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.
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
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).
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.
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.
2. How did GBL change in the past year? Who is the leader in this research (country)? Is K12 the “playground” for GBL and DGBL?
China: Liao, C., Chen, C., & Shih, S. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers & Education, 133, 43–55. https://doi.org/10.1016/j.compedu.2019.01.013
Finalnd: Brezovszky, B., Mcmullen, J., Veermans, K., Hannula-Sormunen, M., Rodríguez-Aflecht, G., Pongsakdi, N., … Lehtinen, E. (2019). Effects of a mathematics game-based learning environment on primary school students’ adaptive number knowledge. Computers & Education, 128, 63–74. https://doi.org/10.1016/j.compedu.2018.09.011
Tunesia: Denden, M., Tlili, A., Essalmi, F., & Jemni, M. (2018). Implicit modeling of learners’ personalities in a game-based learning environment using their gaming behaviors. Smart Learning Environments, 5(1), 1–19. https://doi.org/10.1186/s40561-018-0078-6
Pitarch, R. (2018). An Approach to Digital Game-based Learning: Video-games Principles and Applications in Foreign Language Learning. Journal of Language Teaching and Research, 9(6), 1147–1159. https://doi.org/10.17507/jltr.0906.04
Acclaim, Badger, Badge List, Credly, CSULogics, and Red Critter
Acclaim and Credly merged. CSULogics seems CCCS native; pls advise if I need to contact them nevertheless. Badgr is now with Canvas, but I still think we need to explore the options with other LMS, such as D2L.
From: Hank from Badge List <firstname.lastname@example.org> Reply-To: Hank from Badge List <email@example.com> Date: Friday, April 26, 2019 at 4:53 PM To: Plamen Miltenoff <firstname.lastname@example.org> Subject: Re: Discuss a setup of microcredentialing system
Please look that over and we can help you via email if you have any questions.
From: Ben from Badge List <email@example.com> Reply-To: Ben from Badge List <firstname.lastname@example.org> Date: Monday, April 29, 2019 at 5:30 PM To: Plamen Miltenoff <email@example.com> Subject: Re: Discuss a setup of microcredentialing system
We’d love to get on a call but unfortunately we can’t spend those time resources on accounts that generate below $4,950 per year. Does your budget meet those requirements? If so we’d be happy to schedule a conversation.
Culturally Responsive Education in Design and the Arts
March 1, 2019, 8:30 am- 5:00 pm
Minneapolis College, 1501 Hennepin Avenue in Minneapolis
AND online via Adobe Connect and Zoom
Closed-Captioning Videos and Creating Syllabi and Classroom Materials That Are Accessible to All 1:15-2:30PM
Brittany Mammenga, Captioning Coordinator
Manee Yang, Digital Access and Assistive Tech Specialist
K3350 Adobe Connecthttps://webmeeting.minnstate.edu/session2accessibility