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What do you think are the main difficulties of using games for learning in higher education?
Rafaela Lima Santos de Souza, Masters Student in Production Engineering at Universidade Federal Fluminense, , Universidade Federal Fluminense, Universidade Federal Fluminense Rio de Janeiro Area, Brazil
more on gaming in this IMS blog
Second IMS podcast on technology in education: Constructivism
Today’s vocast will be broadcasted live at:
Adobe Connect | Facebook Live | Twitter (#IMSvodcast) |
and will be archived at:
SCSU MediaSpace | YouTube (subscribe for the channel for future conversations)
Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner’s critical role in constructing meaning from new information and prior experience.
- What is it?
- Why do we have to know about it
- Can we just disagree and stick to behaviorism?
- Is it about student engagement?
- Is it about the use of technology?
Crompton, Muilenburg and Berge’s definition for m-learning is “learning across multiple contexts, through social and content interactions, using personal electronic devices.”
- The “context”in this definition encompasses m-learnng that is formalself-directed, and spontaneous learning, as well as learning that is context aware and context neutral.
- therefore, m-learning can occur inside or outside the classroom, participating in a formal lesson on a mobile device; it can be self-directed, as a person determines his or her own approach to satisfy a learning goal; or spontaneous learning, as a person can use the devices to look up something that has just prompted an interest (Crompton, 2013, p. 83). (Gaming article Tallinn)Constructivist Learnings in the 1980s – Following Piage’s (1929), Brunner’s (1996) and Jonassen’s (1999) educational philosophies, constructivists proffer that knowledge acquisition develops through interactions with the environment. (p. 85). The computer was no longer a conduit for the presentation of information: it was a tool for the active manipulation of that information” (Naismith, Lonsdale, Vavoula, & Sharples, 2004, p. 12)Constructionist Learning in the 1980s – Constructionism differed from constructivism as Papert (1980) posited an additional component to constructivism: students learned best when they were actively involved in constructing social objects. The tutee position. Teaching the computer to perform tasks.Problem-Based learning in the 1990s – In the PBL, students often worked in small groups of five or six to pool knowledge and resources to solve problems. Launched the sociocultural revolution, focusing on learning in out of school contexts and the acquisition of knowledge through social interaction
- Socio-Constructivist Learning in the 1990s. SCL believe that social and individual processes are independent in the co-construction of knowledge (Sullivan-Palinscar, 1998; Vygotsky, 1978).
- 96-97). Keegan (2002) believed that e-learning was distance learning, which has been converted to e-learning through the use of technologies such as the WWW. Which electronic media and tools constituted e-learning: e.g., did it matter if the learning took place through a networked technology, or was it simply learning with an electronic device?
- Share with us practical examples of applying constructivist approach in your class
- Would one hour workshop on turning existing class assignments into constructivist-based class assignments be of interest for you?
How One District Created a Culture of Innovation Through Interoperability
Join the Executive Director of Technology for the School District of Pickens County in South Carolina, Barbara Nesbitt, on Thursday, February 22 at 1pm EST to hear how they used Schoology to:
- Centralize their technologies and resources
- Save teachers time to focus on student achievement
- Ensure a consistent student experience from grade-to-grade
- Expand learning outside the physical classroom
more on schoology in this IMS blog
Software Carpentry (https://software-carpentry.org/about/) is coming to SCSU campus.
Want to learn basic computer programming skills specifically tailored for academia?
Please consider a FREE two-day workshop on either on Python or on R.
Python is a programming language that is simple, easy to learn for beginners and experienced programmers, and emphasizes readability. At the same time, it comes with lots of modules and packages to add to your programs when you need more sophistication. Whether you need to perform data analysis, graphing, or develop a network application, or just want to have a nice calculator that remembers all your formulas and constants, Python can do it with elegance. https://www.python.org/about/
R (RStudio) is a language and environment for statistical computing and graphics. R provides a wide variety of statistical and graphical techniques. R can produce well-designed publication-quality plots, including mathematical symbols and formulae. https://www.r-project.org/about.html
Both software packages are free and operate on MS Windows, MAC/Apple and GNU/Linux OS.
Besides seamless installation on your personal computer, you can access both software in SCSU computer labs or via SCSU AppsAnywhere.
In an effort to accommodate as many faculty as possible, please indicate whether you want Python or R and check your availability using these Doodle polls:
Questions? Suggestions? Please do not hesitate to ask:
For more information:
Capitalism and Moral Evolution: A Civil Provocation
JONATHAN HAIDT AND MELVIN KONNER
Capitalism as Our Greatest Hope
Internet safety has been a concern for policymakers and educators since the moment technology, particularly the Internet, was introduced to classrooms. Increasingly many school systems are evolving that focus from simply minimizing risk and blocking access, to more responsible use policies and strategies that empower the student as a digital citizen. Digital citizenship initiatives also seek to prepare students to live in a world where online hate and radicalization are all too common.
- How can technology be used to improve digital citizenship and to what extent is technology providing new challenges to digital citizenship?
- How should we access information effectively and form good evaluate its accuracy?
- How should we develop the skills to engage with others respectfully and in a sensitive and ethical manner?
- How should we develop an appropriate balance between instruction and nurturing student behaviors that ensure ICT (Information and communications technology) is used safely and responsibly?
Online Course | Designing a Collaborative Instructional Technology Support Model
Part 1: March 7, 2018 | 1:00–2:30 p.m. ET
Part 2: March 14, 2018 | 1:00–2:30 p.m. ET
Part 3: March 21, 2018 | 1:00–2:30 p.m. ET
Faculty need a variety of instructional technology support—instructional design, content development, technology, training, and assessment—to name a few. They don’t want to go to one place for help, find out they’re in the wrong place, and be sent somewhere else—digitally or physically. Staff don’t want to provide help in silos or duplicate what other units are doing.
So, how can academic service providers collaborate to offer the right instructional technology support services, in the right place, at the right time, in the right way? In this course, instructional technologists, instructional designers, librarians, and instructional technology staff will learn to use a tool called the Service Center Canvas that does just that.
During this course, participants will:
- Explore the factors that influence how instructional technology support services are offered in higher education
- Answer critical questions about how your instructional technology support services should be delivered relative to broader trends and institutional goals
- Experiment with ways to prototype new services and/or new ways of delivering them
- Identify potential implementation obstacles and ways to address them
NOTE: Participants will be asked to complete assignments in between the course segments that support the learning objectives stated below and will receive feedback and constructive critique from course facilitators on how to improve and shape their work.
Elliot Felix, Founder and CEO, brightspot strategy
Felix founded and leads brightspot, a strategy consultancy that reimagines places, rethinks services, and redesigns organizations on university campuses so that people are better connected to a purpose, information, and each other. Felix is accomplished strategist, facilitator, and sense-maker who has helped transform over 70 colleges and universities.
Adam Griff, Director, brightspot strategy
Adam Griff is a director at brightspot. He helps universities rethink their space, reinvent their service offerings, and redesign their organization to improve the experiences of their faculty, students, and staff, connecting people and processes to create simple and intuitive answers to complex questions. He has led projects with a wide range of higher education institutions including University of Wisconsin–Madison, University of North Carolina at Chapel Hill, and University of California, Berkeley.
Smartphone Detox: How To Power Down In A Wired World
February 12, 20185:03 AM ET
says David Greenfield, a psychologist and assistant clinical professor of psychiatry at the University of Connecticut:When we hear a ding or little ditty alerting us to a new text, email or Facebook post, cells in our brains likely release dopamine — one of the chemical transmitters in the brain’s reward circuitry. That dopamine makes us feel pleasure
“It’s a spectrum disorder,” says Dr. Anna Lembke, a psychiatrist at Stanford University, who studies addiction. “There are mild, moderate and extreme forms.” And for many people, there’s no problem at all.
Signs you might be experiencing problematic use, Lembke says, include these:
- Interacting with the device keeps you up late or otherwise interferes with your sleep.
- It reduces the time you have to be with friends or family.
- It interferes with your ability to finish work or homework.
- It causes you to be rude, even subconsciously. “For instance,” Lembke asks, “are you in the middle of having a conversation with someone and just dropping down and scrolling through your phone?” That’s a bad sign.
- It’s squelching your creativity. “I think that’s really what people don’t realize with their smartphone usage,” Lembke says. “It can really deprive you of a kind of seamless flow of creative thought that generates from your own brain.”
Consider a digital detox one day a week
Tiffany Shlain, a San Francisco Bay Area filmmaker, and her family power down all their devices every Friday evening, for a 24-hour period.
“It’s something we look forward to each week,” Shlain says. She and her husband, Ken Goldberg, a professor in the field of robotics at the University of California, Berkeley, are very tech savvy.
A recent study of high school students, published in the journal Emotion, found that too much time spent on digital devices is linked to lower self-esteem and a decrease in well-being.
more on contemplative computing in this IMS blog
Welcome to our Technology in Education weekly sessions (vodcasts)
archived session here: http://blog.stcloudstate.edu/ims/view-podcasts/
Every week, we will be presenting you in a short 5 min session with topics of your interest.
We will be providing you with information and giving you the podium to share your solutions.
This information will be broadcasted and archived via multiple channels:
The SCSU MediaSpace | On the Facebook IMS page | Twitter (#IMSvodcast) | YouTube
You can participate during the live session via
Adobe Connect: https://webmeeting.minnstate.edu/scsuteched,
Facebook and Twitter
Here is a Google form, where you can share your topics requests, issues and solutions.
- Adobe connect
- Youtube (subscribe)
- Facebook live (subscribe / like)
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