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mini conference on virtual reality in education

Our first Library 2.022 mini-conference: “Virtual Reality and Learning: Leading the Way,” will be held online (and for free) on Tuesday, March 29th, 2022.

Virtual Reality was identified by the American Library Association as one of the 10 top library technology trends for the future. The use of this technology is equally trending in the education, museum, and professional learning spheres. Virtual Reality is a social and digital technology that uniquely promises to transform learning, build empathy, and make personal and professional training more effective and economical.

Through the leadership of the state libraries in California, Nevada, and Washington, Virtual Reality projects have been deployed in over 120 libraries in the three states in both economically and geographically diverse service areas. This example, as well as other effective approaches, can help us to begin a national conversation about the use of XR/immersive learning technology in libraries, schools, and museums; and about making content available to all users, creating spaces where digital inclusion and digital literacy serves those who need it the most

This is a free event, being held live online and also recorded.
REGISTER HERE
to attend live and/or to receive the recording links afterward.
Please also join this Library 2.0 network to be kept updated on this and future events.

Everyone is invited to participate in our Library 2.0 conference events, which are designed to foster collaboration and knowledge sharing among information professionals worldwide. Each three-hour event consists of a keynote panel, 10-15 crowd-sourced thirty-minute presentations, and a closing keynote.

Participants are encouraged to use #library2022 and #virtualrealitylearning on their social media posts about the event.

CALL FOR PROPOSALS:The call for proposals is now open. We encourage proposals that showcase effective uses of Virtual Reality in libraries, schools, and museums. We encourage proposals that also address visions or examples of Virtual Reality impacting adult education, STEM learning, the acquisition of marketable skills, workforce development, and unique learning environments.. Proposals can be submitted HERE.

KEYNOTE SPEAKERS, SPECIAL GUESTS, AND ORGANIZERS:

Sara Jones
State Librarian, Washington State Library

Sara Jones previously served as the director of the Marin County Free Library since July 2013. Prior to her time in California, Jones held positions in Nevada libraries for 25 years, including serving as the Carson City Library Director, the Elko-LanderEureka County Library System Director and Youth Services Coordinator, and Nevada State Librarian and Administrator of the State Library and Archives from 2000-2007. Jones was named the Nevada Library Association’s Librarian of the Year in 2012; served as Nevada’s American Library Association (ALA) Council Delegate for four years; coordinated ALA National Library Legislative Day for Nevada for 12 years; served as the Nevada Library Association president; was an active member of the Western Council of State Libraries serving as both vice president and president; and served on the University of North Texas Department of Library and Information Sciences Board of Advisors for over 10 years. She was awarded the ALA Sullivan award for services to children in 2018. She is a member and past-president of CALIFA, a nonprofit library membership consortium.

 

Tammy Westergard
Senior Workforce Development Leader, Project Coordinator – U.S. Department of Education Reimagine Workforce Preparation Grant Program – Supporting and Advancing Nevada’s Dislocated Individuals – Project SANDI

As Nevada State Librarian (2020 – 2021), Tammy Douglass Westergard was a leader in envisioning the dynamic roles of libraries in the future of learning and democracy in America. Tammy was also named the Nevada Library Association’s 2020 Librarian of the Year. She deployed the first certification program within any public library in America where individuals can earn a Manufacturing Technician 1 (MT1), a nationally recognized industry credential necessary to get many of the high paying careers in advanced manufacturing. In parallel with California public libraries, Westergard launched in Nevada the first State-wide learning program in American public libraries delivering augmented reality and virtual reality STEM content and equipment, resulting in immersive learning experiences for thousands of learners. Westergard imagined and then became the project design leader for the first-ever initiative deploying 3D learning tools for the College of Southern Nevada’s (CSN) allied health programs. As a result, CSN is the first dialysis technician training program in the world to use a virtual reality simulation for instruction and CSN was able to accept remote, online learners into its program for students who were previously unable to access the program.Tammy received her bachelor’s degree from the University of Nevada, Reno, a Master of Library Science from the University of North Texas and is a member of Beta Phi Mu, the international library and information studies honor society. She is a member of the International Advisory Board of the Vaclav Havel Library Foundation. The Library Journal named Westergard an “Agent of Change Mover and Shaker.” Tammy’s great passion is advancing educational opportunities through the library. She believes there is dignity in work, which is why she is expanding first-in-the-country programs she created that help displaced workers reskill and upskill so they can step into living wage jobs.

 

Greg Lucas
California State Librarian

Greg Lucas was appointed California’s 25th State Librarian by Governor Jerry Brown on March 25, 2014. Prior to his appointment, Greg was the Capitol Bureau Chief for the San Francisco Chronicle where he covered politics and policy at the State Capitol for nearly 20 years. During Greg’s tenure as State Librarian, the State Library’s priorities have been to improve reading skills throughout the state, put library cards into the hands of every school kid and provide all Californians the information they need – no matter what community they live in. The State Library invests $10 million annually in local libraries to help them develop more innovative and efficient ways to serve their communities. Since 2015, the State Library has improved access for millions of Californians by helping connect more than half of the state’s 1,100 libraries to a high-speed Internet network that links universities, colleges, schools, and libraries around the world. Greg holds a Master’s in Library and Information Science from California State University San Jose, a Master’s in Professional Writing from the University of Southern California, and a degree in communications from Stanford University.

 

Milton Chen
Independent Speaker, Author, Board Member

Milton says that he has had a very fortunate and fulfilling career on both coasts, working with passionate innovators to transform education in creative ways. His first job out of college was at Sesame Workshop in New York, working with founder Joan Cooney and some amazingly talented colleagues in TV production and educational research. From 1976 to 1980, he worked in the research department, creating science curricula for Sesame Street and testing segments for The Electric Company, the reading series. He then served as director of research for the development of 3-2-1 Contact, a science series for 8- to 12-year-olds. Eventually, Sesame Street circled the globe, with broadcasts in more than 100 countries and versions in Spanish, Chinese, Arabic, and many other languages. He then came to the Bay Area to pursue doctoral studies in communication at Stanford. His dissertation looked at gender differences in high school computer use, including new desktop computers we called “microcomputers.” After two years as an assistant professor at the Harvard Graduate School of Education, he joined KQED-San Francisco (PBS) in 1987 as director of education. They worked with teachers to incorporate video into their lessons, using VCRs! He wrote my first book, The Smart Parent’s Guide to Kids’ TV (1994) and hosted a program on the topic with special guest, First Lady Hillary Clinton. In 1998, he joined The George Lucas Educational Foundation as executive director. During his 12 years there, thjey produced documentaries and other media on schools embracing innovations such as project-based learning, social/emotional learning, digital technologies, and community engagement. They created the Edutopia brand to represent more ideal environments for learning. Today, the Edutopia.org website attracts more than 5 million monthly users.

 

Karsten Heise
Director of Strategic Programs, Nevada Governor’s Office of Economic Development (GOED) i

Karsten Heise joined the Nevada Governor’s Office of Economic Development (GOED) in April 2012 initially as Technology Commercialization Director and then continued as Director of Strategic Programs. He leads Innovation Based Economic Development (IBED) in Nevada. As part of IBED, he created and manages Nevada’s State Small Business Credit Initiative (SSBCI) Venture Capital Program. He also leads and overseas the ‘Nevada Knowledge Fund’ to spur commercialization at the state’s research institutions and to foster Research & Development engagements with the private sector as well as supporting local entrepreneurial ecosystems and individual startups. In addition, Karsten is deeply familiar with the European vocational training system having completed his banking-apprenticeship in Germany. This experience inspired the development of the ‘Learn and Earn Advanced career Pathway’ (LEAP) framework in Nevada, which progressed to becoming the standard template for developing career pathway models in the state. He is deeply passionate about continuously developing new workforce development approaches dealing with the consequences of the Fourth Industrial Revolution. Prior to joining the GOED, Karsten spent five years in China working as an external consultant to Baron Group Beijing and as member of the senior management team at Asia Assets Limited, Beijing. Before relocating to Beijing, Karsten worked for 10 years in the international equity divisions of London-based leading Wall Street investment banks Morgan Stanley, Donaldson, Lufkin & Jenrette (DLJ), and most recently Credit Suisse First Boston (CSFB). As Vice President at CSFB, he specialized in alternative investments, structured products, and international equities. His clients were entrepreneurs, ultra-high net worth individuals and family offices as well as insurance companies, pension funds, asset managers and banks. Karsten speaks German and Mandarin Chinese. Karsten completed his university education in the United Kingdom with a Bachelor of Science with First Class Honours in Economics from the University of Buckingham, a Master of Science with Distinction in International Business & Finance from the University of Reading, and a Master of Philosophy with Merit in Modern Chinese Studies, Chinese Economy from the University of Cambridge – Wolfson College. He is also an alumnus of the Investment Management Evening Program at London Business School and completed graduate research studies at Peking University, China.

 

Dana Ryan, PhD 
Special Assistant to the President, Truckee Meadows Community College

With a doctorate in educational leadership from the University of Nevada, Reno, Dana has decades advancing education and training solutions to meaningfully link, scale, enhance and further develop digital components in healthcare, advanced manufacturing, logistics, IT and construction trades. She understands the WIOA one-stop-operating-system programs and processes and can communicate how delivery of services to clients through local offices, regional centers and libraries is achieved. Skill with analysis of a variety of labor market and other demographic information creates excellence in explaining the relevance of labor market data and local, state, and national labor market trends. Dana interfaces with labor and management groups/leaders, and others.

This is a free event, being held live online and also recorded.
REGISTER HERE
to attend live and/or to receive the recording links afterward.
Please also join this Library 2.0 network to be kept updated on this and future events.

The School of Information at San José State University is the founding conference sponsor. Please register as a member of the Library 2.0 network to be kept informed of future events. Recordings from previous years are available under the Archives tab at Library 2.0 and at the Library 2.0 YouTube channel.

AR VR engineering education

Using AR/VR for Innovative Engineering Education

The use of AR/VR in educational settings is on the rise, paving the way for new careers and a workforce trained to embrace technology.

If projections stay on track, the global spending on educational AR/VR is expected to rise from $1.8 billion to $12.6 billion over the next four years.

Screen Shot 2021-01-25 at 12.05.19 pm

the International Data Corporation (IDC) released a report indicating that the pandemic has fueled an impressive forecast of worldwide expenditures on AR/VR, which are expected to grow from $12 billion in 2020 to $72.8 billion by 2024.

rom completing spinal surgery to training at a high-tech facility, such as the University of Nebraska Medical Center’s Davis Global Center, which has AR/VR and holographic technologies among its many offerings.

University of Hong Kong–Innovation Academy

Home (innoacademy)

MIT–MIT.nano Immersion Lab

the MIT.nano Immersion Lab, an open-access facility for all MIT students, faculty, researchers and external users.

University of Michigan–Augmented Tectonics

Purdue University–Skill-XR

https://www.purdue.edu/newsroom/releases/2016/Q2/new-tool-for-virtual-and-augmented-reality-uses-deep-learning.html

UC Berkeley–InsightXR

https://cto.berkeley.edu/innovation/berkeley-changemaker-technology-innovation-grants/vrtutor

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more on immersive in this IMS blog
https://blog.stcloudstate.edu/ims?s=immersive

online tools for education

http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/11/ten_favorite_online_teaching_tools_used_by_educators_this_year.html

Wordwall

Padlet

PearDeck

FlipGrid

Google Slides,

Quill

Baamboozle

Quizizz

musical electronic timer

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more on online tools in this ISM blog
https://blog.stcloudstate.edu/ims?s=online+tools

surveillance technology and education

https://www.edsurge.com/news/2019-06-10-is-school-surveillance-going-too-far-privacy-leaders-urge-a-slow-down

New York’s Lockport City School District, which is using public funds from a Smart Schools bond to help pay for a reported $3.8 million security system that uses facial recognition technology to identify individuals who don’t belong on campus

The Lockport case has drawn the attention of national media, ire of many parents and criticism from the New York Civil Liberties Union, among other privacy groups.

the Future of Privacy Forum (FPF), a nonprofit think tank based in Washington, D.C., published an animated video that illustrates the possible harm that surveillance technology can cause to children and the steps schools should take before making any decisions, such as identifying specific goals for the technology and establishing who will have access to the data and for how long.

A few days later, the nonprofit Center for Democracy and Technology, in partnership with New York University’s Brennan Center for Justice, released a brief examining the same topic.

My note: same considerations were relayed to the SCSU SOE dean in regard of the purchase of Premethean and its installation in SOE building without discussion with faculty, who work with technology. This information was also shared with the dean: https://blog.stcloudstate.edu/ims/2018/10/31/students-data-privacy/

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more on surveillance in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=surveillance+education

social media transform education

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more on social media in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=social+media+education

second IMS podcast on technology in education

Second IMS podcast on technology in education: Constructivism

Today’s vocast will be broadcasted live at:

Adobe Connect      |     Facebook Live   |       Twitter (#IMSvodcast) |

and will be archived at:

SCSU MediaSpaceYouTube   (subscribe for the channel for future conversations)

Constructivism.
Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner’s critical role in constructing meaning from new information and prior experience.

  • What is it?
  • Why do we have to know about it
  • Can we just disagree and stick to behaviorism?
  • Is it about student engagement?
  • Is it about the use of technology?
  • Resources
    • https://blog.stcloudstate.edu/ims/2014/06/28/constructivism-lecture-versus-project-based-learning/
      https://blog.stcloudstate.edu/ims/2013/12/03/translating-constructivism-into-instructional-design-potential-and-limitations/
      https://blog.stcloudstate.edu/ims/2016/03/28/student-centered-learning-literature-review/
      https://blog.stcloudstate.edu/ims/2015/11/05/online-discussion-with-plovdiv-university/
      https://blog.stcloudstate.edu/ims/2015/05/27/handbook-of-mobile-learning/
      Crompton, Muilenburg and Berge’s definition for m-learning is “learning across multiple contexts, through social and content interactions, using personal electronic devices.”
    • The “context”in this definition encompasses m-learnng that is formalself-directed, and spontaneous learning, as well as learning that is context aware and context neutral.
    • therefore, m-learning can occur inside or outside the classroom, participating in a formal lesson on a mobile device; it can be self-directed, as a person determines his or her own approach to satisfy a learning goal; or spontaneous learning, as a person can use the devices to look up something that has just prompted an interest (Crompton, 2013, p. 83). (Gaming article Tallinn)Constructivist Learnings in the 1980s – Following Piage’s (1929), Brunner’s (1996) and Jonassen’s (1999) educational philosophies, constructivists proffer that knowledge acquisition develops through interactions with the environment. (p. 85). The computer was no longer a conduit for the presentation of information: it was a tool for the active manipulation of that information” (Naismith, Lonsdale, Vavoula, & Sharples, 2004, p. 12)Constructionist Learning in the 1980s – Constructionism differed from constructivism as Papert (1980) posited an additional component to constructivism: students learned best when they were actively involved in constructing social objects. The tutee position. Teaching the computer to perform tasks.Problem-Based learning in the 1990s – In the PBL, students often worked in small groups of five or six to pool knowledge and resources to solve problems. Launched the sociocultural revolution, focusing on learning in out of school contexts and the acquisition of knowledge through social interaction
    • Socio-Constructivist Learning in the 1990s. SCL believe that social and individual processes are independent in the co-construction of knowledge (Sullivan-Palinscar, 1998; Vygotsky, 1978).
    • 96-97). Keegan (2002) believed that e-learning was distance learning, which has been converted to e-learning through the use of technologies such as the WWW. Which electronic media and tools constituted e-learning: e.g., did it matter if the learning took place through a networked technology, or was it simply learning with an electronic device?
  • Discussion
    • Share with us practical examples of applying constructivist approach in your class
    • Would one hour workshop on turning existing class assignments into constructivist-based class assignments be of interest for you?

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https://blog.stcloudstate.edu/ims/2018/02/12/first-ims-podcast-on-technology-in-education/

first IMS podcast on Technology in Education

Welcome to our Technology in Education weekly sessions (vodcasts)

archived session here: https://blog.stcloudstate.edu/ims/view-podcasts/

Every week, we will be presenting you in a short 5 min session with topics of your interest.

We will be providing you with information and giving you the podium to share your solutions.

This information will be broadcasted and archived via multiple channels:

The SCSU MediaSpaceOn the Facebook IMS pageTwitter (#IMSvodcast) |  YouTube

You can participate during the live session via
Adobe Connect
https://webmeeting.minnstate.edu/scsuteched,
Facebook and Twitter

Here is a Google form, where you can share your topics requests,  issues and solutions.

ims technology in education podcast form-t13oah

  • Adobe connect
  • Mediaspace:

  • Youtube (subscribe)

  • Facebook live (subscribe / like)

learning and educational technology

Modern​ ​Learning:​ ​Re-Discovering​ ​the Transformative​ ​Promise​ ​of Educational​ ​Technology

By​ ​Steve​ ​Hargadon​ ​(​@stevehargadon​) Survey​ ​and​ ​Report:​ ​​modernlearning.com​​ ​|​

http://www.modernlearning.com/the-report.html

  • When do you believe technology enhances learning, and when do you believe
    it does not?
  • How has technology impacted your own learning?
  • Does your school, library, or organization have a specific learning philosophy that guides ed-tech purchases and implementation? If yes, what is that philosophy?
    More than 450 responses were received (those that agreed for their answers to be
    shared publicly can be seen at http://www.modernlearning.com).

For the purposes of this report, “educational technology” (often abbreviated as “ed tech”) is assumed to refer principally to the use of modern electronic computing and other high-tech, mostly Internet-enabled, devices and services in education.

Observation​ ​1​:​ ​There​ ​is​ ​general​ ​agreement​ ​that there​ ​are​ ​good​ ​and​ ​pedagogically-sound​ ​arguments  or​ ​the​ ​implementation​ ​and​ ​active​ ​use​ ​of​ ​ed​ ​tech; and​ ​that​ ​technology​ ​is​ ​changing,​ ​and​ ​will​ ​change, education​ ​for​ ​the​ ​better.

Observation​ ​2​:​ ​There​ ​is​ ​general​ ​agreement​ ​that technology​ ​is​ ​not​ ​always​ ​beneficial​ ​to​ ​teaching​ ​and learning.

When it becomes a distraction.
● When there is little or no preparation for it.
● When just used for testing / score tracking.
● When used for consuming and not creating, or just for rote learning.
● When “following the education trends: everyone else is doing it.”
● When the tech is “an end rather than means” (also stated as, ”when I don’t have a plan or learning goal…”). We found this very significant, and it is the focus of Observation 6.
● When there is a lack of guidance in how to effectively use new ed tech tools (“when there is no PD”). This is the focus of Observation 4.
● Finally, when it “gets in the way of real time talk / sharing.” Forgetting that the tech “cannot mentor, motivate, show beauty, interact fully, give quality attention, [or] contextualize.” Also: ”outcomes related to acquiring the skills and attitudes cannot be enhanced by technology.” As mentioned in the introduction, this would be missing the “human factor.” One respondent
captured this as follows: “3 reasons tech innovation fails: Misunderstanding Human Motivation, Human Learning, or Human Systems.”

Observation​ ​3​:​ ​The​ ​benefits​ ​of​ ​ed​ ​tech​ ​to​ ​educator learning​ ​are​ ​described​ ​much​ ​more​ ​positively,​ ​and much​ ​less​ ​ambiguously,​ ​than​ ​are​ ​the​ ​benefits​ ​to student​ ​learning.

  • reduced their isolation by helping them to connect with their peers;
    ● allowed them to feel part of larger educational movements;
    ● afforded them opportunities to become contributors.

Observation​ ​4​:​ ​There​ ​is​ ​a​ ​lack​ ​of​ ​good​ ​professional development​ ​for​ ​educational​ ​technology.

Observation​ ​5​:​ ​Educational​ ​technology​ ​is​ ​prone​ ​to grandiose​ ​promises.

Observation​ ​6​:​ ​Some​ ​significant​ ​percentage​ ​of educational​ ​technology​ ​purchases​ ​do​ ​not​ ​appear​ ​to have​ ​a​ ​pedagogical​ ​basis.

conclusions:

Networked information technology has rendered the words “teacher” and “student” more ambiguous. YouTube tutorials and social-media discussions, just to cite a couple of obvious examples, have made it abundantly clear that at any given moment anyone—regardless of age or background—can be a learner or a teacher, or even both at once.

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more on educational technology in this IMS blog
https://blog.stcloudstate.edu/ims?s=education+technology

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