Searching for "zoom"

zoom vs google

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more on Zoom in this IMS blog
http://blog.stcloudstate.edu/ims?s=zoom

Zoom at SCSU

per Reuben Wagenius

Cost: $2,730/year, 25 hosts (approximately $110/host)

Recording Capacity is 100GB cloud storage, shared between the 25 accounts, 100 participants per host

Here is the Zoom pricing plan showing the Basic vs. Pro account plans. https://zoom.us/pricing

Happy to set you up with an account (email provided below) as soon as one become available (5/14 or sooner).

I only ask for your assessment on this tool – pros, cons and overall impression.

CMDLN (Central Minnesota Distance Learning Network) is one of the six regions that make up the LNM (Learning Network of Minnesota). The LNM Board is made up of  MinnState and the UofM representatives. It is a State of Minnesota Grant funded organization connecting Higher Ed to Higher Ed and Higher Ed to K-12. Developed in 1995 to extend education throughout Minnesota. Core role today is connecting campus to campus with interactive video and audio.

Yes, CMDLN is paying for the Zoom Host accounts. SCSU is a member of CMDLN (1 of 8) giving them access to this Zoom account. Yes, as long as Zoom is working as well as it has, CMDLN will continue funding.

I do not see Zoom as competition with Adobe Connect, just another tool. Just as Skype or Cisco CMS.

Connect does not connect to the video codec classrooms (30 that CMDLN takes care of).

Adobe Connect does not currently connect to China without issues. We use Zoom for the SCSU-Binhai meetings.

Chosen to pilot upon recommendation from my colleagues in other states that are serving the same needs.

 

All that to say, Zoom is in a three year pilot for CMDLN members with interactive video needs.

 

SCSU uses this semester:

PSEL and TSE classes

SW from England

HBS SCSU-Binhai

IM sessions

MTQ student presentations

CMDLN Board Meetings

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more on Zoom in this IMS blog
http://blog.stcloudstate.edu/ims?s=zoom

Zotero workshop

We have openings in the upcoming Zotero workshop:

What: Zotero and comparison with similar bibliographic tools (e.g. Mendeley)
When: Tuesday, January 27, 9:30AM
Where: Zoom session: https://minnstate.zoom.us/my/zotero (9107443388)

Hands-on session for installation and introduction to using Zotero to organize your sources, in-text cite them and compile bibliography.

If you prefer F2F to online, we meet in MC 205. Here directions to MC 205: https://youtu.be/jjpLR3FnBLI

If day/time not convenient for you, please schedule a meeting: https://doodle.com/digitalliteracy

Contact pmiltenoff@stcloudstate.edu
and/or via social media:
https://www.facebook.com/InforMediaServices/posts/2507587592685056
https://twitter.com/SCSUtechinstruc/status/1221849674895843330
https://www.instagram.com/p/B71PvMsp8p3/

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more info
https://elearningindustry.com/12-best-free-online-bibliography-and-citation-tools

 

How to add Zotero Word Plugin:
https://www.zotero.org/support/word_processor_integration

http://libguides.northwestern.edu/zotero/word

How to add Zotero to Google Docs:

http://libguides.northwestern.edu/zotero/google

 

cheating higher ed

https://go.edsurge.com/EdSurge-Live-How-to-Protect-Academic-Integrity-From-a-Cheating-Economy.html

Educators are in an arms race these days against an industry that seeks to profit by helping students cheat. Some websites offer to write papers for students, others sell access to past tests by individual professors, and others will even take entire online courses for students, as a kind of study double.

January 28, 3PM Live: How to Protect Academic Integrity From a ‘Cheating Economy.’ We’ll see you on Tuesday, January 28 at 1pm PT/4pm ET at this Zoom link or with the Meeting ID: 655-009-467.

https://www.edsurge.com/news/2020-01-23-how-the-contract-cheating-industry-has-gotten-more-aggressive-in-recruiting-students

Webinar:

question to Tricia: the aggressiveness of the Websites. radio silence by governments, universities.

is there a data on contract cheating: data from Australia, UK. 7 Mil students worldwide engaged in contsure

punitive vs preventive practices.
students being educated for that matter faculty.
stakeholders: students, faculty (accreditation), parents, administration. what the forces in place to keep in check the administration/
how does the education happen in a world where the grade is the king and the credit is the queen?
If i organize a workshop on cheating noone attends; overworked

not magic bullet. more communication and awareness. teaching and learning issue. in the business of certifying. integrity is essential to the certification program and teaching and learning, otherwise it cannot be graded. lost from the core mission.

clear and better policies: what is the role of the faculty in the process. when teaching and learning is not sufficient and needs to move to allegations.

Instructional designer: online is easier to cheat.

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more on cheating in this IMS blog
http://blog.stcloudstate.edu/ims?s=cheating

Spring Convocation 2020: Microcredentialing

Digital Badging and Microcredentialing

short link to this blog entry: http://bit.ly/convocation2020

for backchanneling, pls join us on Zoom: https://minnstate.zoom.us/my/badge or 9107443388
if you want to review the Zoom recording, pls click here:
https://minnstate.zoom.us/rec/share/4vF1N-719m9Oc4XE0VrHApU-OKLLaaa8gyEbqfFcz07WTblhxr6U38pBGqPneM2F

Presenters: Kannan Sivaprakasam & Plamen Mittenoff

https://mnscu-my.sharepoint.com/:p:/r/personal/yg5734wd_minnstate_edu/Documents/conferences%20grants/grants/microcredentials%20grant%20Kannan/Digital%20Badges%20and%20Microcredentialing%20edit%20pm.pptx?d=w88cb0067fc90407fa89fafc9e6496882&csf=1&e=BJXpP6

1. Share your ideas and practice of badge distribution and/or microcredentialing
2. What is a digital badge/microcredentialing?
3. How to create and award D2L digital badges for your class?
4. How to motivate the students in earning digital badges?
5. How it aligns with COSE’s strategic plan 2022/Husky Compact?

What we hope to achieve
• Create a community of digital badgers
• Catalyze professional development opportunity for faculty/staff

Literature and additional information:

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View this post on Instagram

At #convication2020, Dr. Kannan Sivaprakasam and Dr. Plamen Miltenoff discussed achievements from the @minnstateedu innovation grant #badges #digitalbadges and #microcredentials. For more info, pls visit http://burly/convocation2020. @scsu_soe @scsualumni @scsusopa @scsucla @scsucareer @scsumasscomm @scsustudentgovernment @scsucose @scsu_chemistry_club

A post shared by Digital literacy at SCSU (@scsutechinstruct) on

 

reactive reality

https://www.linkedin.com/posts/kimflintoff_reactive-realities-vr-in-the-chemistry-classroom-activity-6612941264637788160-LVnn

Reactive realities: VR in the chemistry classroom

“VR gives a superior sense of what is happening in the molecular world – you can zoom in and out, and move around in an intuitive way. It makes it much easier to see molecular structures and key parts of a reaction, which is not done as well via other modes,”

Each learning activity led a pair of students through a series of tasks. They built a molecule, then followed the journey of the enzyme reaction.

Students found the ‘tactile’ experience of VR engaging and they were able to quickly build and move molecules to see how they interacted. Watching the students walk around, bend over and peer around virtual objects was a highlight for the team.

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more on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality

MergeCube workshop at SCSU

The best intro to Augmented Reality may be the MergeCube: https://mergevr.com/cube

In 45 min, Mark Gill with the SCSU Vizlab (https://www.facebook.com/SCSUVizLab/), Alan Srock (Astronomy), and Plamen Miltenoff with InforMedia Services (https://www.facebook.com/InforMediaServices/) will guide you through ideas and hands-on setup of the MergeCube in your lesson plans.

When: October 22, 11AM

Where: Miller Center 205 (“how to get” directions here: https://youtu.be/jjpLR3FnBLI )
or join us via Zoom: https://minnstate.zoom.us/my/mergecube

Who: faculty, staff, students interested in exciting new educational technology 

mergecube mark gill

Here is more information about the ed use of MergeCube:
https://youtu.be/Agb3N6B8jHM
https://youtu.be/LRbn79WQEVU
https://youtu.be/OeTUIVhhAXY

Digital fluency for new international graduate students

SHORT LINK TO THIS INFORMATION: http://bit.ly/scsugradstudies

with Melanie Guentzel, Director of Graduate Student Services, mjguentzel@stcloudstate.edu

when: Tue, Jan. 22, 2 PM
where: Plymouth campus on Zoom: https://minnstate.zoom.us/j/438287799
who: new international graduate students at SCSU

students in Engineering Management, Regulatory Affairs, and Applied Clinical Research.

Access the library from a distance: https://www.stcloudstate.edu/library/

Research and Writing Tips

Digital fluency

 

 

synchronous vs asynchronous

My Note: synchronous vs asynchronous; Adobe Connect vs Zoom. Also Flipgrid for asynchronous videochats.

From: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of Celine Greene <celine.greene@JHU.EDU>
Reply-To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Tuesday, April 23, 2019 at 2:38 PM
To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: [BLEND-ONLINE] Advice for Synchronous Online Classes Using Zoom Meetings?

Our school is transitioning from using Adobe Connect to using Zoom Meetings for synchronous online class sessions, of which most of our online courses schedule at least a few times each term. So after years of “controlling the user experience” with the Adobe Connect layouts and relying primarily on text chat, we are heading in the direction of screen sharing with the enhanced social and community-building experience of video “taking over” chat. Some people are very excited about this move, given the popularity and ease-of-use of the Zoom platforms. Other people are a little more wary – especially when it comes to large (e.g., 40 to 200+ students) classes.

Please share your thoughts and experiences on what faculty and students should be aware of when using Zoom Meetings (not the webinar) for a synchronous class session. Here’s some of the things I was curious about…

  • Do you have a set of “instructions” or recommendations for students — e.g. so they see the chat as it happens?
  • Are there any best practices in terms of meetings set-up that you recommend for your faculty? (Mute participants upon entry, always show meeting control bar, etc.)
  • Have there been some scenarios that have been fantastic or some that have been horrible for using Zoom?
  • Is there a class size where the number of participants starts negatively impacting the learning opportunity? (i.e., I realize Breakout rooms are an option but also not appropriate for all situations, such as having a guest speaker come in to have an interactive Q & A or having a software demonstration.)
  • Are there any major “fails” you’ve learned from or, alternately, success stories?
  • Are your students required to have Zoom accounts?
  • Do you have a method for tracking attendance?

Thanks for your input!  – celine  Celine Greene  Instructional Technologist  Center for Teaching and Learning, JHSPH http://ctl.jhsph.edu

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more on synchronous learning environments
http://blog.stcloudstate.edu/ims?s=synchronous

Bryan Alexander EdTech class

Follow Along With a Grad Seminar About Edtech: Part 1, Picking the Best Tech

By Bryan Alexander     Mar 12, 2019

https://www.edsurge.com/news/2019-03-12-follow-along-with-a-grad-seminar-about-edtech-part-1-picking-the-best-tech

a tech catalog for students to explore and choose from, partially based on Georgetown’s enterprise suite, including a learning management system (Canvas), blogging (WordPress or other), student-run web domains, web annotation (Hypothesis) https://web.hypothes.is/, collaborative writing (Google Suite), discussion boards (Discourse), and videoconferencing (Zoom).

Neil Selwyn’s excellent Education and Technology: Key Issues and Debates.

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How Can Digital Audio Enhance Teaching and Learning?

By Bryan Alexander     Mar 28, 2019

https://www.edsurge.com/news/2019-03-28-grad-seminar-on-edtech-part-2-how-can-digital-audio-enhance-teaching-and-learning

Before there were podcasts, there was pirate radio, rogue broadcasters flinging unusual sounds over borders and adding new music to cultures. And before that there was the “theater of the mind,” harnessing radio’s deep power to inspire listeners’ imaginations.

Then we advanced to podcasting’s second wave—the one we’re enjoying now—the one sparked by Serial’s massive success in 2014. When you consider audiobooks in the mix, it’s clear how varied and mainstream portable digital audio is today.

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https://www.edsurge.com/news/2019-04-18-video-assignments-are-the-new-term-paper-how-does-that-change-teaching-and-learning

Digital video has taken the world by storm. Netflix is busy changing television and movies. YouTube may be humanity’s largest collaborative cultural project, aggregating an astonishing amount of user-generated content. The Google-owned service is widely used that it may already soak up more than a third of all mobile traffic.

Unsurprisingly, we increasingly learn from digital video. The realm of informal learning is well represented on YouTube—from DIY instruction to guerrilla recordings of public speakers. Traditional colleges now rely on digital video, too, as campuses have established official channels and faculty regularly turn to YouTube for content. And new kinds of educational institutions have emerged, like the nonprofit Khan Academy,

We also explored the rise of teaching via live video. More colleges are using it for online learning, since it can make students and instructors more present to each other than most other media. We also saw videoconferencing’s usefulness in connecting students and faculty when separated by travel, illness or scheduling challenges.

Our readings—Zac Woolfitt’s “The effective use of video in higher education,” and Michelle Kosalka’s “Using Synchronous Tools to Build Community in the Asynchronous Online Classroom”—and discussion identified a range of limitations to video’s utility. Videoconferencing requires robust internet connection that not all students have access to, and even downloading video clips can be challenging on some connections. People are not always comfortable appearing on camera. And some content is not well suited to video, such as mostly audio conversations or still images.

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