Digital Literacy for St. Cloud State University
http://www.martingrandjean.ch/digital-humanities-network-twitter-following/
an outline of “friends/following” relations in a group of 800 digital humanists on Twitter, from a quantitative point of view
The study also found that girls were more likely to experience verbal and cyberbullying while boys were more likely to experience physical bullying. my note: No news here.
“School-based interventions need to address the differences in perpetrator and victim experiences,” she said. “The key is to use individualized specific interventions for bullying, not a one-size-fits-all approach.”
Bullying is still a prevalent issue, although it has taken a new form by moving online. The two kinds of bullying are different in many ways. However, interventions can often be difficult, since many think cyberbullying is less harmful than traditional bullying, and therefore don’t report it.
http://www.cnet.com/news/google-buys-polling-startup-polar-to-bolster-google/
Polar, founded last year, polls users on smartphones and tablets by letting them choose between two things — for example: Coke versus Pepsi, or Warriors versus Lakers. The startup has served more than half a billion polls in the past eight months and had 1.1 million active voters in September, according to a blog post by founder Luke Wroblewski.
http://www.huffingtonpost.com/2014/09/11/back-to-school-books_n_5786660.html
1. Sage on the Stage:
In this stage the teacher takes on traditional lecture-style teaching and hasn’t yet implemented any online or blended learning strategies.
2. Stranger in a Strange Land:
Next, the teacher becomes a Stranger in a Strange Land, as instruction moves to the computer, and the computer becomes the primary instructional tool. At this stage, the teacher is still unsure of how they fit in but is experimenting with and utilizing online tools to enhance instruction.
3. Resource:
As the teacher continues to evolve, they enter the Resource stage, and while the computer is still the primary instructional tool, the teacher is comfortable being a resource, answering questions and re-teaching when asked.
4. Facilitator and Initiator of Interventions:
Bolman, L, & Deal, T. (2003). Reframing organizations: Artistry, choice, and leadership (3rd ed.). San Francisco: Jossey-Bass [Chapter 1.]. See also. Gallos, J. V. “Reframing Complexity: A Four-Dimensional Approach to Organizational Diagnosis, Development and Change.” In Gallos, J. V. (Ed.). Organization Development. San Francisco: Jossey-Bass, 2006.
Please use this IMS blog, for more on digital badges in education:
https://blog.stcloudstate.edu/ims/?s=badges
Interesting opinion why badges will not work, unless adopted by the entire institution in the following webinar: https://blog.stcloudstate.edu/ims/2014/09/04/gamification-its-easier-than-you-think/
From: Zane Berge [mailto:berge@umbc.edu]
Sent: Thursday, September 11, 2014 10:16 AM
Subject: Call for Chapters – Digital Badges in Education: Trends, Issues, and Cases
Dear Authors,
You are invited to submit a chapter proposal for a book, Digital Badges in Education: Trends, Issues, and Cases that Lin Muilenburg and I are editing that will be published by Routledge. Please see the call for chapters at: http://bit.ly/CFC_DBiE
Feel free to pass this call along to anyone or any group you believe would be interested.
Regards,
Zane
Zane L. Berge, Ph.D.
Professor of Education
berge@umbc.edu
Twitter: @ZaneBerge
Share, if you are using badges as part of the assessment process in your class and/or if you intend to start using it.
Let us know, if you would like to start discussion on this campus about adoption of badges as part of the assessment process.
http://badges.actfl.org/badges-infographic.pdf
