the photographers who captured them, we are once again satisfying many of the goals of American education.
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more on visual literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=visual+literacy
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https://www.edsurge.com/research/guides/21st-century-teaching-guide
Colleges around the country have also started hiring staff members with titles like OER Coordinator and Affordable Content Librarian. Our series looked into how the movement is changing, and the research into the costsand benefits. You can even hear a podcast version here.
Robert Talbert, a professor of mathematics at Grand Valley State University and author of the book Flipped Learning. Talbert recently tabulated how many scholarly articles are published each year about “flipping” instruction, meaning that traditional lecture-style material is delivered before class (often using videos) so that classroom time can be used for discussion and other more active learning.
By 2016, there were an estimated 13,000 instructional designers on U.S. campuses, according to a report by Intentional Futures. And that number seems to be growing.
There’s also a growing acceptance of the scholarly discipline known as “learning sciences,” a body of research across disciplines of cognitive science, computer science, psychology, anthropology and other fields trying to unlock secrets of how people learn and how to best teach.
here’s a classic study that shows that professors think they’re better teachers than they actually are
experiments with putting office hours online to get students to show up, bringing virtual reality to science labs to broaden what students could explore there, and changing how homework and tests are written.
Students are also finding their own new ways to learn online, by engaging in online activism. The era of a campus bubble seems over in the age of Twitter
We dove into what lessons can be learned from MOOCs, as well what research so far about which audiences online can best serve.
Perhaps the toughest questions of all about teaching in the 21st century is what exactly is the professor’s role in the Internet age. Once upon a time the goal was to be the ‘sage on the stage,’ when lecturing was king. Today many people argue that the college instructor should be more of a ‘guide on the side.’ But as one popular teaching expert notes, even that may not quite fit.
And in an era of intense political polarization, colleges and professors are looking for best to train students to become digitally literate so they can play their roles as informed citizens. But just how to do that is up for debate, though some are looking for a nonpartisan solution.
Open Textbook Webinar — a 90-minute online meeting to learn about open textbooks.
Peer review of open textbooks is a critical component of assessing quality and supporting faculty looking for resources to use in their own classes. After the workshop, you’ll be eligible to earn a $200 stipend if you provide a short review of an open textbook from the OpenTextbook Library. Reviews are due 6-8 weeks following the workshop.
To prepare for the webinar, please take a few minutes and visit the Open Textbook Library (http://open.umn.edu/opentextbooks/). Glance through the Open Textbook Library and look for textbooks in your discipline that may be appropriate for you to review. In order to receive the $200 stipend, you must 1) participate in the webinar and 2) complete a textbook review. (Please note: There may not be texts available for review in your areas of expertise.)
When: Wednesday, November 14, 2018; 2:30 pm – 4:00 pm
Note that additional Open Textbook Webinars are scheduled throughout the academic year. Please contact Karen Pikula, OER Faculty Development Coordinator, at Karen.Pikula@minnstate.edu if you cannot attend the meeting on Monday.
How: Join the webinar through Adobe Connect
My notes:
3 models of creating textbooks: 1. write a book on their own 2. commercial model 3. Funder
Creative Common and copyright.
CC licenses free to: copy, share, edit, mix, keep, use
reviewing a textbook in the OER. Edit a book in OER
Penn State, through a partnership between Penn State World Campus and the University Libraries, has made available more than 330 e-books for almost 300 courses offered through World Campus starting in the 2017-2018 academic year. The e-books are available to students through Canvas, the University’s learning management system, and are also searchable online in the University Libraries’ catalog.
The e-book licensing partnership between the Libraries and Penn State World Campus
The partnership is mutually beneficial as it helps the Libraries increase its collections strategically while also supporting Penn State’s strategic plan foundation of enabling educational access and affordability and its commitment to help students avoid costs by offering free and low-cost textbooks.”
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more on ebooks in this IMS blog
https://blog.stcloudstate.edu/ims?s=ebooks
more on Penn State
https://blog.stcloudstate.edu/ims?s=penn+state
Cross-Institution & Cross-Sector Collaboration Long-Term Trend: Driving Ed Tech adoption in higher education for five or more years
Although a variety of collaborations between higher education and industry have emerged, more-explicit frameworks and guidelines are needed to define how these partnerships should proceed to have the greatest impact.
links to the Webinar on the report:
https://events.educause.edu/educause-live/webinars/2018/exploring-the-2018-horizon-report
link to the transcript: https://events.educause.edu/~/media/files/events/educause-live/2018/live1808/transcript.docx
Proliferation of Open Educational Resources Mid-Term Trend: Driving Ed Tech adoption in higher education for the next three to five years
The United States lags on the policy front. In September 2017, the Affordable College Textbook Act was once again introduced in both the US House of Representatives and the Senate “to expand the use of open textbooks
It is unlikely that ACTA will pass, however, as it has been unsuccessfully introduced to two previous Congresses.
The Rise of New Forms of Interdisciplinary Studies
Faculty members, administrators, and instructional designers are creating innovative pathways to college completion through interdisciplinary experiences, nanodegrees, and other alternative credentials, such as digital badges. Researchers, along with academic technologists and developers, are breaking new ground with data structures, visualizations, geospatial applications, and innovative uses of opensource tools.
Growing Focus on Measuring Learning
As societal and economic factors redefine the skills needed in today’s workforce, colleges and universities must rethink how to define, measure, and demonstrate subject mastery and soft skills such as creativity and collaboration. The proliferation of data-mining software and developments in online education, mobile learning, and learning management systems are coalescing toward learning environments that leverage analytics and visualization software to portray learning data in a multidimensional and portable manner
Redesigning Learning Spaces
upgrading wireless bandwidth and installing large displays that allow for more natural collaboration on digital projects. Some are exploring how mixed-reality technologies can blend 3D holographic content into physical spaces for simulations, such as experiencing Mars by controlling rover vehicles, or how they can enable multifaceted interaction with objects, such as exploring the human body in anatomy labs through detailed visuals. As higher education continues to move away from traditional, lecture-based lessons toward more hands-on activities, classrooms are starting to resemble real-world work and social environments
Authentic Learning Experiences
An increasing number of institutions have begun bridging the gap between academic knowledge and concrete applications by establishing relationships with the broader community; through active partnerships with local organizations
Improving Digital Literacy Solvable Challenge: Those that we understand and know how to solve
Digital literacy transcends gaining discrete technological skills to generating a deeper understanding of the digital environment, enabling intuitive and discerning adaptation to new contexts and cocreation of content.107 Institutions are charged with developing students’ digital citizenship, promoting the responsible and appropriate use of technology, including online communication etiquette and digital rights and responsibilities in blended and online learning settings. This expanded concept of digital competence is influencing curriculum design, professional development, and student-facing services and resources. Due to the multitude of elements of digital literacy, higher education leaders must obtain institution-wide buy-in and provide support for all stakeholders in developing these competencies.
Despite its growing importance, it remains a complex topic that can be challenging to pin down. Vanderbilt University established an ad hoc group of faculty, administrators, and staff that created a working definition of digital literacy on campus and produced a white paper recommending how to implement digital literacy to advance the university’s mission: https://vanderbilt.edu/ed-tech/committees/digital-literacy-committee.php
Adapting Organizational Designs to the Future of Work
Technology, shifting information demands, and evolving faculty roles are forcing institutions to rethink the traditional functional hierarchy. Institutions must adopt more flexible, teambased, matrixed structures to remain innovative and responsive to campus and stakeholder needs.
Attempts to avoid bureaucracy also align with a streamlined workforce and cost elimination. Emphasis has been placed on designing better business models through a stronger focus on return on investment. This involves taking a strategic approach that connects financial practice (such as analyzing cost metrics and resource allocation) with institutional change models and goals.124
Faculty roles have been and continue to be impacted by organizational change, as well as by broader economic movements. Reflective of today’s “gig economy,” twothirds of faculty members are now non-tenure, with half working part-time, often in teaching roles at several institutions. This stands as a stark contrast to 1969, when almost 80 percent of faculty were tenured or tenuretrack; today’s figures are nearly inverted. Their wages are applying pressure to traditional organizational structures.Rethinking tenure programs represents another change to organizational designs that aligns with the future of work.
Organizational structures are continuing to evolve on the administrative side as well. With an emphasis on supporting student success, many institutions are rethinking their student services, which include financial aid, academic advising, and work-study programs. Much of this change is happening within the context of digital transformation, an umbrella term that denotes the transformation of an organization’s core business to better meet customer needs by leveraging technology and data.
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added Nov 13, 2018
Short-Term, 1-2 years):
(Mid-Term, 3-5 years):
(Long-Term, 5 or more years):
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more on the NMC Horizon Report in this IMS blog
https://blog.stcloudstate.edu/ims?s=horizon+report
By Dian Schaffhauser 08/02/18
https://campustechnology.com/articles/2018/08/02/ed-accepting-proposals-for-consortium-oer-pilots.aspx?
The U.S. Department of Education has finally made a move on its efforts to fund development of open educational resources. The agency issued a notice this week inviting proposals for an “open textbooks pilot program” with an Aug. 29, 2018 deadline. The program was mandated in an omnibus spending law, H.R. 1625, approved by Congress earlier this year. ED expected to issue between one and three awards.
The winning proposals will be eligible for between $1.5 million and $4.95 million. The latter amount is nearly the entire fund of $5 million stipulated for the pilot in an explanatory document that accompanied the spending bill.
The application has three “absolute priorities” and one “competitive preference” priority. The absolutes are these:
For more information, visit the application on the Federal Register.
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more on OER in this IMS blog
https://blog.stcloudstate.edu/ims?s=oer