Searching for "textbooks"

texbooks as part of tuition

How one school beat the textbook dilemma

Laura Devaney, Director of News, @eSN_Laura March 31st, 2016

The college rolled textbook costs into tuition the same way costs associated with athletic fields, libraries,
and classroom equipment are rolled into tuition.

More on textbooks in this blog:

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

More on e-books in this blog:

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

open educational resources

A Librarian’s Guide to OER in the Maker Space

http://www.slj.com/2015/10/technology/a-librarians-guide-to-oer-in-the-maker-space

OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits sharing, accessing, repurposing—including for commercial purposes—and collaborating with others. They include educational materials, such as lesson plans, games, textbooks, tests, audio, and video. In addition to being free, these no-cost teaching and learning materials are available online for anyone to use, modify or share with others.This use, reuse, and remixing of instructional materials is a powerful way to gain and share knowledge. Because OER are customizable and flexible, they can be used very effectively to support students to achieve their learning goals.

OER Commons is a digital library where educators can find resources to develop, support and amplify their maker space practices. The site is searchable by subject, grade level or standard. Users can also filter results to include topics, such as activities and labs, games, videos, lesson plans, and interactive tools.

Related blog entry:
https://blog.stcloudstate.edu/ims/2016/02/22/libraries-and-learning/

textbook or not

Zaghab, R. W., & Beckenholdt, P. (2014, June). Textbook-Free Learning: A Framework for Critical Analysis. In Proceedings of the 9th International Conference on e-Learning: ICEL 2014 (p. 190). Academic Conferences Limited.

https://books.google.com/books?hl=en&lr=&id=ElMJBAAAQBAJ&oi=fnd&pg=PA190&dq=textbook-free+Zaghab&ots=IDuokCrhcq&sig=hpg16tUnRLP00CgHJo9z7fY8uqM#v=onepage&q=textbook-free%20Zaghab&f=false

short link: http://scsu.mn/1XlEcLE

Abstract:

Textbooks are losing relevance in the higher education classrooms partially due to the high costs and slow speed of textbook publication in the midst of the growing supply of open electronic resources. With trends toward online course delivery, more colleges are considered online resources as a matter of policy without an adequate framework for decision making during times of rapid transformation. The purpose of this paper is to improve the balance and deliberateness of university decision making in considering Textbook-free approaches. The proposed line of inquiry responds to a critical and timely question: Under what conditions might Textbook-free online course resources offer the best approach to a quality higher education learning experience? A three-part analytical framework is proposed to consider resource quality, institutional commitments, and external trends. By distilling the literature, the authors propose: 1) universal quality indicators for online and open education resource selection for a course or classroom; 2) institutional factors and resources that impact the quality of the Textbook-free approach; and 3) the selection of instructional resources based on environmental factors and transformational change influencing fields of study. Punctuated equilibrium theory helps to inform the framework. With the assumption that classrooms prepare students for the world of work, the proposed framework identifies challenges to the identification of educational resources for fields undergoing disruptive change.

lecture capture and online ed

From the Blended and Online Learning discussion list:

We’re working on a grant program at my unit to improve these lec-capture courses. One of the ways is to train faculty:

  •  We’ve seen that these courses have very little student engagement, especially for online students for whom this is the main medium of instruction. It’s challenging for the instructors to keep the online student in mind as they teach their lec-capture class. This is not surprising, since they’re essentially being asked to teach 2 different audiences simultaneously  – in class and online. However, given that this is not going to change in the near future for us, we’ve begun exploring ways to train faculty to do a better job given the constraints. Below are some ideas:
    • We are in the process of creating a sort of “checklist” to address things that can be done before, during, and after the class and ways of streamlining the process.
    • BEFORE
      • Make faculty familiar with the technology – do tours of rooms, tutorials, short workshops, etc.
      • Syllabus, Schedule and instructional materials are prepared before the semester begins.
      • Learning objectives, outcomes, and assessments are aligned and made transparent to the students.
      • Design pedagogy that is inclusive – for e.g., move discussions online, create groups that include in-class and online students, use language that directly addresses online students, etc.
    • DURING & at the END
      • Review a sampling of videos at the beginning, middle, and end by ourselves and then with the faculty and provide them feedback on the good, the bad, and the ugly – very discreetly. 🙂 It’s going to be a sort of a joint reflection on the class. We believe if we do this a few times with the faculty, they’ll get the message and will make greater effort to include the online student in their instruction. And doing it 3 times will also make visible the changes and progress they make (or not)
      • We also plan to survey the students at the beginning, middle, and at the end of the semester and share the results with the faculty.

Chunking of videos includes preplanning and post production tasks. Faculty can be trained to script their lectures more, create lecture based on “topics” to make chunking and tagging easier. Need to focus on end user experience (online student).

These are some of the ideas. We plan to start implementing them this summer. I’ll share with you our progress. 🙂

Rema

———————————————————–

Rema Nilakanta, Ph.D.
Director of Design & Delivery|
Engineering-LAS Online Learning
1328 Howe Hall
515-294-9259 (office)
515-294-6184 (fax)
http://www.elo.iastate.edu

—————————-

On Wed, Jan 27, 2016 at 8:48 AM, Nilakanta, Rema [ELO] <rema@iastate.edu> wrote:

Good Morning!

Thank you all for filling out the survey on the use of lecture capture in higher education. I appreciate your time and interest in this subject.

Attached are the results. I’ve also provided an overview below. The main purpose of this survey was to get an overall idea of how lecture capture is used in HE. I was just curious to see if the way we use it is pretty much similar at other institutions. The finding was inconclusive. My next step is to dig a little deeper – perhaps repurpose this survey for faculty and students. The final goal is to improve these courses – make them as pedagogically sound as possible, given that this technology is here to stay at our campus, at least for the near future. It will certainly require designing faculty training, but I would also like to explore innovative and efficient ways of chunking lecture videos pre and post production.

Let me know if you have any questions or need further information.

Rema

OVERVIEW OF “USE OF LECTURE CAPTURE IN HE” SURVEY RESULTS & FINDINGS

By Rema Nilakanta

rema@iastate.edu

I’ve listed some of the findings that impressed me. They do not follow the order of the questions in the survey. For details, please view the attached report.

Just a quick note – There were 39 respondents, but not all responded to every question. The respondents included instructional and IT support staff and administrators at all levels generally from 4-year public and private universities.

FINDINGS & THEMES

  • Echo 365 and Panopto are the most frequently used lecture capture systems, but Adobe Connect also has several users.
  • The computer screen and the instructor feed are most commonly captured (89% and 79%, respectively). However, some also capture the document camera, the whiteboard, and the graphics pen tablet (53%, 39%, and 32%, respectively).
  • Almost every one (97%) report that they support their recordings with additional course materials in an LMS, while many also use web conferencing to deliver lectures and hold office hours. A sizeable portion of respondents also use online textbooks and publisher sites in their course delivery. Only 18% use lecture capture as the primary means of course delivery.
  • The majority of respondents use full class recordings of an hour or more, while around half also use short segments of 20 minutes or less.
  • The majority of the respondents seem to indicate a campus wide use of lecture capture for different purposes:

o   review of in-class lectures

o   training and advising

o   student presentations (students use the technology to create their presentations/demos/assignments)

o   live streaming of seminars and on-site hosting of conferences for remote students and audiences.

  • Size of the support units ranged from 1 person to 150+ people spread across campus.
  • Similarly, there was a wide range for the number of courses that used lecture capture – as few as 1-2 to a 1000 and more, if one takes into account non-traditional uses.
  • Although the numbers show that a majority (77%) provide full IT support for their lecture capture systems, a closer look at the comments indicates there is a general tendency toward making faculty more self reliant by providing them support when requested, or providing them with fully equipped and automated rooms, personal capture solutions and/or training.
  • Majority seemed satisfied with the lecture capture setup, so did the students.  However, it seemed that the knowledge about student satisfaction was more anecdotal than formal. Other observations include:

o   For people satisfied with the setup, there were quite a few users of Echo 360 and Panopto.

o   Panopto seemed to rise above the rest for its promptness and quality of service. Mediasite got mixed response.

o   There seems to be an awareness of the need to get the lectures captioned.

o   Along with automated lecture capture technology, there seems to be a rise in old ways of doing things – manual (human) recording of events continues and seems preferable, especially in the face of rising costs of lecture capture technology.

  • The top 5 challenges concerning faculty support can be summarized as follows:

o   Training faculty to use the technology – turn on the mic, no recording of white board, do not change settings, take time to learn the technology.

o   Funding and support

o   Ensuring best practices

o   Captioning

o   IP concerns

  • Efforts to address these challenges were related to:

OPERATIONS

–       Keep mic on all the time

–       Use of media asset management systems, like Kaltura (MediaSite)

–       Admins trained to check settings for rooms

–       Disable download of recordings as default setting (addressed IP concerns)

TRAINING

–       Create user groups around technologies

–       Promote communication among instructors using a particular room

–       Training of faculty by instructional design teams on the use of technology and best practices

 

here is more on lecture capture in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=lecture+capture&submit=Search

games and learning

Four Inventive Games That Show Us the Future of Learning

http://ww2.kqed.org/mindshift/2015/11/26/four-inventive-games-that-show-us-the-future-of-learning

Earth Primer

Designed by Chaim Gingold, a Ph.D. student at UC Santa Cruz, indie developer and designer of Spore’s creature creator, “Earth Primer” is a reinvention of the textbook. Unlike the all-too-familiar “interactive textbooks” that are little more than pictures and animations tacked on to traditional text, “Earth Primer” starts from the ground up. It’s elegantly presented and paced.

Metamorphabet

Patrick Smith, the designer behind “Metamorphabet,” is like the games equivalent of a toymaker.

Extrasolar

Money and time are the two most common barriers to using games in the classroom. “Extrasolar” solves both while also striking pedagogical gold: authentic, self-motivated learning. It’s a free alternate reality game (ARG) that mimics the day-to-day life of a rover driver exploring an alien planet for a mysterious space agency. Rather than placing players in some fantastical world, they interact with what looks like a typical desktop interface, giving their rover commands, and waiting to receive photographs and data from the alien world as well as messages from their employer. Each bit of play requires only a few minutes of activity. The wait builds tension, and when matched with the relatively mundane interface and tasks, it doesn’t feel like a game — which is kind of the point. Best of all: It’s all based in real science and, like with any good ARG, has a healthy dose of mystery to give players a reason to return.

Twine is an open-source tool for telling interactive, nonlinear stories.

http://twinery.org//

You don’t need to write any code to create a simple story with Twine, but you can extend your stories with variables, conditional logic, images, CSS, and JavaScript when you’re ready.

Twine publishes directly to HTML, so you can post your work nearly anywhere. Anything you create with it is completely free to use any way you like, including for commercial purposes.

Twine was originally created by Chris Klimas in 2009 and is now maintained by a whole bunch of people at several differentrepositories.

https://www.graphite.org/ – reviews and ratings for educational materials

Educause 2015

Gamify! Play! Learn! Turn Campus Resources into Exciting Learning Experiences

Thursday
Oct 29th, 2015
4:30 PM – 5:20 PM
Eastern Time
Sagamore Ballroom 3
slide 6
  • Gamification is the use of game mechanics and
    game design techniques in non-game contexts.
  • Gamification uses the natural desire for competition, achievement, status, altruism and/or collaboration (depending on the personality type).
slide 8 Gamification Mechanic Types
  • Objectives: A behavioral mechanic type, requiring the user to take action for the reward.
  • Progression: Move the user through the content.
  • Feedback: Informing the user of their status

Gamification Mechanic Benefits       Each gamification mechanic result in one or more benefits.

Gamification Personality Types

People are motivated to play games differently.

Explorers: Pride themselves in exploring all facets of a game or the context surrounding it.

Killers: Driven by player vs player competition. Always comparing themselves to others.

Socializer: Prefers to chat, play cooperatively, and share game experiences with others.

Achievers: Look to achieve all objectives available in a game. Desires to beat the game itself.

==========================

Adaptive Learning in Online Learning: Results from an Ongoing Evaluation

Wednesday
Oct 28th, 2015
11:40 AM – 12:30 PM
Eastern Time
Wabash Ballroom 2
This session will present results from an evaluation of the integration of RealizeIT adaptive learning technology into three fully online courses: General Psychology, Pathophysiology for Nursing Practice, and College Algebra. Presenters will discuss the impact on students, faculty, and the university.

Adaptive learning systems provide each student with a personalized learning experience, adapting the presentation of the content, and possibly the assessment to the individual ability of the student
==============================================

Badges: A New Mode for Faculty Development

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
Co-developed by Learning Technologies and the Faculty Colloquium on Excellence in Teaching and Learning at Indiana University, a digital badge pilot (badges.iu.edu) was launched to support faculty professional development and growth. This session will cover the competency levels, topics of study, and the badging platform to document levels of achievement.
Outcomes: Understand the basics of a three-tiered framework for digital badges * Review the online badging platform * Explore topics for faculty development

=============================

Open Digital Badges: Microcredentials and the Higher Ed Landscape

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
Because they contain claims and evidence and circulate in networks, open digital badges are transforming credentialing. We will highlight the findings from a two-year study of 29 badge development projects, introduce a new project supporting badge innovation in major learning management systems, and interactively discuss the future of badges in higher education.
Outcomes: Understand the open badge ecosystem and how it benefits learning in higher education * Review digital developments in badge delivery * Discover contexts for the future of badges. Daniel Hickeyhttp://www.educause.edu/library/resources/where-badges-work-betterA Framework for Interactivity in Competency-Based Courses: http://er.educause.edu/articles/2015/8/a-framework-for-interactivity-in-competency-based-coursesBadging in a Learner-Centered Context  http://er.educause.edu/multimedia/2015/8/badging-in-a-learner-centered-context



Mozilla Open Badges 101: Digging into Badges (a webinar)

personalized learning or competency-based does not resolve it. GPA does not respond to employers search
regimenting credentials. digital representation of of skill or achievement. represent achievements on the web. social status (foursquare). granular, evidence-based and transferable. badge ecosystem (across multiple areas), this is why open badges; open system. Open Badge Standard: issuer information; earner information; criteria URL; evidence URL; Standards Alignment; Taxonomy Tags

=============================

Data Visualization: The What, the Who, and the How

(overlaps with infographics)
Wednesday
Oct 28th, 2015
2:30 PM – 3:20 PM
Eastern Time
Meeting Room 231-232
Data visualization tools are becoming much stronger and are now targeted at a much wider audience. This panel will explore what we should be trying to do with data visualization, who will be doing it, and how we might support and steer it.
OUTCOMES: Identify multiple opportunities for use of data visualization * Learn about multiple user communities, including those not centrally managed * Explore ways to support users and steer them toward good practiceshttp://www.educause.edu/sites/default/files/library/presentations/E15/SESS029/Data%2BViz%2BEducause%2B151028%2BFINAL1.pptxslides 7: What works well for technically savvy developers may not work for faculty or staff without those same credentials.

  • Data Wrapper
  • Raw
  • Infogram
  • Tableau
    • Oracle suite of OBIEE (Oracle Business Intelligence Enterprise Edition) has been very successful for CSU
    • Cognos (IBM) is another tool that is very popular for developers and has been used by USG central office
    • D3 (For Data Driven Documents)
    • Fusion Charts
    • Chart js
    • Google Charts

slide 11: Two primary design goals supported through Data Visualization:

  • Discovery and Exploration

–What story is the data telling you

–Identify patterns and exceptions

  • Decision-making

–Compare, contrast, choose

–Explain, make a point, decide

slide 15:

qTo communicate

qPresent more clearly or more forcefully than would be accomplished with text or tables

qReports, dashboards, infographics, etc.

qTo discover

qAllow us to see what would be difficult or impossible to see if not presented in a useful visualization

qRealm of research but moving into the mainstream

qCan same visualization serve both purposes?

======================

iPad, You Pad, We All Pad: Transforming Teaching and Learning

Wednesday
Oct 28th, 2015
2:30 PM – 3:20 PM
Eastern Time
Meeting Room 237-238
California State University Northridge, Lynn University, and Jackson State University have all deployed one-to-one iPad tablet initiatives, with the objectives to increase student engagement and learning, improve the quality of teaching materials, and decrease student costs. This session will discuss the transformational educational opportunities afforded by the iPad and highlight technology and pedagogical lessons learned.
Outcomes: Learn about the transformational impact of one-to-one iPad initiatives in the classroom * Understand the need for extensive faculty development and faculty adoption strategies * Appreciate deployment and support challenges====================

The Avalon Video and Audio Repository for Libraries and Beyond

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
The Avalon Media System provides an open-source streaming media solution, based on Hydra/Fedora repository technologies, focused on delivery of library media collections, but it is finding other uses, including support for publication, teaching and learning content, and digital scholarship. As a result, new features enhance support for additional research and instructional use cases.
Outcomes: Understand the problems Avalon solves * Understand the extended use cases addressed with Avalon, both present and intended future * Learn how best to engage with the Avalon project.========================

 Karuta: Design Your Own Portfolio Process

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
The Karuta Open Source Portfolio, currently under incubation by the Apereo Foundation, offers dramatic flexibility for designing portfolio workflows with rubrics to assess learning outcomes. Karuta is LTI enabled for integration with the LMS for easy access and transfer of evidence of learning. Subsequent releases will add functionality for showcasing as well as reporting. Outcome: Learn how Karuta can flexibly support your programs and institution through leveraging its functionality
=======================

Supporting the Discovery and Adoption of Open E-Textbooks

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
The California Open Education Resources Council comprises faculty from the three CA higher education systems working together to identify open textbooks for high impact courses. The selected open textbooks are in the process of being peer reviewed and curated in the CA Open Online Library.
Outcomes: Identify quality open textbooks for general education, high-impact courses * Learn how to interpret textbook peer reviews with a faculty-created rubric * Understand how to reference these resources for the discovery of quality no- or low-cost materialshttp://www.educause.edu/sites/default/files/library/presentations/E15/PS58/COOL%2BEducause%2BPoster%2B2015.pdf
====================

Seminar 12P – Six Secrets for Evaluating Online Teaching (separate registration is required)

Tuesday
Oct 27th, 2015
12:30 PM – 4:00 PM
Eastern Time
Meeting Room 241-242
What makes online teaching different from face-to-face teaching? How can we tell when it’s done well? Faculty members, administrators, and IT leaders will learn six evaluation “secrets” from the authors of the new book Evaluating Online Teaching. You will leave this seminar with use-them-now strategies, tools, and templates to take back to your campus.
OUTCOMES: Distinguish online content and practices that “count” as teaching behaviors * Design self-, peer-, and administrative-evaluation analytic tools * Develop a 6-stage, campus-wide program for evaluating online teachinghttp://www.educause.edu/annual-conference/2015/seminar-12p-six-secrets-evaluating-online-teaching-separate-registration-required

10 Handout – Forms and Resources
3 MB, PDF
08 Handout – Ten Principles Operationalized
355 KB, PDF
07 Handout – Checklist for Campus Readiness
140 KB, PDF
06 Handout – Institutional Audit
305 KB, PDF
05 Handout – The Three I’s
188 KB, PDF
04 Handout – Penn State Faculty Online …
87 KB, PDF
00 Workshop Presentation File
12 MB, Powerpoint Slides

========================

Reimagining Learning Space Design across the Disciplines

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 235-236
Learn how the University of Pittsburgh is creating a scalable classroom model for active learning on a traditional campus. Administrators, faculty, and instructional technologists and designers recently collaborated to reimagine legacy large-enrollment lecture halls. The focus of this session is on the learning space design process across the disciplines.
Outcomes: Identify and apply the principles of active learning associated with learning space deign * Understand the design process * Assemble an effective learning space design teamhttp://www.educause.edu/annual-conference/2015/reimagining-learning-space-design-across-disciplines

==============================

Thinking Digitally: Advancing Digital Literacy with Personalized Learning Tools

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Wabash Ballroom 2
The session will outline a scalable framework for integrating digital literacy in higher education curriculum, supported by tools that allow for active and personalized learning. Research and examples from Georgia State University’s experience implementing a pilot program will be used as a catalyst for interactive discussion and idea generation.
Outcomes: Understand the value of incorporating digital literacy into curriculum * Select from emerging personalized learning technologies to support digital literacy across diverse academic scenarios * Adapt a methodology for developing partnerships to advance digital literacy across the organizationhttp://www.educause.edu/annual-conference/2015/thinking-digitally-advancing-digital-literacy-personalized-learning-tools===============

What’s That Droning Overhead?

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 201-202
Session Type: Concurrent Session
A discussion of unmanned aerial vehicles (drones) and drone activities that either take place on campus or impact a campus from the outside. The state of federal aviation regulations and guidelines for drones will be covered. Attendees can share their experiences with official and rogue drone activities at their institutions.
Outcomes: Learn about the drone devices in use, from miniature to massive * Understand the impact of drones on academic institutions, for better or worse * Learn what drone activities are legally allowable, banned, or discouragedhttp://www.educause.edu/annual-conference/2015/whats-droning-overhead

https://drive.google.com/file/d/0B4vcm8Bg5pkcWFlaQ1J3b3duc2M/view

5. Using small unmanned aerial vehicles  today is similar to the “fair use” of media

http://www.dronesurvivalguide.org

Resources – Higher Ed Drone Policies
The Ohio State University
Iowa State University
Indiana University
University of Kansas
Penn State University
University of New Mexico

The Association of College and University Policy
Administrators (ACUPA, acupa.org)

===================

Mobile Computing

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 239
Session Type: Discussion Session
Join this lively discussion and discovery of innovative and functional uses and support for mobile computing. We will explore creative ideas for projects using mobile devices in teaching, learning, and administration. Topics may include hardware, applications, tools, special uses, wireless and mobile connectivity, web services, support issues, and security.

educause 2015

8:00 AM11:30 AM

Meeting Room 231-232
Session Type: Morning Seminar
Meeting Room 140-141
Session Type: Afternoon Seminar
Meeting Room 241-242
Session Type: Afternoon Seminar
Sagamore Ballroom 6
Meeting Room 132-133
Session Type: Discussion Session
Sagamore Ballroom 4
Poster Sessions, Exhibit Hall H-K
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Shoji Kajita
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Leslie Kennedy
Session Type: Poster Session
Poster Sessions, Exhibit Hall H-K
Jon W. Dunn
Session Type: Poster Session
Sagamore Ballroom 4
Rob Peregoodoff
Meeting Room 237-238
Session Type: Concurrent Session
Meeting Room 231-232
Session Type: Concurrent Session
Meeting Room 132-133
Session Type: Discussion Session
Meeting Room 203-204
Wabash Ballroom 2
Session Type: Concurrent Session
Meeting Room 201-202
David Stack
Session Type: Concurrent Session
Meeting Room 239
Rose A. Rocchio
Session Type: Discussion Session
Sagamore Ballroom 5
Jaime Casap
Session Type: Featured Session
Meeting Room 201-202
Session Type: Concurrent Session
Meeting Room 203-204
Meeting Room 134-135
Tanya Joosten
Session Type: Discussion Session
Meeting Room 237-238
Session Type: Concurrent Session

Traditional Texts preferred over E-Books

Survey: Most Students Prefer Traditional Texts over E-Books

http://campustechnology.com/articles/2015/09/01/survey-most-students-prefer-traditional-texts-over-ebooks.aspx

Reasons commonly cited by students for preferring traditional books include:

  • They are easier to read;
  • Students like to physically highlight selections;
  • They’re cheaper;
  • Students prefer the formatting;
  • They’re easier to navigate and bookmark;
  • E-books make students’ eyes hurt;
  • Students find it harder to concentrate on e-books;
  • Traditional books do not require Internet access;
  • Students like to write on the pages;
  • Tablets or laptops are not allowed in class;
  • Availability of e-books is limited; and
  • Students end up printing the pages of e-books anyway.

Among the 27 percent of respondents who do prefer e-books, common reasons for the preference include:

  • E-books are cheaper;
  • They are lighter;
  • They don’t have to be returned;
  • They are more environmentally friendly than paper books;
  • They are searchable;
  • Print size and brightness is adjustable;
  • They can convert text to audio; and
  • They can be used with apps.

MN E-Summit 2015 had two speakers on the e-book topic:

https://blog.stcloudstate.edu/ims/2015/07/29/mn-esummit-2015/

The Balancing Act: Team-Creating an eBook as an Alternative Method for Content Delivery Tom Nechodomu, University of Minnesota

David Wiley. Making Teaching and Learning Awesome with Open: MN Learning Commons

David sited same stats as in this article:

“According to the Student Monitor, 87 percent of textbooks purchased by students in 2014 were print editions (36 percent new, 36 percent used, 15 percent rented). E-books comprised only 9 percent of the market. The remaining 4 percent was made up by file sharing.”

but puts the stress on e-books as an option to cut the greedy publishing houses and bring down the cost (MN Learning Commons)

Educational Technology Engaging Students: bookstores, ebooks and cost for students

From Books to Bytes: How Educational Technology is Engaging Students and Enhancing Learning

Sponsored By: VitalSource
This presentation will begin on Tuesday, August 18, 2015 at 11:00 AM Pacific Daylight Time.

http://event.on24.com/eventRegistration/EventLobbyServlet?target=lobby.jsp&eventid=1030139&sessionid=1&key=65FED8F873D5F1BF695F2E0D8A27ADCF&eventuserid=123437779

moderated by Linda Briggs

David Kent Director VOLSHOP (official bookstore) U of Tennessee, Knoxville
Lisa Kiefer, Managing Director Wakefield ResearchCindy Clarke Vice President Marketing, Vital Source Technologies

stats from presentation available here: http://web.stcloudstate.edu/informedia/blog/bytes_books.pdf or http://wcc.on24.com/event/10/30/13/9/rt/1/documents/slidepdf/vitalsource_campustechnologywebcast_finalslidedeck.pdf

methodology: 519 students from 4 years college and u/s

close to what keynote speaker at MN eSummit 2015 shared https://blog.stcloudstate.edu/ims/2015/07/29/mn-esummit-2015/ David Wiley, MN Learning Commons

students want formally taught life skills: interview for a job, balance checkbook and do taxes, how to take out and pay for student loans

Tennessee:
traditional 4 year school. cost is part of the program, not charged as a course fee. all materials avaiable first day of school and available in perpetuity. way below rental books prices. via LMS (BB). no printed textbooks. few books through websites, for books, which do not subscribe for the program. ebooks offered at the store. increasing titles selection. cost, learning outcomes. the outlook for digital in the future: already digital, but open for further development. expand courses offered, launching more programs with materials bundled and online course.
digital is easier to work with, deliver to customer,
business partnership (this is different now from https://blog.stcloudstate.edu/ims/2015/07/29/mn-esummit-2015/ David Wiley, MN Learning Commons). working closely with provost, cio, vital source. working with publishers to make sure that content is available>
business model: program bundle all the content and deliver to students and advertise periodically to students
the course fee model: charged to student account semester by semester bases. also student-paid method. all access model is better for everyone.

ebooks are important for the interactivity, collaboration

Q and As:
what was the students’ reaction moving to digital books. how traditional faculty are accepting the change. A: pilot group of several faculty and gradual roll out. early adopters influencing others.
does the content open on all devices? A: yes, device-agnostic. dedicated apps for iOS, Android, and Windows
disability? A: enhanced apps, migrate all PDF format to proprietory platform. epub and PDF content. user added epub content. Center for accessible material innovation, American Foundation for the blind, Tech for All etc
libraries do not provide course materials for students. clean division between campus store and library
BB admin is loading the codes in the LMS, but the idea is to load the information straight into BB. cio in charge. helpdesk support for vital provided by the cio department.
cost savings in percent for students digital to print. student pay model, ebooks can vary to new book price. ebooks even more expensive. with the course fee, 70% off rental. 3rd party operator may add 30%.  all parties must be looking for reasonable margin. greater digital adoption results in lower costs for students.

digital alleviates dropout rate.

what course which don’t fit digital materials. life sciences and mathematics, science and engineering is landing itself well

how much interactive content and links to social media is incorporated.

 

MN eSummit 2015

#MNsummit2015

Main speaker

Aaron Doering

aaron doening

aaron doening

Engagement not completion

Design experience not product

Create change, not simply respond to it

He was a geography teacher : Dimitrina

Experience explore expand. Adventure based how to collaborate in ways we have not collaborated before pedagogical guidelines internet driven

Instructor – content – design

Today: first think is design, content, instructor. So how do we design learning environments is the most important one

Guide learners as designers. Constructivism. Design for meaning. Through the power of the story.

Geotetic  design a learning environment learn geography using GIS

Situated movies (student-centered learning)

Grant Earthducation go to the most remote parts of the world to align their education with their culture, instead of what the government is downing as culture

Use of phone: whoever answers instructor’s question first, gets to pose the next question to the rest of the audience.

Design based research

Self-narrative, referencing the experience real world issues in real time

  1. reference knowledge . knowledge overlap. Technological pedagogical content knowledge.

Geotetic not only how prepare teachers, but desing learning environmwer of the story.

we explore: https://www.we-explore.com/

9.5 design as a learner.

the U Media Lab.
The Changing Earth. App GoX (instagram on steroids.  tell their story through the app). How is this different from Google Earth
Raptor Lab (rehabilitate a raptor).

  1. design experiences
  2. build trust
  3. guide learners as designers
  4. recognize learners as experts
  5. encourage collaboration
  6. inspire self narrative
  7. reference the knowledge domains
  8. teach for change
  9. design as learner

adoering@umn.edi     chasingseals.com   @chasingseals

 

podcast pontification (audio version of blog self reflections)

 Greg Steinke The U
A Digital Story Assignment using WeVideo

wevideo

WeVideo is the Google response to iMovie cloud

The U is on Google email and thus google drive and all other google tools

The Center for Digital Storytelling. short videos, 3-5 min incorporate photographs with the author narration, reflection

Assignment (verbal directions). process (write a 2 page script, every page is about a minute of video), gather images that support the story; edit the script (rewrite); record audio to the script (use an app on the phone instead of WeVideo), WeVideo can edit the audio recording; edit the story, edit the photos to match the story; YourTube and/or Google+

working with faculty: is the digital story a good fit for your course? two questions: does the course have many writing assignments? does everyone have to do the same type of assignment? do you want to offer choices? do you want your students to share their work outside of the class? to you want to explore opportunities for students to develop 21 century skills?

google communities for sharing

wewideo has a tutorial at Center for Digital Storytelling

students can use the digital story for their eportfolio

the entire exercise is entirely based on mobile devices

time frame: scaffolding options

3d printing products were the tangible result of the project and the digital storytelling just the format to present

Google Drive master folder for the phone images and video; iOS apps: MoviePro, FiLMc Pro, VoiceRecord Pro (including mp3); Android: WeVideo

Storyboard template

Faculty Development Programs: Digital Storytelling Community of Practice

http://it.umn.edu/faculty-development-programs-digital-0

Poster sessions:

Brad Hokanson

http://dha.design.umn.edu/faculty/BHokanson.html

iPAD video kit:

ipad video kit

Laurie Conzemius
Critical Thinking

laurie

ISTE: http://conference.iste.org/2016/
Joe Lau critical thinking

apps: Popplet  blog.popplet.com  http://www.popplet.com/ (mindmapping)

into the book: http://reading.ecb.org/

Kahoot – the token system. Polleverywhere  https://blog.stcloudstate.edu/ims/2015/05/21/polls-and-surveys-tools-for-education/

Symbaloo https://www.symbaloo.com/home/mix/13eOcK1fiV zotero, easybib, delicious, diigo depending on the grade

youth voices; http://youthvoices.net/ replace social media like teachertube is trying to replace youtube

quandary games in education. https://www.quandarygame.org/ sim city

citizen science alliance http://www.citizensciencealliance.org/

Toontastic https://itunes.apple.com/us/app/toontastic/id404693282?mt=8 now free  storytelling

coding and programming: https://www.makewonder.com/robots/dashanddot  scratch

Osmo : https://www.playosmo.com/en/ $79.99 + give a set for free Stride principle as a parental involvement

chainlink;

kickword; https://play.google.com/store/apps/details?id=com.makario.wordkick

red herring (four categories) https://play.google.com/store/apps/details?id=com.BlueOxTech.RedHerring&hl=en

http://www.mathplayground.com/logicgames.html

http://www.mathplayground.com/thinkingblocks.html

evaluation:

telestory  https://itunes.apple.com/us/app/telestory/id915378506?mt=8

explain everything http://explaineverything.com/

 

Exploring and Connecting 3D Printing to Teaching and Learning Jason Spartz, Saint Mary’s University of Minnesota

http://pubs.lib.umn.edu/minnesota-elearning-summit/2015/program/23/

http://pubs.lib.umn.edu/cgi/viewcontent.cgi?article=1023&context=minnesota-elearning-summit

3db 3da 3d lisa

Jason Spartz, Saint Mary’s University of MinnesotaFollow
Lisa Truax, Saint Mary’s University of MinnesotaFollow
Karen Sorvaag, Saint Mary’s University of MinnesotaFollow
Brett Bodsgard, Saint Mary’s University of MinnesotaFollow

chemistry professor. 3D printing with different materials.
what else can be made (e.g. reaction vessel)

printing of atoms

crystalography dbase

Karen: pre-service teachers professor: how to use 3d printers and be comfortable with them. Steve Hoover. Thinkercad and Autodesk123D>
3D academy http://www.team3dacademy.com/index2.html
. Pinterest board for3d Printing with resources

Lisa: graphic design. not intuitive.  Rhinoceros (not free anymore). 123D strong learning curve. 3d printing will be incorporated in the curriculum.  sculpture students and others don’t like fudging on the computer, but Adobe people love it. Some items takes up to 4 hours to print out. when working on the computer is difficult for some students to visualize the dimensionality.

collaborative learning opportunities.

no makerspace or fab lab. additional interest from the theater and business dept. 3d printing is connected to future work skills. new media ecology or media literacy set of skills.

the main presenter: build excitement and interest and gradually step back. how much material goes through and should we charge back. clean and maintenance involved; not too bad. better then a copier. plastic inexpensive. sizes with plastic – $25 and $50. how many project of a spool: depending on the size of the projects but considerable amount. two printers one art dept and one in the faculty dev area.

non profit visually impaired students.  how 3d can make difference in special ed.

3d printing lab with access for everybody. ownership brings policy. where housed: neutral place.

only one printer is barely sufficient for faculty to figure out how to use it. purchasing two more if students and curricula to be involved.

 

3dc 3d lisa 3da 3db

 

The Balancing Act: Team-Creating an eBook as an Alternative Method for Content Delivery Tom Nechodomu, University of Minnesota

ebook

tnecho@umn.edu
Susan Andre sandre@umn.edu
Linda Buturian butur001@umn.edu
Faculty Created digital stories – google “cultivaitng change series”
student created digital stories –
http://www.cehd.umn.edu/academics/online/
http://www.cehd.umn.edu/PSTL/water/
http://www.cehd.umn.edu/The-Changing-story/
Susan Andre uses a slide titled “trust” to elucidate how the entire project was enabled. “trust” and “transparency” are sparse currency in the environment I work in. if she is right an ebook ain’t happening anytime soon at my place.
inclining habitat.
students involvement. use stipends. student artists. food for the video interviews. create a community, student centered.
people able to change the book.
copyright process; did you find it cumbersome. copyright permission center.
time span and amount of hours spent: 3-4 months per chapter.

Main speaker
David Wiley. Making Teaching and Learning Awesome with Open

MN Learning Commons
open educational resources
LUMEN
lumen
education – sharing feedback, encouragement with students passion about the discipline, yourself
open is not the same as free.  free + permissions + copyright permission: 5 r = retain (make and own copies), reuse (use in a wide range of ways), revise (adapt, modify, and improve), remix (combine two or more), redistribute (share with others)
open:
free and unfettered access
perpetual, irrevocable copyright permissions
(look but don’t touch is not open)
tech enables OER permits
traditionally copyright materials on the Internet – not so good ; jet on the road
openly copyright materials on the internet _ yes: jet in the air
permission-less innovation. relatively inexpensive and broad permissions.
intellectual infrastructure of education: learning outcomes/objectives; assessments; textbooks. they are relatively expensive and narrow permissions.
disappearing ink strategies: buyback, rental, ebooks, online subscription
 mad, glad, sad, rad: the grumpy cat. student success per dollar
opennetgroup.org/review
change in student learning: replace commercial with open books – small. realign, bigger change. rethink is the large change.
responsibilities:
attribution and meeting other license requirements
thin common cartridge: a way to bring the content to the CMS, but the content remains on the creative commons
github.com/lumenlearning https://github.com/lumenlearning
disposable assignment: students hate doing them, instructors hate grading them. waste of time and energy
renewable assignment: students see value in doing them; instructor sees value grading them
https://www.youtube.com/watch?v=AsFU3sAlPx4
so what?
open education infrastructure: open outcomes, objectives, activities, educational resources
the culture of glued legos must be eradicated. open pedagogy. open credentialing model
summary: don’t settle for “affordable.” improve student outcomes. improve affordability. improve design / academic freedom

links generated from the discussion at my presentation:

https://www.google.com/search?q=tin+can&ie=utf-8&oe=utf-8

http://www.uwosh.edu/library/quizsmith

http://glickconsulting.com/resouce_brainegames

https://www.google.com/search?q=techers+skills&ie=utf-8&oe=utf-8

http://www.northeastern.edu/camd/gamedesign/people/sebastian-deterding/

https://www.duolingo.com/  Duolingo. App to learn languages using games

http://www.gamification.co/gabe-zichermann/

https://zebrazapps.com/  ZebraZapps

1 3 4 5 6