Author Archive
empathy parents teens
How Empathy Is Important For Parents And Teens When Things Get Stressful
Sheryl Gonzalez Ziegler, a psychologist in Denver, Colo., explains, “When teens are overwhelmed, parents may try to connect with their kids’ feelings by drawing on their own childhood experiences. They may say things like, “When I was fourteen, I had a job, and I still did my homework and made time for my friends. I know that you can do this, too.'”
They mean well when they try to connect with their teens in this comparative way, but often it prompts a communication breakdown.
Instead:
When I was your age, I had difficulty with my friends. I felt confused, and my heart was broken, too.”
She says that these disclosures remind kids that even if technology is different, human emotions are the same. Parents can bond with their kids by focusing on these similarities.
It’s particularly important to teach adolescents how to develop a specific type of empathy called cognitive empathy
If empathy helps us sympathize with how another person is feeling, cognitive empathy also allows us to try to understand someone else’s perspective and how they perceive the world, even when our feelings differ.
Because teenagers are so emotionally driven, they may be prone to react in exaggerated ways. Hence, a conflict with a teacher, a clash with a friend or an unanswered text can feel like the end of the world. By strengthening their cognitive empathy, teens can develop an emotional pause button, which reminds them that even when feelings take over, stressful circumstances are temporary.
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more on empathy in this IMS blog
https://blog.stcloudstate.edu/ims?s=empathy
SCSU vizlab augmented reality orientation
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more on augmented reality in this IMS blog
https://blog.stcloudstate.edu/ims?s=augmented+reality
PALS Islandora OER
Islandora for OER Discussion
Waite Park, St. Cloud, March 30, 2018
Alex is a former archivist from the MN Historical society
statistics, custom interface, preservation tools, automatic processes, multiple formats, metadata – core features
My Q/s to Alex/Tim:
- at the August OER meeting: https://blog.stcloudstate.edu/ims/2017/08/28/oer-workday-librarians/ there were more contenders to house OER. E.g., the Minnesota Library Publishing Project is based on Edublog, thus more familiar platform
What makes Islandora a better choice?
Additional question related: why not use already existing solutions, as used across the world. Alex response: open source. Tim: content available across institutions. text banks and other data can be grouped by disciplines. Follow up q/n: MLNC, OER Commons. Solution already exists and why don’t we use existing accumulated work. Answer by Karen: pulling many resources, promoting collaboration btw 2 and 4 year institutions. Bigger then just having a repository, collaborative effort on different levels
- Access to a “sandbox” to test Islandora: who to contact when and how.
Alex response to “estimated date for faculty upload” – August 2018 approximately
- Transferability/ compatible: how east it is to migrate Islandora content to a different platform (e.g. the Minnesota Library Publishing Project) shall other platform is chosen as MN OER platform?
- How will this structure ensure that the OER initiative (Islandora in particular) is not “owned” by one branch on campus (e.g. librarians) but it is a mutual effort by faculty and staff (e.g. ATT) in terms of access, e.g. access to different admin levels in Islandora?
From the Adobe COnnect online attendees:
Barbara Sandarin: Regarding “Admin. Rights,” does this restrict who may upload items?
Maintenance: weeding out old materials
the history of Islandora: who when developed. 2009, U of Rhode Island
Branding (Tim)
Stephen Kelly: how does Inslandora integrate video. microsite solutions
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structure of repository:
Islandora only stores, but the actual creation is outside of Islandora adoption scope
how do the individual teams are built, communicate with
open pedagogy: students creating open textbooks. creating of D2L courseroom. Karen: learning circles. Gary Hunter’s form regarding copyright issues etc.
storage: unlimited yet, but might be if file size are big.
Robert Bilyk: Look at OpenStax on how they handle derivative content
Tim: what do we want to be able to search for: 1. Title 2. subject 3. Format 4. type 5. permission to modify or not 6. keywords 7. author 8. home institution of author 9. peer revieewd 10. author info (advanced feature) 11. Robert Bilyk: Assurance of accessibility — tables, images, etc. 12. course 13. hashtags
Robert Bilyk: Curriki allows any submission — but their editorial board eventually gets around to review — and then this is indicated
OTL (Open textbook library): https://open.umn.edu/opentextbooks/
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http://www.exlibrisgroup.com/products/primo-library-discovery/
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more about Islandora in this IMS blog
https://blog.stcloudstate.edu/ims?s=islandora
psychology fake news
The Psychology Of Fake News
March 27, 201810:21 AM ET TANIA LOMBROZO
https://www.npr.org/sections/13.7/2018/03/27/597263367/the-psychology-of-fake-news
During the past two years, fake news has been a frequent topic of real news, with articles considering the role of social media in spreading fake news, the advent of fake videos and the role these play in the political process.
Apple education
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more on Apple in this IMS blog
https://blog.stcloudstate.edu/ims?s=apple
school librarians fears
School librarians fear a ‘quiet crisis’ is endangering their place in the education world
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more on media specialist in this IMS blgo
https://blog.stcloudstate.edu/ims?s=media+specialist
IM 554 discussion on GBL 2018
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
7:20 to 8:20 PM, Thursday, March 29. Instructor: Yun Claire Park
- What did we learn from last year: https://blog.stcloudstate.edu/ims/2017/02/22/im554-discussion-gbl/
- definitions and delineation of gaming and gamification
- the connection to BYOD
- What do we want to learn this year/today?
- more on gaming and gamification
- more on realities
- what is VR – virtual reality
Virtual reality (VR) is “a computer technology that uses virtual reality headsets or multi-
projected environments, sometimes in combination with physical environments or props, to
generate realistic images, sounds and other sensations that simulate a user's physical presence in a virtual or imaginary environment” (“Virtual Reality” n.d.) VR is accomplished by using headsets, such as HTC Vive, Oculus Rift, PlayStation VR, and Samsung Gear VR. The use of the headsets creates (and enhances) digitally constructed “reality,” thus providing excellent opportunities for simulations and learning through training and practice. Among a myriad of other definitions, Noor (2016, 34) describes Virtual Reality (VR) as “a computer-generated environment that can simulate physical presence in places in the real world or imagined worlds. The user wears a headset and through specialized software and sensors is immersed in 360- degree views of simulated worlds.”
from our book chapter: Video 360: The new type of visualization to help patrons enter the era of VR, AR and Mixed Reality (under review).
what is AR – augmented reality
“Augmented Reality (AR) supplements the physical environment with computer-generated sensory input such as sound, video, graphics, or other useful information – essentially overlaying the digital information on top of the physical world. Some consider the smartphone popular game “Pokemon Go” a form of consumer AR.”
from my book Chapter 12: VR, AR and Video 360: A Case Study Towards New Realities in Education by Plamen Miltenoff (under review)
what is MR – mixed reality
https://commons.wikimedia.org/wiki/Category:Mixed_reality#/media/File:Mixed_Reality_Scale.png
- Video 360
- how to create non-expensive VR = Video 360 degrees
A two-dimensional flat frame
Consumer types of cameras
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More information on GBL in this IMS blog:
https://blog.stcloudstate.edu/ims?s=%22game-based+learning%22
more on VR in education in this IMS blog:
https://blog.stcloudstate.edu/ims?s=virtual+reality+education
more on AE in this IMS blog
https://blog.stcloudstate.edu/ims?s=augmented+reality
anxiety and teens
Anxiety Is Taking A Toll On Teens, Their Families And Schools
https://www.kqed.org/mindshift/49454/anxiety-is-taking-a-toll-on-teens-their-families-and-schools
Anxiety is increasingly becoming a serious issue for American teens. Sixty-two percent of incoming freshman surveyed by the American College Health Association said they’d experienced overwhelming anxiety the year before, up from 50-percent in 2011.
it’s often the more affluent families who find the problem most baffling.
Denizet-Lewis goes on to write that many people assume teens feel this stress because of helicopter parents who do too much for their kids.
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more on contemplative practices in school in this IMS blog
https://blog.stcloudstate.edu/ims?s=contemplative
prison time for fake news?
Malaysia accused of muzzling critics with jail term for fake news
Move to impose 10-year sentence seen as attempt to silence talk of corruption before election
More on fake news in this IMS blog:
https://blog.stcloudstate.edu/ims?s=fake+news
The anti-fake news bill, which must be approved by parliament, calls for penalising those who create, offer, circulate, print or publish fake news – or publications containing fake news – with a 10-year jail term, a fine of up to 500,000 ringgit (£90,000) or both.
The bill defines fake news as “any news, information, data and reports which is, or are, wholly or partly false whether in the form of features, visuals or audio recordings or in any other form capable of suggesting words or ideas”.
It covers all media and extends to foreigners outside Malaysia if Malaysia or its citizens are affected.