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.
Course title: IM 554 Developing Skills for Online Teaching and Learning
Topic for this week: Game-based learning, Virtual Reliability, and Augmented Reality
Audience: IM Graduate students working for K12 schools or in business
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
min 29 from start: University of Connecticut (chapter 1)
min 58 from start: Dan Getz with Penn State (chapter 2)
hour 27 min from start: Randy Rode, Yale (chapter 3)
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 <hank.holiday@badge-list.intercom-mail.com> Reply-To: Hank from Badge List <hank.holiday@badge-list.intercom-mail.com> Date: Friday, April 26, 2019 at 4:53 PM To: Plamen Miltenoff <pmiltenoff@stcloudstate.edu> Subject: Re: Discuss a setup of microcredentialing system
Please look that over and we can help you via email if you have any questions.
Cheers,
– Hank
From: Ben from Badge List <ben.roome@badge-list.intercom-mail.com> Reply-To: Ben from Badge List <ben.roome@badge-list.intercom-mail.com> Date: Monday, April 29, 2019 at 5:30 PM To: Plamen Miltenoff <pmiltenoff@stcloudstate.edu> Subject: Re: Discuss a setup of microcredentialing system
Hi Plamen,
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.
the emphasis (strong side) is the streamlining of the different offices and activities on campus
levels of proficiency is very much geared toward undergrads
aspects of gamification, but no peer support credit/badge
U of Pittsburgh – OCC outside the class curriculum
Monclair U (NJ second largest):
U of Wyoming: after level 3, career coach does storytelling appointment.
pilot is $5K and institutional can vary between $10-15K
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
Digital Fluency: Preparing Learners for 21st Century Digital Citizenship Eighty-five percent of the jobs available in 2030 do not yet exist. How does higher education prepare our learners for careers that don’t yet exist? One opportunity is to provide our students with opportunities to grow their skills in creative problem solving, critical thinking, resiliency, novel thinking, social intelligence, and excellent communication skills. Instructional designers and faculty can leverage the framework of digital fluency to create opportunities for learners to practice and hone the skills that will prepare them to be 21st-century digital citizens. In this session, join a discussion about several fluencies that comprise the overarching framework for digital fluency and help to define some of your own.
Dr. Jennifer Sparrow, Senior Director for Teaching and Learning with Technology and Affiliate Assistant Professor of Learning, Design, and Technology at Penn State. The webinar will take place on Friday, November 9th at 11am EST/4pm UTC (login details below)
how DF is different from DLiteracy? enable students define how new knowledge can be created through technology. Not only read and write, but create poems, stories, if analogous w learning a language. slide 4 in https://www.slideshare.net/aidemoreto/vr-library
communication fluency. be able to choose the correct media. curiosity/failure fluency; creation fluency (makerspace: create without soldering, programming, 3Dprinting. PLA filament-corn-based plastic; Makers-in-residence)
immersive fluency: video 360, VR and AR. enable student to create new knowledge through environments beyond reality. Immersive Experiences Lab (IMEX). Design: physical vs virtual spaces.
Data fluency: b.book. how to create my own textbook
rubrics and sample projects to assess digital fluency.
What is Instructional Design 2.0 or 3.0? deep knowledge and understanding of faculty development. second, once faculty understands the new technology, how does this translate into rework of curriculum? third, the research piece; how to improve to be ready for the next cycle. a partnership between ID and faculty.
This webinar for all 2018 LITA Forum presenters was a conversation about creating accessible presentations! Our speaker, Carli Spina, presented and offered guidance on accessibility and design. She explained how to design presentation materials that are accessible, including providing demonstrations of the accessibility features of popular presentation softwares, and how to ensure that your presentation is accessible for all of your audience members.
Carli Spina is an Associate Professor and the Head of Research & Instructional Services at the Fashion Institute of Technology. She holds a J.D. from the University of Chicago Law School, an MLIS from Simmons GSLIS, and an M.Ed. from the Harvard Graduate School of Education. She has extensive experience working, writing, and presenting on topics related to accessibility and Universal Design and has served as a coordinator for services to patrons with disabilities. She was the inaugural chair of LITA’s Diversity and Inclusion Committee and has also served as the leader of the ASCLA Library Services to People with Visual or Physical Disabilities that Prevent Them from Reading Standard Print Interest Group. She regularly teaches courses, workshops, and webinars on topics related to accessibility, Universal Design and technology. You can contact her on Twitter where she is @CarliSpina.
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ID2ID
Kelly Hermann, VP, Accessibility Strategy, U of Phoenix
