Digital Literacy for St. Cloud State University
Kate Pound, a professor with St. Cloud State U did research in Antarctica: kspound@stcloudstate.edu
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more on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=vr+virtual+reality
How Fortnite became the Instagram of gaming
https://medium.com/new-york-magazine/the-most-important-video-game-on-the-planet-c26988a8f497 Jan 11 2019,Brian Feldman
http://nymag.com/intelligencer/2018/07/how-fortnite-became-the-most-popular-video-game-on-earth.html
Every number released in conjunction with Fortnite is staggering, even within the context of a $137 billion industry. On the same day as its Fortnite Pro-Am tournament at E3, the video-game industry’s largest convention, the game was released for the Nintendo Switch, and within 24 hours it had been downloaded more than 2 million times. Analysts estimate that Fortnite is currently raking in more than $300 million a month, and has made its maker, Epic Games, more than $1.2 billion since its battle royale mode launched in late September.
Fortnite is virtually identical on every platform, and players can move from their PlayStation to their phone and back without missing a beat. Milligan first heard about the game back in September. “It was the next new game, like when Minecraft came out, but way more popular.”
The cadence of a Fortnite game is that nothing is happening and then, very suddenly, everything is happening. The game has three main modes: solo (every player for themselves), duos (teams of two), and squads (teams of three or four), but there are consistently around 100 players in every session.
Even when kids aren’t playing Fortnite, they’re talking about Fortnite or finding ways to profit from it.
Video games pioneered the dopamine-rush cycle. Using bright graphics and sound effects to make players feel continual accomplishment, arcade games were honed to make players feel like they needed to feed in just one more quarter over and over again — slot machines that kept people entranced without ever having to pay out. The addictive core of video-gaming never went away, even as games became more complicated: Every win, every high score, every 100 percent completion, every secret and Easter egg was a chance for a little rush of accomplishment and satisfaction.
And then mobile products learned to do the same thing. Give people goals, reward them with flashes of color, and you could entrance them into something resembling addiction. This was called, tellingly and unsurprisingly, “gamification”: Treat every app and every activity as a video game, with scores, prizes, and leaderboards. Snapchat rewarded users who talked every day with “streaks”; the exercise app Strava allowed you to compete with other joggers and earn badges; Foursquare turned the entire world into a game of king of the hill.
The process has come full circle. Fortnite is a gamified video game.
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more on FortNite in this IMS blog
https://blog.stcloudstate.edu/ims?s=fortnite
https://blog.stcloudstate.edu/ims/2018/03/31/ready-player-one/
Wednesday, March 13th, from 12:00 – 3:00 pm US Pacific Daylight Time (click https://www.timeanddate.com/worldclock/fixedtime.html?msg=Library+2.019+ID&iso=20190313T12&p1=283&ah=3 to see in your local time zone).
Here are the links to the recordings of the sessions:
https://www.library20.com/page/recordings-id (you must be logged in)
This is a free event, thanks to our founding conference sponsor: School of Information at San José State University.
ATTENDING: We will send links for attending the conference a day or two before the event.
If you have friends or colleagues that wish to attend, this is a free event and we encourage you to share our information widely. However, please send them to the conference registration page (https://www.library20.com/instructionaldesign) rather than giving them the above link directly as it will allow us to track participation.
https://www.library20.com/instructionaldesign
#library2019 #libraryid
Dana Bryant
Sandy Hirsch, SJSU School of Information.
Steven Bell, John Shank – integrating ID into practice. blended librarianship.
critical mass of librarians doing ID and libraries hiring IDs.
Michael Flierl
Assistant Professor of Library Science, Purdue University
Dana Bryant
Lead Instructional Technologist for Academic Technology Services, Woodruff Library, at Emory University
Lindsay O’Neill
Faculty, California State University, Fullerton’s Master of Science in Instructional Design and Technology Program
Ste
Asso
https://www.library20.com/page/library-2-0-schedule-gmt-4
What is ID: ID create an environment conductive to students’ success. Thoughtful and applied design. Making faculty and instructors’ life easier. Allow faculty to do what they do best.
Lindsey: solving the instructional problem with the tools at hand.
go-to ed tech? What is the hot tech right now?
Lindsey: H5P (open source) CC – licensed, Moodle, WordPress, build online tutorials for free (Isolde), Norway, well based, VR tours. Will H5P become paid? Michael: cell phones Dana: Emory VoiceThread. From the chat: Articulate365 (pricy), Kahoot, Peardeck, Yellowdig, vidgrid, Adobe Spark, Adobe POst, padlet, Groupme instead of Canvas, Vyond, Coggle, wakelet, Phinx
Suggestions for librarians who want to build ID skills. Dana: connect with the regional community if no ID on campus. Community of practice. Using ID tools, speakers outside of campus. Lindsey: teaching myself what is most interesting to me. what technologies are important. Find a learning community. Michael: repeat the others
keep up to date on ID theory and practices: Dana – ELI, OLC (Online Learning Consortium). ELearning Heroes. Lindsay: corporate word. Michael: POD
the one-shot instruction: what is the approach (q/n from the chat); Dana – ID as a services. person dedicated following up with people requested either ID class or training, open the line of communication. summative evaluation type of activity since we are failing to evaluate how well students absorbed the information. LIndsey: one-shot for basics (e.g. freshman), build scaffold program, reserved the one shot for meeting with librarians, for hands-on. Michael: work with faculty member and rewrite a program, build assessment rather then only deliver
areas of impact: subject matter librarians, working with faculty to use of the library resources, new faculty drawn in info and if not follow up, Canvas support. Michael: librarians and ID working directly with faculty rewriting their curricula, measure it, demonstrating library need, 3000 students – correlation. document the lib contribution to student learning directly, the teaching-learning culture change. using info and data in more authentic ways. Lindsey: disconnect the way librarian teach vs faculty teach. Coordination scaffolding.
q/n from the chat. easily. how can non ID librarian can easily implement ID type:
Lindsey: new to ID? Google. Jargon and Acronyms. re framing how you see ed technology. technology as something to get the job done. no need to get fancy.
Dana: same as Lindsey. But also learning theories and learning outcomes. From ID perspective: what they will come out with by the end of the session. action words.
Michael: mindset. what students want to learn, before what I will teach. backward design – understanding by design. UDL. Grab a friend and talk through.
Tara
ed tech is not getting job done:
clickers for attendance is horrible idea.
from the chat:
https://www.byui.edu/outcomes-and-assessment-old/the-basics/step-1-articulate-outcomes/dee-finks-taxonomy-of-significant-learning
Association of Talent Development
Christy Tucker’s blog – Experiencing E-Learning
https://e-learning.zeef.com/tracy.parish
https://www.lib.umich.edu/blogs/tiny-studies/using-pilot-study-test-and-assess-new-instruction-model
I had a really interesting role in grad school where we lived in the land between tech support and pedagogical / design support.
From Rajesh Kumar Das to All panelists and other attendees: (02:38 PM)
Good to hear from mike about affective learning. In this case, could you please focus what kind of technique is approprite for what, i.e. Didactic instruction, a low-complexity teaching technique such as a “Quiz Bowl”, or Jigsaw Method as high-complexity strategy, or both.
From Hailey W. to All panelists and other attendees: (02:36 PM)
As an ID librarian and the campus LMS administrator I struggle with getting them to see that other side of my role. That I’m not just “tech support”. Anyone else? Een jsut not being tech support?
From Vickie Kline to All panelists and other attendees: (02:44 PM)
As a librarian not formally trained in ID, I think a good entry point for exploring is Universal Design for Learning. We also need to pay attention to creating accessibility materials…
From Heather Quintero to All panelists and other attendees: (02:45 PM)
I always start with ADDIE… I am formally trained in ID and am an IT trainer for librarians. ADDIE is a framework for every class I make for both live and online classes. Don’t disregard ADDIE.
From Allison Rand to All panelists and other attendees: (02:47 PM)
The Wiggins and McTighe is a great book!
From Shane to All panelists and other attendees: (02:48 PM)
++SLIS open-source course on Instructional Design for Library Instruction
From Wendy to All panelists and other attendees: (02:49 PM)
Char Booth’s USER is also a very good model
https://web.mit.edu/jbelcher/www/TEALref/Crouch_Mazur.pdf
From Roberta (Robin) Sullivan to All panelists and other attendees: (02:53 PM)
@Rachel, Peggy, Shane – an open source course is available. Check out the SUNY’s Quality by Design (QbD): Strategies for Effective Teaching and Quality Course Design at: http://suny.edu/qbd This course is available as a facilitated version at least once each semester and as a self-paced non-facilitated version in Blackboard’s CourseSites. After completing the course requirements you can earn a Digital Badge to show your accomplishment.
From Naomi Toftness to All panelists and other attendees: (02:55 PM)
Just heard the terms “deliberate innovation” vs. “desperate innovation” that totally speaks to my situation with wanting to adopt the new cool tech
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SESSION LINK – https://sas.ell
Session Title: Gamifying Instruction: Breakouts and Badges!
Your Name and Title: Dr. Brenda Boyer, Librarian & Instructor
Your Library, School, or Organization Name: Kutztown Sr. High School, Rutgers University
Your Twitter Handle (@name): @bsboyer
Name(s) of Co-Presenter(s)
Area of the World from Which You Will Present: Kutztown, PA
Language in Which You Will Present: English
Target Audience: Instructional Design Librarians
Short Session Description: Build engagement for your online library instruction using LMS features, Breakout boxes, and digital badges.
Session Strand (use the “tag”): {Session Strand (use the “tag”):}
Full Session Description: It’s time to amp up your library instruction! Gamifying instruction in research skills such as database usage, advanced searching, & more can increase engagement and drive independent learning for students of all ages. This session will describe how learning management system (LMS) features can be combined with digital microcredential
Lin
Other Websites / URLs Associated with Your Session:
Your Bio: Dr. Brenda Boyer is a librarian and instructional designer. She has developed online instruction for secondary learners in the Kutztown (PA) School District, as well as for graduate and professional development learners at Wilson College and Rutgers University. She designed and instructs the Rutgers graduate course, Learning Theory, Inquiry, & Instructional Design, and is a frequent presenter at AASL, Internet@School
Emai
notes from Brenda’s session:
are we getting the job done, is our instruction sticking, what evidence we do have?
differentiate: who is ready to do what” at what skill level? how to bring everybody up to speed?
3 elements of Digital Gamification: leverage LMS (set game levels); how digital badges are paired 3. using digital breakout boxes to push challenge, skills
each chat as prerequisite for the next. prerequisite in LMS. Each game level is module. completed with a quizz. if they pass the quiz, opens challenge.1. what is page (facts about a tool to learn about[ what the tool does, feature, etc.) 2. suppe rshort video tour (3 min max), talk about something unique 3. quick quiz (max 5 q/s from the intro page and video). pass the quiz (100 %) to unlock the challenge level. 4. challenge level. digital breakout box embedded in the LMS. breakout using Google Forms. various locks (words, letter, numbers)
Badges why?
Badgr, Credly, iDoceo
Breakout Boxes
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SESSION LINK – https://sas.ell
Session Title: Improving Library Tutorials: The Multimedia Design Principles
Your Name and Title: Darlene Aguilar, Instructional Design Librarian
Your Library, School, or Organization Name: Loyola Marymount University
Your Twitter Handle (@name): @DarleneA_ID
Nam
Area of the World from Which You Will Present: Los Angeles, CA
Language in Which You Will Present: English
Target Audience: Reference and Instruction Librarians, Instructional Designers, Tutorial developers, Academic Librarians
Short Session Description: This session will review Mayer’s (2001) Multimedia Design Principles to help improve instructional modules, tutorials, and videos.
Session Strand (use the “tag”): {Session Strand (use the “tag”):}
Full Session Description: Librarians are creating more online modules, videos, and tutorials to teach information literacy skills. Whether designing instruction online or in-person, research-based instructional methods are required and learning Mayer’s Multimedia Design Principles is the best place to start. In this session, I will review essential prior-knowledge on image types and working memory. I will then show learners how to minimize cognitive overload using these 12 principles: multimedia, spatial contiguity, temporal contiguity, coherence, modality, redundancy, individual differences, signaling, pacing, concepts first, personalization
Link to Conference Site Session Proposal (full URL with http://): https://www.lib
Other Websites / URLs Associated with Your Session: https://linkedi
Your Bio: Darlene Aguilar is an Instructional Design Librarian at Loyola Marymount University where she designs and develops video tutorials and online modules on information literacy and library related topics. Additionally, she provides “best practices” training in instructional design to other LMU librarians. She graduated from the University of Southern California with a Master’s in Education for Learning Design and Technology and previously worked at LAUSD for 7 years. She strives to remove learning barriers that are embedded in instruction and curriculum and make learning accessible to all learners.
Email: darlene.aguilar
notes from Darlene Aguilar session: spacial contiguity, temporal contiguity. Modality: animation + narration better then animation + text, redundancy: animation and narration then animation + narration + text
Blurred Lines—between virtual reality games, research, and education
p. 5 a LibGuide was created that provided a better description of the available software for both the Microsoft Hololens and the HTC Vive and also discussed potential applications for the technology.
Both the HTC Vive and the Hololens were made bookable through the library’s LibCalendar booking system, streamlining the booking process and creating a better user experience.
When the decision was made to bring virtual and augmented reality into the McGill University Library, an important aspect of this project was to develop a collection of related software to be used alongside the technology. In building this software collection a priority was placed on acquiring software that could be demonstrated as having educational value, or that could potentially be used in relation to, or in support of, university courses.
For the Microsoft Hololens, all software was acquired through Microsoft’s Online Store. The store has a number of educationally relevant HoloLens apps available for purchase. The app ARchitect, for example, gives a basic sense of how augmented reality could be used for viewing new building designs. The app Robotics BIW allows user to simulate robotic functions. A select number of apps, such as Land of the Dinosaurs and Boulevard, provide applications for natural history and art. There were a select number of apps related to science, mathematics and medicine, and others with artistic applications. All of the HoloLens applications were free but, compared to what is available for virtual reality, the experiences were much smaller in size and scope.
For the HoloLens, a generic user account was created and shared with person who booked the HoloLens at the time of their booking. After logging into this account – which could sometimes prove to be a challenge because typing is done using the headset’s gesture controls – the user could select a floating tile which would reveal a list of available software. An unresolved problem was that users would then need to refer to the HoloLens LibGuide for a detailed description of the software, or else choose software based on name alone, and the names were not always helpful.
For the Microsoft HoloLens, the three most popular software programs were Land of the Dinosaurs, Palmyra and Insight Heart. Insight Heart allow users to view and manipulate a 3D rendering of a high-resolution human heart, Land of the Dinosaurs provided an augment reality experience featuring 3D renderings of dinosaurs, and Palmyra gave an augmented reality tour of the ancient city of Palmyra.
p. 7 Though many students had ideas for research projects that could make use of the technology, there was no available software that would have allowed them to use augmented reality in the way they wanted. There were no students interested in developing their own software to be used with the technology either.
p. 8 we found that the Microsoft HoloLens received significant use from our patrons, we would recommend the purchase of one only for libraries serving researchers and developers.
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Getting Real in the Library: A Case Study at the University of Florida
Samuel R. Putnam and Sara Russell GonzalezIssue 39, 2018-02-05
Getting Real in the Library: A Case Study at the University of Florida
As an alternative, Microsoft offers a Hololens with enterprise options geared toward multiple users for $5000.
The transition from mobile app development to VR/AR technology also reflected the increased investment in VR/AR by some of the largest technology companies in the world. In the past four years, Facebook purchased the virtual reality company Oculus, Apple released the ARKit for developing augmented reality applications on iOS devices, Google developed Google Cardboard as an affordable VR option, and Sony released Playstation VR to accompany their gaming platform, just to name a few notable examples. This increase of VR/AR development was mirrored by a rise in student interest and faculty research in using and creating new VR/AR content at UF.
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Library Spaces II: The IDEA Lab at the Grainger Engineering Library Information Center
https://prism.ucalgary.ca/bitstream/handle/1880/52190/DL5_mischo_IDEA_Lab2.pdf
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more on Hololens in this IMS blog
https://blog.stcloudstate.edu/ims?s=hololens
SCSU EDAD Cohort 10
Library Virtual Reality (Video 360) tour: http://bit.ly/VRlib
Augmented reality Library Tour:
at a session on the umbrella concept of “mixed reality” (abbreviated XR) here Thursday, attendees had some questions for the panel’s VR/AR/XR evangelists: Can these tools help students learn? Can institutions with limited budgets pull off ambitious projects? Can skeptical faculty members be convinced to experiment with unfamiliar technology?
All four — one each from Florida International University, Hamilton College, Syracuse University and Yale University — have just finished the first year of a joint research project commissioned by Educause and sponsored by Hewlett-Packard to investigate the potential for immersive technology to supplement and even transform classroom experiences.
Campus of the Future” report, written by Jeffrey Pomerantz
Yale has landed on a “hub model” for project development — instructors propose projects and partner with students with technological capabilities to tap into a centralized pool of equipment and funding. (My note: this is what I suggest in my Chapter 2 of Arnheim, Eliot & Rose (2012) Lib Guides)
Several panelists said they had already been getting started on mixed reality initiatives prior to the infusion of support from Educause and HP, which helped them settle on a direction
While 3-D printing might seem to lend itself more naturally to the hard sciences, Yale’s humanities departments have cottoned to the technology as a portal to answering tough philosophical questions.
institutions would be better served forgoing an early investment in hardware and instead gravitating toward free online products like Unity, Organon and You by Sharecare, all of which allow users to create 3-D experiences from their desktop computers.
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Campus of the Future” report, written by Jeffrey Pomerantz
https://library.educause.edu/~/media/files/library/2018/8/ers1805.pdf?la=en
XR technologies encompassing 3D simulations, modeling, and production.
This project sought to identify
p. 5 Extended reality (XR) technologies, which encompass virtual reality (VR) and augmented reality (AR), are already having a dramatic impact on pedagogy in higher education. XR is a general term that covers a wide range of technologies along a continuum, with the real world at one end and fully immersive simulations at the other.
p. 6The Campus of the Future project was an exploratory evaluation of 3D technologies for instruction and research in higher education: VR, AR, 3D scanning, and 3D printing. The project sought to identify interesting and novel uses of 3D technology
p. 7 HP would provide the hardware, and EDUCAUSE would provide the methodological expertise to conduct an evaluation research project investigating the potential uses of 3D technologies in higher education learning and research.
The institutions that participated in the Campus of the Future project were selected because they were already on the cutting edge of integrating 3D technology into pedagogy. These institutions were therefore not representative, nor were they intended to be representative, of the state of higher education in the United States. These institutions were selected precisely because they already had a set of use cases for 3D technology available for study
p. 9 At some institutions, the group participating in the project was an academic unit (e.g., the Newhouse School of Communications at Syracuse University; the Graduate School of Education at Harvard University). At these institutions, the 3D technology provided by HP was deployed for use more or less exclusively by students and faculty affiliated with the particular academic unit.
p. 10 definitions
there is not universal agreement on the definitions of these
terms or on the scope of these technologies. Also, all of these technologies
currently exist in an active marketplace and, as in many rapidly changing markets, there is a tendency for companies to invent neologisms around 3D technology.
A 3D scanner is not a single device but rather a combination of hardware and
software. There are generally two pieces of hardware: a laser scanner and a digital
camera. The laser scanner bounces laser beams off the surface of an object to
determine its shape and contours.
p. 11 definitions
Virtual reality means that the wearer is completely immersed in a computer
simulation. Several types of VR headsets are currently available, but all involve
a lightweight helmet with a display in front of the eyes (see figure 2). In some
cases, this display may simply be a smartphone (e.g., Google Cardboard); in other
cases, two displays—one for each eye—are integrated into the headset (e.g., HTC
Vive). Most commercially available VR rigs also include handheld controllers
that enable the user to interact with the simulation by moving the controllers
in space and clicking on finger triggers or buttons.
p. 12 definitions
Augmented reality provides an “overlay” of some type over the real world through
the use of a headset or even a smartphone.
In an active technology marketplace, there is a tendency for new terms to be
invented rapidly and for existing terms to be used loosely. This is currently
happening in the VR and AR market space. The HP VR rig and the HTC Vive
unit are marketed as being immersive, meaning that the user is fully immersed in
a simulation—virtual reality. Many currently available AR headsets, however, are
marketed not as AR but rather as MR (mixed reality). These MR headsets have a
display in front of the eyes as well as a pair of front-mounted cameras; they are
therefore capable of supporting both VR and AR functionality.
p. 13 Implementation
Technical difficulties.
Technical issues can generally be divided into two broad categories: hardware
problems and software problems. There is, of course, a common third category:
human error.
p. 15 the technology learning curve
The well-known diffusion of innovations theoretical framework articulates five
adopter categories: innovators, early adopters, early majority, late majority, and
laggards. Everett M. Rogers, Diffusion of Innovations, 5th ed. (New York: Simon and Schuster, 2003).
It is also likely that staff in the campus IT unit or center for teaching and learning already know who (at least some of) these individuals are, since such faculty members are likely to already have had contact with these campus units.
Students may of course also be innovators and early adopters, and in fact
several participating institutions found that some of the most creative uses of 3D technology arose from student projects
p. 30 Zeynep Tufekci, in her book Twitter and Tear Gas
definition: There is no necessary distinction between AR and VR; indeed, much research
on the subject is based on a conception of a “virtuality continuum” from entirely
real to entirely virtual, where AR lies somewhere between those ends of the
spectrum. Paul Milgram and Fumio Kishino, “A Taxonomy of Mixed Reality Visual Displays,” IEICE Transactions on Information Systems, vol. E77-D, no. 12 (1994); Steve Mann, “Through the Glass, Lightly,” IEEE Technology and Society Magazine 31, no. 3 (2012): 10–14.
For the future of 3D technology in higher education to be realized, that
technology must become as much a part of higher education as any technology:
the learning management system (LMS), the projector, the classroom. New
technologies and practices generally enter institutions of higher education as
initiatives. Several active learning classroom initiatives are currently under
way,36 for example, as well as a multi-institution open educational resources
(OER) degree initiative.37
p. 32 Storytelling
Some scholars have argued that all human communication
is based on storytelling;41 certainly advertisers have long recognized that
storytelling makes for effective persuasion,42 and a growing body of research
shows that narrative is effective for teaching even topics that are not generally
thought of as having a natural story, for example, in the sciences.43
p. 33 accessibility
The experience of Gallaudet University highlights one of the most important
areas for development in 3D technology: accessibility for users with disabilities.
p. 34 instructional design
For that to be the case, 3D technologies must be incorporated into the
instructional design process for building and redesigning courses. And for that
to be the case, it is necessary for faculty and instructional designers to be familiar
with the capabilities of 3D technologies. And for that to be the case, it may
not be necessary but would certainly be helpful for instructional designers to
collaborate closely with the staff in campus IT units who support and maintain
this hardware.
Every institution of higher
education has a slightly different organizational structure, of course, but these
two campus units are often siloed. This siloing may lead to considerable friction
in conducting the most basic organizational tasks, such as setting up meetings
and apportioning responsibilities for shared tasks. Nevertheless, IT units and
centers for teaching and learning are almost compelled to collaborate in order
to support faculty who want to integrate 3D technology into their teaching. It
is necessary to bring the instructional design expertise of a center for teaching
and learning to bear on integrating 3D technology into an instructor’s teaching (My note: and where does this place SCSU?) Therefore,
one of the most critical areas in which IT units and centers for teaching and
learning can collaborate is in assisting instructors to develop this integration
and to develop learning objects that use 3D technology. p. 35 For 3D technology to really gain traction in higher education, it will need to be easier for instructors to deploy without such a large support team.
p. 35 Sites such as Thingiverse, Sketchfab, and Google Poly are libraries of freely
available, user-created 3D models.
ClassVR is a tool that enables the simultaneous delivery of a simulation to
multiple headsets, though the simulation itself may still be single-user.
p. 37 data management:
An institutional repository is a collection of an institution’s intellectual output, often consisting of preprint journal articles and conference papers and the data sets behind them.49 An
institutional repository is often maintained by either the library or a partnership
between the library and the campus IT unit. An institutional repository therefore has the advantage of the long-term curatorial approach of librarianship combined with the systematic backup management of the IT unit. (My note: leaves me wonder where does this put SCSU)
Sharing data sets is critical for collaboration and increasingly the default for
scholarship. Data is as much a product of scholarship as publications, and there
is a growing sentiment among scholars that it should therefore be made public.50
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more on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality+definition
Instructor Mark Markell. mamarkell@stcloudstate.edu Mondays, 5:30 – 8:20 PM. SOE A235
Preliminary Plan for Monday, Sept 10, 5:45 PM to 8 PM
Introduction – who are the students in this class. About myself: http://web.stcloudstate.edu/pmiltenoff/faculty Contact info, “embedded” librarian idea – I am available to help during the semester with research and papers
about 40 min: Intro to the library: http://web.stcloudstate.edu/pmiltenoff/bi/
15 min for a Virtual Reality tours of the Library + quiz on how well they learned the library:
http://bit.ly/VRlib
and 360 degree video on BYOD:
Play a scavenger hunt IN THE LIBRARY: http://bit.ly/learnlib
The VR (virtual reality) and AR (augmented reality) component; why is it important?
why is this technology brought up to a SPED class?
https://blog.stcloudstate.edu/ims/2015/11/18/immersive-journalism/
autism: https://blog.stcloudstate.edu/ims/2018/09/10/sound-and-brain/
Social emotional learning
https://blog.stcloudstate.edu/ims/2018/05/31/vr-ar-sel-empathy/
(transition to the next topic – digital literacy)
about 50 min:
How important is technology in our life? Profession?
https://blog.stcloudstate.edu/ims/2018/08/20/employee-evolution/
Do you think technology overlaps with the broad field of special education? How?
How do you define technology? What falls under “technology?”
What is “digital literacy?” Do we need to be literate in that sense? How does it differ from technology literacy?
https://blog.stcloudstate.edu/ims?s=digital+literacy
Additional readings on “digital literacy”
https://blog.stcloudstate.edu/ims/2017/08/23/nmc-digital-literacy/
Digital Citizenship: https://blog.stcloudstate.edu/ims/2015/10/19/digital-citizenship-info/
Play Kahoot: https://play.kahoot.it/#/k/e844253f-b5dd-4a91-b096-b6ff777e6dd7
Privacy and surveillance: how does these two issues affect your students? Does it affect them more? if so, how? https://blog.stcloudstate.edu/ims/2018/08/21/ai-tracks-students-writings/
Social Media:
http://web.stcloudstate.edu/pmiltenoff/lib290/. if you want to survey the class, here is the FB group page: https://www.facebook.com/groups/LIB290/
Is Social Media part of digital literacy? Why? How SM can help us become more literate?
Digital Storytelling:
http://web.stcloudstate.edu/pmiltenoff/lib490/
How is digital storytelling essential in digital literacy?
about 50 min:
Syllabus: Teaching Media Manipulation: https://datasociety.net/pubs/oh/DataAndSociety_Syllabus-MediaManipulationAndDisinformationOnline.pdf
#FakeNews is a very timely and controversial issue. in 2-3 min choose your best source on this issue. 1. Mind the prevalence of resources in the 21st century 2. Mind the necessity to evaluate a) the veracity of your courses b) the quality of your sources (the fact that they are “true” does not mean that they are the best). Be prepared to name your source and defend its quality.
How do you determine your sources? How do you decide the reliability of your sources? Are you sure you can distinguish “good” from “bad?”
Compare this entry https://en.wikipedia.org/wiki/List_of_fake_news_websites
to this entry: https://docs.google.com/document/d/10eA5-mCZLSS4MQY5QGb5ewC3VAL6pLkT53V_81ZyitM/preview to understand the scope
Do you know any fact checking sites? Can you identify spot sponsored content? Do you understand syndication? What do you understand under “media literacy,” “news literacy,” “information literacy.” https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/
Why do we need to explore the “fake news” phenomenon? Do you find it relevant to your professional development?
Let’s watch another video and play this Kahoot: https://play.kahoot.it/#/k/21379a63-b67c-4897-a2cd-66e7d1c83027
So, how do we do academic research? Let’s play another Kahoot: https://play.kahoot.it/#/k/5e09bb66-4d87-44a5-af21-c8f3d7ce23de
If you to structure this Kahoot, what are the questions, you will ask? What are the main steps in achieving successful research for your paper?
what is social media (examples). why is called SM? why is so popular? what makes it so popular?
use SM tools for your research and education:
– Determining your topic. How to?
Digg http://digg.com/, Reddit https://www.reddit.com/ , Quora https://www.quora.com
Facebook, Twitter – hashtags (class assignment 2-3 min to search)
LinkedIn Groups
YouTube and Slideshare (class assignment 2-3 min to search)
Flickr, Instagram, Pinterest for visual aids (like YouTube they are media repositories)
Academia.com (https://www.academia.edu/) Academia.edu, a paper-sharing social network that has been informally dubbed “Facebook for academics,” https://www.academia.edu/31942069_Facebook_for_Academics_The_Convergence_of_Self-Branding_and_Social_Media_Logic_on_Academia.edu
ResearchGate: https://www.researchgate.net/
– collecting and managing your resources:
Delicious https://del.icio.us/
Diigo: https://www.diigo.com/
Evernote: evernote.com OneNote (Microsoft)
blogs and wikis for collecting data and collaborating
– Managing and sharing your information:
Refworks,
Zotero https://www.zotero.org/,
Mendeley, https://www.mendeley.com/
– Testing your work against your peers (globally):
Wikipedia:
First step:Using Wikipedia.Second step: Contributing to Wikipedia (editing a page). Third step: Contributing to Wikipedia (creating a page) https://www.evernote.com/shard/s101/sh/ef743d1a-4516-47fe-bc5b-408f29a9dcb9/52d79bfa20ee087900764eb6a407ec86
– presenting your information
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On behalf of the 2018 LITA Library Technology Forum Committee, I am pleased to notify you that your proposal, “Virtual Reality (VR) and Augmented Reality (AR) for Library Orientation: A Scalable Approach to Implementing VR/AR/MR in Education”, has been accepted for presentation at the 2018 LITA Library Technology Forum in Minneapolis, Minnesota (November 8-10).
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Mark Gill and Plamen Miltenoff will participate in a round table discussion Friday. November 9, 3:30PM at Haytt Regency, Minneapolis, MN. We will stream live on Facebook: https://www.facebook.com/InforMediaServices/
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Notes from the Forum
Risk and Reward: Public Interest and the Public Good at the Intersection of Law, Tech, and Libraries
https://thatandromeda.github.io/forum18_schedule/
Blog: Copyright Librarian; Twitter: @CopyrightLibn
U of MN has a person, whose entire job is to read and negotiate contracts with vendors. No resources, not comfortable to negotiate contracts and vendors use this.
If you can’t open it, you don’t own it. if it is not ours… we don’t get what we don’t ask for.
libraries are now developing plenty, but if something is brought in, so stop analytics over people. Google Analytics collects data, which is very valuable for students. bring coherent rink of services around students and show money saving. it is not possible to make a number of copyright savings. collecting such data must be in the library, not outside. Data that is collected, will be put to use. Data that is collected, will be put to uses that challenge library values. Data puts people at risk. anonymized data is not anonymous. rethink our relationship to data. data sensitivity is contextual.
stop requiring MLSs for a lot of position. not PhDs in English, but people with specific skills.
perspective taking does not help you understand what others want. connection to tech. user testing – personas (imagining one’s perspective). we need to ask, better employ the people we want to understand. in regard of this, our profession is worse then other professions.
pay more is important to restore value of the profession.
Coffee? Check. Donuts? Check. High level chats on risk, innovation, access & tech? Check! #LITAforum. pic.twitter.com/j2dYxHLXsh
— LYRASIS (@LYRASIS) November 9, 2018
Re “we need data to justify _____”:@CopyrightLibn says that we cannot put our organizations’ welfare above that of the people we serve.
And I agree. #litaforum
— Ondatra iSchoolicus; @libskrat@mastodon.social (@LibSkrat) November 9, 2018
https://docs.google.com/document/d/1lLHP2TZnmrRodSdulPPOruEeF20iwF5zw6h5aOV8ogg/edit
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Library System Migrations: Issues and Solutions
https://drive.google.com/open?id=109w_NU3zki_A6Fukpa50zzGJdgazbVSKqf7zAoYaKsc
from Sierra to Alma. SFX. number of challenges
Stanford – Folio, Cornell, Duke and several others. https://www.folio.org/ Alma too locked up for Stanford.
Easy Proxy for Alma Primo
Voyager to OCLC. Archive space from in-house to vendor. Migration
Polaris, payments, scheduling, PC sign up. Symphony, but discussing migration to Polaris to share ILS. COntent Diem. EasyProxy, from Millenium no Discovery Layer to Koha and EDS. ILL.
WMS to Alma. Illinois State – CARLY – from Voyager to Alma Primo. COntent Diem, Dynex to Koha.
Princeton: Voyager, migrating Alma and FOlio. Ex Libris. Finances migrate to PeopleSoft. SFX. Intota
RFPs – Request for Proposals stage. cloud and self-hosted bid.
Data Preparation. all data is standard, consistent. divorce package for vendors (preparing data to be exported (~10K). the less to migrate, the better, so prioritize chunks of data (clean up the data)
Data. overwhelming for the non-tech services. so a story is welcome. Design and Admin background, not librarian background, big picture, being not a librarian helps not stuck with the manusha (particular records)
teams and committees – how to compile a great team. who makes the decision. ORCHID integration. Blog or OneNote place to share information. touch base with everyone before they come to the meeting. the preplanning makes large meetings more productive.
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Using Design Thinking — Do we really want a makerspace?
makerbot replicator 3d printer
one touch studio 4 ready record studio. data analytics + several rooms to schedule.
lighting turned on when USB drive inserted.
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Article Shortcuts
Talk To the Phone (Because the Human Is Overwhelmed)
Google physical web beacons, NFC lables, QR codes, Augmented Reality. magnetic position. nearby navigations
https://www.npr.org/2018/05/05/608164530/the-fortnite-craze-might-be-here-to-stay
In April, a PLAYlive Nation lounge in Tracy, Calif., hosted its first Fortnite tournament and sold out. Hundreds of players bought tickets to play against one another and win prizes.
Joost van Dreunen, the CEO of Superdata Research, a video game analytics firm, says most shooter games are serious and simulate violence. Fortnite, he says, is more like a friendly game of tag.
His company estimates the game has made about $223 million across all platforms in March alone. In lifetime sales, it had made about $614 million. The game is free to play, but Epic Games, the company that owns Fortnite, makes money through microtransactions. Players can spend real money to make cosmetic changes to their characters in the game. They can buy things like skins, which are like costumes, for their characters or emotes, which are celebratory dance moves their characters can do after winning or killing another player in the game.
Ninja, the gamer name taken by 26-year-old Tyler Blevins, is now a legend in the Fortnite world. He is a master at the game and rocketed into popularity after playing in an online battle with rap artists Drake and Travis Scott on March 14. That battle has been watched more than 9 million times.
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https://www.edweek.org/ew/articles/2018/05/03/educators-battle-fortnite-for-students-attention.html
Many educators want to ban the game from their classrooms, but some are taking the opposite approach, attempting to weave students’ interest in Fortnite into class discussions and assignments.
Nick Fisher, a science teacher at Fort Zumwalt North High School in O’Fallon, Mo., said his students like to take screenshots of gameplay and send them to friends over Snapchat. Teenagers want to broadcast their victories, and because the game is on their phones, it’s easy to post updates to social media, making Fortnite “the perfect concoction of addiction,” said Fisher.
North High blocks all social media and gaming sites on its WiFi, said Fisher, but students tell him how they circumvent the restriction: They use virtual private networks, or VPNs, to establish independent internet connections. (Dozens of YouTube videos provide step-by-step tutorials for students looking to get around school WiFi controls.)
“Kids can’t multitask,” she said. “Even having a digital device within sight can cognitively distract the student enough that they can’t focus on the academics.”
Schools and teachers should be guiding parents when it comes to appropriate limits around screen time, said Kolb. Most parents will appreciate research-based recommendations, such as turning off all screens a set amount of time before bed, she said.
Games like Fortnite can even have social benefits, said John Velez, an assistant professor of journalism and electronic media at Texas Tech University. Velez, who studies the positive effects of video games, has found that playing violent games cooperatively with helpful teammates promotes pro-social behavior.
Chris Aviles, the coordinator of innovation, technology, and 21st century skills for the Fair Haven Public Schools in New Jersey, wrote “A Teacher’s Guide to Surviving Fortnite,” an exploration of ways the game can be used for instructional purposes. The guide, posted to his blog Teched Up Teacher, suggests how to integrate the game into writing prompts, math lessons on probability, and physics.
Aviles doesn’t advocate playing the game at school. There isn’t any educational value in letting students engage in virtual combat during a lesson, he said. Instead, teachers can build a lesson around one aspect of the game, such as having students calculate the best angle of approach as they jump from the “Battle Bus,” the floating bus that drops players onto the map at the beginning of each match.
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more on gaming in this IMS blog
https://blog.stcloudstate.edu/ims?s=gaming
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more on social media addiction in this IMS blog
https://blog.stcloudstate.edu/ims/2018/05/08/social-media-addiction/
Friday, December 15, 2017https://er.educause.edu/blogs/2017/12/vr-and-ar-learners-as-creators-and-world-builders-of-our-immersive-future
By creating engaging 360° tours, students are not only learning these new tools for themselves but are also helping local organizations see the possibility of VR for marketing and public relations.
some key takeaways from the projects that we have seen:
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more on VR in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality+education