Searching for "thinglink"
Teaching history with technology
Analysis worksheets, evidence, and primary documents
- Using technology to help students analyze historical/ primary source documents.
- Making artifacts interactive.
- Hosting online history discussions
- The importance of structure and expectations.
- Using audio in history lessons
- Recording history with students
- Hearing history
- Creating multimedia timelines with students.
- Simple to complex options for every grade level.
- Creating multimedia maps
- Search Strategies for History Students
- Saving and sharing search results.
- Google Maps and Earth are not your only options.
- Creating videos and teaching with video.
- Making and using virtual tours.
- Virtual Reality tours.
- Augmented Reality tours.
Thinglink, Google Expeditions, Poly, 3D printing
An Imaginary Interview with Lev Vygotsky on Immersive Storytelling and Learning
Ulla, Founder and CEO of ThingLink
digital storytelling at the Festival Della Didattica Digitale (Digital Teaching Festival) in Italy.
the trending but undefined concepts of digital storytelling and immersive learning
Storytelling is a logical form of thought. It is an analytical process including perception, labeling, organizing, categorizing real and imaginary objects and their real and imaginary relations in speech.
Q: What do you think immersive documentation technologies such as 360 images and videos can bring to this process?
V: 360 degree media and virtual reality are cultural-historically developed tools that mediate our relationship to the world in a new way. They expand the possible fields of perception transcending space and time. Perception precedes other psychological functions.
Immersive storytelling can be understood as an activity through which students use language to visualize relations and meaning in 360 degree digital environments. Naming or describing relations between objects in our field of perception using verbal or visual language awakens intellectual processes fundamental to learning.
Q: Would you say immersive storytelling is a form of creative play?
V: That is a possible interpretation. Play is a psychological process through which we create an imaginary situation or place, reflecting or separating objects and their actual meaning, or creating new meanings. The ability to digitally create and modify situations and environments can be understood as a form of play, opening a realm of spontaneity and freedom, connected with pleasure.
Q: Can robots help us learn? Is AI already the More Knowledgeable Other?
V: The More Knowledgeable Other (MKO) refers to anyone or anything who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. If a robot with artificial intelligence can function as an MKO and support our problem solving, it can expand our Zone of Proximal Development.
English 101 materials for discussion on digital literacy.
All materials on #DigitalLiteracy in the IMS blog here: https://blog.stcloudstate.edu/ims?s=digital+literacy
Scenario for digital literacy in English classes:
What do virtual reality, BuzzFeed quizzes and essay writing have in common?
July 18, 2018
high school students now create infographics, BuzzFeed-like quizzes and even virtual reality (VR) experiences to illustrate how they can research, write and express their thoughts.
technology — using sites like CoSpaces Edu and content learning system Schoology (my note: the equivalnet of D2L at SCSU) — to engage and empower her students.
Thinklink, during a session called “Virtually Not an Essay: Technological Alternatives to a standard essay assignment.” (see this blog materials on ThingLink and like here: https://blog.stcloudstate.edu/ims?s=thinglink. The author made typo by calling the app “ThinKlink, instead of ThinGlink. Also, to use Thinglink’s Video 360 editor, the free account is not sufficient and the $125/month upgrade is needed. Not a good solution for education)
Jamie: I would love to discuss with you #infographics and #Thinglink for use in your courses and the Departmental course.
Digital literacy (DL): options, ideas, possibilities
NMC 2016: https://blog.stcloudstate.edu/ims/2016/10/25/nmc-on-digital-literacy/
ALA 2017: https://blog.stcloudstate.edu/ims/2017/04/25/digital-literacy-ala/
ALA 2016: https://blog.stcloudstate.edu/ims/2016/10/29/ala-on-digital-literacy/
Bryan Alexander: https://blog.stcloudstate.edu/ims/2017/01/04/bryan-alexander-on-digital-literacy/
The government site: http://www.digitalliteracy.gov/
Digital literacy = technology use + critical thinking + social awareness : https://blog.stcloudstate.edu/ims/2016/03/15/digital-literacy-4/
- on [meta]literacies
Topics from the European Conference on Information Literacy: https://blog.stcloudstate.edu/ims/2016/12/19/ecil/
Media literacy: https://blog.stcloudstate.edu/ims/2017/11/10/media-literacy-part-of-digital-citizenship/
digital assessment literacy: https://blog.stcloudstate.edu/ims/2017/04/18/digital-assessment-literacy/
media literacy: https://blog.stcloudstate.edu/ims/2017/04/24/media-literacy-guide/ (in conjunction with the #FakeNews materials: https://blog.stcloudstate.edu/ims/2018/07/19/fake-news-materials-for-engl-101/)
social media literacy: https://blog.stcloudstate.edu/ims/2014/11/27/the-librarian-2-0-social-media-literacy/
functional literacy: https://blog.stcloudstate.edu/ims/2015/09/17/first-year-experience-functional-literacy/
in response to “traditional” literacy: https://blog.stcloudstate.edu/ims/2014/08/01/opinions-the-un-fallacy-of-balanced-literacy/
- DL and preparing students for the work place: https://blog.stcloudstate.edu/ims/2016/05/23/digital-literacy-and-the-workplace/
- DL and SM (Social Media)
Digital forensics and news literacy (in conjunction with #FakeNews: https://blog.stcloudstate.edu/ims/2018/07/19/fake-news-materials-for-engl-101/)
digital game-based learning and digital literacies: https://blog.stcloudstate.edu/ims/2015/05/31/dgbl-and-digital-literacies/
- Digital curation
- Digital Storytelling
LIB 490/590 course: http://web.stcloudstate.edu/pmiltenoff/lib490/
- EDpuzzle is a tool that allows you to add your voice and text questions to educational videos.
- Poll Everywhere (http://www.pollev.com).
- Formative (http://www.goformative.com) allows professors to upload charts or graphic organizers that students can draw on with a stylus.
- Nearpod (http://www.nearpod.com) allows professors to upload their digital presentations and create digital quizzes to accompany them.
- Playposit (http://www.playposit.com) A video-based assessment allows professors to sustain discussion-board like conversation with brief videos.
- Flipgrid (http://www.flipgrid.com), allows professors to posit a video question to which students may respond with their own video responses.
- Quizizz (quizizz.com)
- Kahoot (http://www.kahoot.com) are relatively quick and convenient to use as a wrap up to instruction or a review of concepts taught.
- Thinglink : http://blog.stcloudstate.edu/ims?s=thinglink
- Apеster (https://app.apester.com/): can be played asynchronously (yet, restricted in time). Kahoot is a simultaneous game. EdPuzzle also lke Apester can be asynchronous, but like Kahoot requires an account, whereas Apester can be played by anyone.
- Padlet example: https://padlet.com/pmiltenoff/2l0s9cn9yghw
- Blendspace example:
- Flippity.net example (Google account needed):
please consider the following opportunities:
- Remote attendance through : https://webmeeting.minnstate.edu/collaborate
- Recording of the session: (URL will be shared after the session)
- Request a follow up meeting for your individual project: https://doodle.com/digitalliteracy
more on digital assessment in this IMS blog
In 2015, former library dean purchased two large touch-screen monitors (I believe paid $3000 each). Shortly before that, I had offered to the campus fitting applications for touch screens (being that large screens or mobiles):
- Zaption : http://blog.stcloudstate.edu/ims?s=zaption (unfortunately, discontinued, but EdPuzzle or HapYak or H5P can replace it: http://blog.stcloudstate.edu/ims/2016/07/22/zaption-is-zapped/ )
- Thinglink : http://blog.stcloudstate.edu/ims?s=thinglink
Both applications fit perfect the idea of interactivity in teaching (and learning) – http://blog.stcloudstate.edu/ims?s=interactivity
With the large touch screens, I proposed to have one of the large screens, positioned outside in the Miller Center lobby and used as a dummy terminal (50” + screens run around $700) to mount educational material (e.g. Guenter Grass’s celebration of his work: http://blog.stcloudstate.edu/ims/2015/04/15/gunter-grass-1927-2015/ ) and have students explore by actively engaging, rather than just passively absorbing information. The bus-awaiting students are excellent potential users and they visibly are NOT engaged by by the currently broadcasted information on these screens, but can be potentially engaged if such information is restructured in interactive content.
The initial library administration approval was stalled by a concern with students “opening porno sites” while the library is closed which, indeed, would have been a problem.
My 2015 inquiry with the IT technicians about freezing a browser and a specific tab, which could prevent such issues, but it did not go far (pls see solution below). Failing to secure relatively frigid environment on the touch screen, the project was quietly left to rot.
I am renewing my proposal to consider the rather expensive touch screen monitors, which have been not utilized to their potential, and test my idea to engage students in a meaningful knowledge-building by using these applications to either create content or engage with content created by others.
Further, I am proposing that I investigate with campus faculty the possibility to bring the endeavor a step further by having a regularly-meeting group to develop engaging content using these and similar apps; for their own classes or any other [campus-related] activities. The incentive can be some reward, after users and creators “vote” the best (semester? Academic year?) project. The less conspicuous benefit will be the exposure of faculty to modern technology; some of the faculty are still abiding by lecturing style, other faculty, who seek interactivity are engulfed in the “smart board” fiction. Engaging the faculty in the touch screen creation of teaching materials will allow them to expand the practice to their and their students’ mobile devices. The benefit for the library will be the “hub” of activities, where faculty can learn from each other experience[s] in the library, rather than in their own departments/school only. The reward will be an incentive from the upper administration (document to attach in PDR?). I will need both your involvement/support. Tom Hergert by helping me rally faculty interest and the administrators incentivizing faculty to participate in the initial project, until it gains momentum and recognition.
In the same fashion, as part of the aforementioned group or separate, I would like to host a regularly-meeting group of students, who besides play and entertainment, aim the same process of creating interactive learning materials for their classes/projects. Same “best voted” process by peers. My preferable reward: upper administration is leaving recommendation in the students’ Linkedin account for future employers. I will need both your involvement/support. The student union can be decisive in bringing students to this endeavor. Both of you have more cloud with the student union then only a regular faculty such as me.
In regard to the security (porn alert, see above) I have the agreement of Dr. Tirthankar Ghos with the IS Department. Dr. Ghosh will be most pleased to announce as a class project the provision of a secure environment for the touch screen monitor to be left after the group meetings for “use” by students in the library. Dr. Ghosh is, however, concerned/uncertain with the level of cooperation from IT, considering that for his students to enable such environment, they have to have the “right” access; namely behind firewalls, administrative privileges etc. Each of you will definitely be more persuasive with Phil Thorson convincing him in the merit of having IS student work with SCSU IT technician, since it is a win-win situation: the IT technician does not have to “waste time” (as in 2015) and resolve an issue and the IS student will be having a project-based, real-life learning experience by enabling the project under the supervision of the IT technician. Besides: a. student-centered, project-based learning; b. IT technician time saved, we also aim c. no silos / collaborative SCSU working environment, as promised by the reorganization process.
#appsmashing must be the evolution of the ~ 2010 #mashup
App Smashing is the process of using multiple apps to create projects or complete tasks. App Smashing can provide your students with creative and inspired ways to showcase their learning and allow you to assess their understanding and skills.
6 Amazing App Smash Examples to Inspire Creativity
Why App Smash?
What is an App Smash?
Content created in one app transferred to and enhanced by a second app and sometimes third. Preferably the final product is then published to the web – remember, digital presence is the new résumé (CV).
Reasons to App Smash:
- It demands creative thinking
- It demands more from the technology (value for money)
- It turns the issue of not having a ‘wonder app’ into a positive
- It removes any restrictions to take a topic as far as it can be taken.
- It often results in more engaging learning products
- It’s a fun challenge for ‘digital natives’
Key rules for successful App Smashing:
- Use the Camera Roll as your main conduit between apps
- Leave the app choice to the students
- Have a list of apps capable of smashing content together (See below)
19 Apps to Bring App Smashing to Your Classroom
GREEN SCREEN DOINK
YAKIT KIDS AND CHATTERPIX
EDUCREATIONS AND DOCERI
GOOGLE DOCS, SLIDES
thinglink, youtube, padlet, seesaw, realtimes,
6 VR Trends to Watch in Education
By Sri Ravipati 05/16/17
VR devices are expected to increase 85 percent by 2020, with gaming and educational applications driving most of that growth.
Maya Georgieva, an ed tech strategist, author and speaker with more than 15 years of experience in higher education and global education. Georgieva is co-founder of Digital Bodies, a consulting group that provides news and analysis of VR, AR and wearables in education
Emory Craig, currently the director of e-learning at the College of New Rochelle,
six areas with promising developments for educators.
1) More Affordable Headsets
the Oculus Rift or HTC Vive, which I really like, you’re talking close to $2,000 per setup. the 2017 SXSWedu conference,
Microsoft has been collaborating with its partners, such as HP, Acer, Dell and Lenovo, to develop VR headsets that will work with lower-end desktops. Later this year, the companies will debut headsets for $299, “which is much more affordable compared to HoloLens
many Kickstarter crowdfunding efforts are bound to make high-end headsets more accessible for teaching.
the NOLO project. The NOLO system is meant for mobile VR headsets and gives users that “6 degrees of freedom” (or 6 DoF) motion tracking that is currently only found in high-end headsets.
2) Hand Controllers That Will Bring Increased Interactivity
Google Daydream Samsung has also implemented its own hand controller for Gear VR
Microsoft new motion controllers at Microsoft Build
zSpace, with their stylus and AR glasses, continue to develop their immersive applications
3) Easy-to-Use Content Creation Platforms
Game engines like Unity and Unreal are often a starting point for creating simulations.
Labster, which creates virtual chemistry labs — will become important in specialized subjects
ThingLink, for example, recently introduced a school-specific editor for creating 360-degree and VR content. Lifeliqe, Aurasma and Adobe are also working on more interactive tools.
5) 360-Degree Cameras
6) Social VR Spaces
AltspaceVR h uses avatars and supports multiplayer sessions that allow for socialization and user interaction.
Facebook has been continuing to develop its own VR platform, Facebook Spaces, which is in beta and will be out later this year. LectureVR is a similar platform on the horizon.
more on augmented reality in this IMS blog
Why I’m Asking You Not to / Use Laptops
++++++++++ against: ++++++++++++++++
Study: Use of digital devices in class affects students’ long-term retention of information
- A new study conducted by researchers at Rutgers University reveals that students who are distracted by texts, games, or videos while taking lecture notes on digital devices are far more likely to have their long-term memory affected and to perform more poorly on exams, even if short-term memory is not impacted, EdSurge reports.
- Exam performance was not only poorer for students using the devices, but also for other students in classes that permitted the devices because of the distraction factor, the study found.
- After conducting the study, Arnold Glass, the lead researcher, changed his own policy and no longer allows his students to take notes on digital devices.
By Jack Grove Twitter: @jgro_the April 4, 2017
Using laptops in class harms academic performance, study warns. Researchers say students who use computers score half a grade lower than those who write notes
findings, published in the journal Economics of Education Review in a paper, based on an analysis of the grades of about 5,600 students at a private US liberal arts college, found that using a laptop appeared to harm the grades of male and low-performing students most significantly.
While the authors were unable to definitively say why laptop use caused a “significant negative effect in grades”, the authors believe that classroom “cyber-slacking” plays a major role in lower achievement, with wi-fi-enabled computers providing numerous distractions for students.
April 07, 2006
A Law Professor Bans Laptops From the Classroom
by Anne Curzan http://www.chronicle.com/blogs/linguafranca/2014/08/25/why-im-asking-you-not-to-use-laptops/
Laptop multitasking hinders classroom learning for both users and nearby peers
March 13, 2017
The Distracted Classroom
Welcome, Freshmen. Look at Me When I Talk to You.
October 28, 2015
Memorization, Cheating, and Technology. What can we do to stem the increased use of phones and laptops to cheat on exams in class?
+++++++++++++++ for +++++++++++++
The learning experience is different in schools that assign laptops, a survey finds
Blended Learning – the idea of incorporating technology into the every day experience of education – can save time, raise engagement, and increase student retention.
Lets face it, our students are addicted to their phones. Like…drugs addicted. It is not just a bad habit, it is hard wired in their brains(literally) to have the constant stimulation of their phones.
If you are interested in the research, there is a lot out there to read about how it happens and how bad it is.
a Scientific American article published about a recent study of nomophobia – on adults (yes, many of us are addicted too).
Best Practices for Laptops in the Classroom
September 11, 2016
No, Banning Laptops Is Not the Answer. And it’s just as pointless to condemn any ban on electronic devices in the classroom
Don’t Ban Laptops in the Classroom
Use of Laptops in the Classroom: Research and Best Practices. Tomorrow’s Teaching and Learning
On Not Banning Laptops in the Classroom
+++++++++++++ neutral / observation +++++++++++++++
F January 26, 2001
Colleges Differ on Costs and Benefits of ‘Ubiquitous’ Computing
“Bring Your Own Device” Policies?
June 13, 2014, 2:40 pm By Robert Talbert
Three issues with the case for banning laptops
3 Tips for Managing Phone Use in Class
more on mobile learning in this IMS blog
Bloom’s Digital Taxonomy Cheat Sheet for Teachers
|Resources for Bloom’s Digital Taxonomy|
|iPad Apps||Android Apps||Web Tools|
Follow the discussion on the LinkedIn ISTE discussion group:
Similar visual representation in this IMS blog entry:
Bloom’s Wheel With Technology
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