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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/
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.
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?
Anne Shelley, Illinois State University, Milner Library
Julie Murphy, Illinois State University, Milner Library
Paul Unsbee, Illinois State University, Milner Library
makerbot replicator 3d printer
one touch studio 4 ready record studio. data analytics + several rooms to schedule.
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
https://www-wired-com.cdn.ampproject.org/c/s/www.wired.com/story/187-things-the-blockchain-is-supposed-to-fix/amp
Blockchains, which use advanced cryptography to store information across networks of computers, could eliminate the need for trusted third parties, like banks, in transactions, legal agreements, and other contracts. The most ardent blockchain-heads believe it has the power to reshape the global financial system, and possibly even the internet as we know it.
Now, as the technology expands from a fringe hacker toy to legitimate business applications, opportunists have flooded the field. Some of the seekers are mercenaries pitching shady or fraudulent tokens, others are businesses looking to cash in on a hot trend, and still others are true believers in the revolutionary and disruptive powers of distributed networks.
Mentions of blockchains and digital currencies on corporate earnings calls doubled in 2017 over the year prior, according to Fortune. Last week at Consensus, the country’s largest blockchain conference, 100 sponsors, including top corporate consulting firms and law firms, hawked their wares.
Here is a noncomprehensive list of the ways blockchain promoters say they will change the world. They run the spectrum from industry-specific (a blockchain project designed to increase blockchain adoption) to global ambitions (fixing the global supply chain’s apparent $9 trillion cash flow issue).
Things Blockchain Technology Will Fix
Bots with nefarious intent
Skynet
People not taking their medicine
Device storage that could be used for bitcoin mining
Our library is gearing up to create a virtual reality demonstration station using either VTC Hive or Oculus Rift. We want to make sure that we at least a small suite of educational VR products.
If your library runs a VR workstation, could you share one or two educational titles that you’re especially happy with? We are planning on getting Mission:ISS, a simulation of the International Space Station.
Thanks!
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Daniel Cornwall
OWL Program Manager / Internet and Technology Consultant
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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Educators Battle ‘Fortnite’ for Students’ Attention
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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Instagram, Snapchat, Fortnite: The distractions are endless. Here’s how to help kids cope.
In January, two of Apple’s shareholder groups asked the company to look at the addictive effects of iPhones on children. Google’s recent developer conference highlighted tools to help users better control smartphone usage.
A 2015 survey of more than 1,800 teachers and 400 principals in Alberta, B.C., found that nearly three-fourths of teachers frequently or very frequently observed students multitasking with technology, and 67 percent of teachers believed that the number of students negatively distracted by digital technologies in the classroom was growing.
The best approach is to use empathy, compassion and collaboration to help the young people in your life find ways to manage their digital workflow.
Encourage visualization for inspiration and motivation. The first step is getting students to buy in and to want to make behavioral changes.
Focus on compartmentalization. A 2009 study from Stanford researchers found that people who juggled several streams of electronic information were not able to pay attention, remember key information or switch tasks as effectively as those who completed one task at a time.
Using the Pomodoro technique of spending 25 minutes focused on one task followed by a five-minute break can be an easy way to have students begin to shift from a multitasking to a monotasking mind-set.
Make focus fun. There are now numerous ways to use technology to help us be more productive with technology, and it doesn’t have to be arduous. Students in my office use apps such as Forest or Flipd to motivate them to stay off their phones during class or when doing homework. Forest has a simple interface that will build a digital tree for users who stay off their phones. Flipd allows users to hide certain apps, allot time off their phone based on their schedule and, for a premium, track their progress over time.
Provide structured support as needed. A middle school student with whom I worked recently was relieved when his mother used the Mac OS app SelfControl to block YouTube and ESPN while he was doing his homework (Cold Turkey is a similar PC-based app).
Allow opportunities for regrouping. Even the best plans can go awry (for adults and kids alike). It’s important to focus on progress rather than perfection. Create time daily or weekly for students to think about what went well in terms of managing distractions and improving productivity, and what they would like to do better. Ask open-ended questions without judgment or expectation
Open Discussion: Instruments and Methods for Formative Assessment: by invitation of teachers from Plovdiv region | Тема: Инструменти и методи за актуални училищни занятия
Where | Къде: СУ „Димитър Матевски“ https://goo.gl/maps/rojNjE3dk4s and online ( виртуално) When | Кога: 2. май, 2018, 14 часа | May 2, 2018, 2PM local time (Bulgaria) Who | Кой: преподаватели и педагози | teachers and faculty How | Как: използвайте “обратна връзка” за споделяне на вашите идеи | use the following hashtag for backchanneling#BGtechEd
Intro | Представяне – 5мин. Who are we (please share short intro about your professional interests) | Кои сме ние: споделете накратко професионалните си интереси (използвайте “comment” section под този блог) http://web.stcloudstate.edu/pmiltenoff/faculty/
Reality Check (before we do tech) | минута за откровение (преди да започнем с технологии):
who is our audience | кого учим/обучаваме? https://blog.stcloudstate.edu/ims/2018/04/21/in-memoriam-avicii/ https://blog.stcloudstate.edu/ims/2018/04/17/edtech-implementation-fails/
why technology application fails | защо се проваля използването на технологии в обучението?
Understanding Purpose | какъв е смисълът
Insufficient Modeling of Best Practices | недостатъчен или несподелен опит
Bad First Impressions | лоши първи впечатления
Real-World Usability Challenges | ежедневни проблеми
The Right Data to Track Progress | кои данни определят успеха
Share your thoughts for the fails | Сподели твоите мисли за провала
Тема1. Сравняване на Kahoot, Edpuzzle и Apester – 1-1, 1/2 час продължителност Topic 1: A comparison of Kahoot, Apester and EdPuzzle
Дискусия, относно методиката на използване. Споделяне на опит кога и как го използват колегите от България и САЩ (други страни?).
Short demonstration and discussion regarding methodology of use. Sharing experience of use.
Споделяне на опит | ideas and experience exchange.
Comparison to other tools (e.g. flipped classroom advantage to Kahoot; difference from EdPuzzle, similarities to EdPuzzle) | съпоставяне с други инструменти: например, обърната класна стая – предимство пред Кахут; разлики и прилики с ЕдПъзил и тн)
Създаване на акаунт | account creation and building of learning objects
Comparison to other tools (e.g. flipped classroom advantage to Kahoot; difference from EdPuzzle, similarities to EdPuzzle) | съпоставяне с други инструменти: например, обърната класна стая – предимство пред Кахут; разлики и прилики с Еиптстър и тн)
Тема 2. Виртуална реалност в учебния процес – теория и практика- 1-1, 1/2 час продължителност Topic 2. Virtual reality in teaching and learning – theory and hands-on
When a student is brilliant on the street corner but falling asleep in class, something is wrong with the schooling system Ако учащ се е страхотен на ъгъла на улицата, но се проваля или заспива в клас, тогава нещо е грешно с учебната система https://blog.stcloudstate.edu/ims/2018/04/17/education-teched-frenemies/
Outline:
The Gamification of the educations process is not a new concept. The advent of educational technologies, however, makes the idea timely and pertinent. In short 60 min, we will introduce the concept of gamification of the educational process and discuss real-live examples.
Learning Outcomes:
at the end of the session, participants will have an idea about gaming and gamification in education and will be able to discriminate between those two powerful concepts in education
at the end of this session, participants will be able search and select VIdeo 360 movies for their class lessons
at the end of the session, participants will be able to understand the difference between VR, AR and MR.
if you are interested in setting up a makerspace and/or similar gaming space at your school, please contact me after this workshop for more information.
How would you define gamification of the educational process?
Gaming and Gamification in academic and library settings (paper) Short URL: http://scsu.mn/1F008Re
Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non-game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences (What is GBL (Game-Based Learning)?, n.d.).
Gamification is defined as the process of applying game mechanics and game thinking to the real world to solve problems and engage users (Phetteplace & Felker, 2014, p. 19; Becker, 2013, p. 199; Kapp, 2012). Gamification requires three sets of principles: 1. Empowered Learners, 2. Problem Solving, 3. Understanding (Gee, 2005).
Apply gamification tactics to existing learning task
split in groups and develop a plan to gamify existing learning task
from the web page above, choose a movie or click on this link: https://youtu.be/nOHM8gnin8Y (to watch a black hole in video 360) Open the link on your phone and insert the phone in Google Cardboard. Watch the video using Google Cardboard.
PALS is housed in Mankato, 40+ years, shared by all MnSCU institutions. smaller libraries with smaller staff benefit.
Funding: Centrally from the Chancellor Office and privately.
Ex Libris. Alma (management software) discovery software is Primo. Implementation from Sept 2017 to 2019
value-added services? A value–added service (VAS) is a popular telecommunications industry term for non-coreservices, or, in short, all services beyond standard voice calls and fax transmissions. However, it can be used in any service industry, for services available at little or no cost, to promote their primary business.
one search point; phys + electr; integrated into central system; academic resources available in central index; analytics and reporting; library consortia
EZ Proxy – provides access to library resources off campus
Islandora – open source digital asset management solution tha preserves, manages, and provide access to docs, unique history (photos, publications); research, other resources
Islandora is considered for OER, link to course materials through D2L
Leganto – expensive ExLibris for D2L integration
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Thurs, Nov 30 – continuation from Tues, Nov 28
Islandora. open source digital assessment tool. STCC is using Islandora
Primo is the discovery tool for campus only w subscription. PALS does not fund Primo. PALS does it through state-wide dbases.
ILL of electronic resources among campuses; the new system is making it easier.
your comments about the new system making electronic resources more available : does it mean that I will not have to go through my campus ILL persona can “borrow” directly? or it is too optimistic to expect that?
Stephen Kelly: Tim Anderson has shared with me some thoughts on how Islandora can assist with archiving Open Educational Resources (OERs), but could you comment further on that for the benefit of everyone on the call? Answer: safe place to save OER. Drupal-based front end. Customizable. What is the connection to Primo
Stephen Kelly: Could it facilitate easier sharing of resources between institutions? For instance, if an OER was created at one institution and uploaded to Islandora, could it easily be populated for every other institution to access the materials as well?
Piggybacking on Stephen Kelly: are the account permissions similar to the average social media tool, where faculty can decide how “wide” the permission of h/er OER product is? E.g. a blog or YouTube / Kaltura can have: private / unlisted / public levels. Does Islandora function the same?
2018 Special Focus: Education in a Time of Austerity and Social Turbulence 21–23 June 2018 University of Athens, Athens, Greece http://thelearner.com/2018-conference
Theme 8: Technologies in Learning
Technology and human values: learning through and about technology
Crossing the digital divide: access to learning in, and about, the digital world
New tools for learning: online digitally mediated learning
Virtual worlds, virtual classrooms: interactive, self-paced and autonomous learning
Ubiquitous learning: using the affordances of the new mediaDistance learning: reducing the distance
Theme 9: Literacies Learning
Defining new literacies
Languages of power: literacy’s role in social access
Instructional responses to individual differences in literacy learning
The visual and the verbal: Multiliteracies and multimodal communications
Literacy in learning: language in learning across the subject areas
The changing role of libraries in literacies learning
Languages education and second language learning
Multilingual learning for a multicultural world
The arts and design in multimodal learning
The computer, internet, and digital media: educational challenges and responses
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PROPOSAL: Paper presentation in a Themed Session
Title
Virtual Reality and Gamification in the Educational Process: The Experience from an Academic Library
short description
VR, AR and Mixed Reality, as well as gaming and gamification are proposed as sandbox opportunity to transition from a lecture-type instruction to constructivist-based methods.
long description
The NMC New Horizon Report 2017 predicts a rapid application of Video360 in K12. Millennials are leaving college, Gen Z students are our next patrons. Higher Education needs to meet its new students on “their playground.” A collaboration by a librarian and VR specialist is testing the opportunities to apply 360 degree movies and VR in academic library orientation. The team seeks to bank on the inheriting interest of young patrons toward these technologies and their inextricable part of a rapidly becoming traditional gaming environment. A “low-end,” inexpensive and more mobile Google Cardboard solution was preferred to HTC Vive, Microsoft HoloLens or comparable hi-end VR, AR and mixed reality products.
The team relies on the constructivist theory of assisting students in building their knowledge in their own pace and on their own terms, rather than being lectured and/or being guided by a librarian during a traditional library orientation tour. Using inexpensive Google Cardboard goggles, students can explore a realistic set up of the actual library and familiarize themselves with its services. Students were polled on the effectiveness of such approach as well as on their inclination to entertain more comprehensive version of library orientation. Based on the lessons from this experiment, the team intends to pursue also a standardized approach to introducing VR to other campus services, thus bringing down further the cost of VR projects on campus. The project is considered a sandbox for academic instruction across campus. The same concept can be applied for [e.g., Chemistry, Physics, Biology) lab tours; for classes, which anticipate preliminary orientation process.
Following the VR orientation, the traditional students’ library instruction, usually conducted in a room, is replaced by a dynamic gamified library instruction. Students are split in groups of three and conduct a “scavenger hunt”; students use a jQuery-generated Web site on their mobile devices to advance through “hoops” of standard information literacy test. E.g., they need to walk to the Reference Desk, collect specific information and log their findings in the Web site. The idea follows the strong interest in the educational world toward gaming and gamification of the educational process. This library orientation approach applies the three principles for gamification: empowers learners; teaches problem solving and increases understanding.
Similarly to the experience with VR for library orientation, this library instruction process is used as a sandbox and has been successfully replicated by other instructors in their classes.
