Archive of ‘announcement’ category

User Research and Usability (UX) Lab

Positioning UX as a Library Service

University of Toronto Libraries opened a User Research and Usability (UX) Lab in September 2017, the first space of its kind on campus. The UX Lab is open to students, staff, and faculty by appointment or during weekly drop in hours.

In this 90-minute webinar, our presenter will discuss:

  • The rationale behind building a physical usability lab and why a physical space isn’t always needed (or recommended)
  • Experience with community building efforts
  • How to raise awareness of UX as a service to staff and the University community at large
  • The evolution of the lab’s services
  • Next steps

Presenter: Lisa Gayhart, User Experience Librarian, University of Toronto Libraries
Thursday November 15, 2018, 1:00 – 2:30 pm Central Time

View details and Register here

+++++++++++++
more on usability in this IMS blog
https://blog.stcloudstate.edu/ims?s=usability

superintendents share surprises about their roles

Lessons in Leadership: 4 superintendents share the biggest surprises about their roles

https://www.educationdive.com/news/lessons-in-leadership-4-superintendents-share-the-biggest-surprises-about/541912/

 Nov. 13, 2018

Navigating politics and learning to let go of past responsibilities were among the most unexpected aspects of their positions

Richard Carranza — Chancellor, New York City Department of Education

I’ve been principal in two different schools in two different states, so my heart’s really in the classroom, in the schools themselves. But it’s important that if anybody’s going to become a superintendent, you realize that you also have a good array of political issues that you’re going to have to deal with, [from] elected officials [and] individuals that are not elected but have considerable political clout and could affect the initiatives or agenda that you have.

Suzanne Lacey — Superintendent, Talladega County Schools

a thing I struggled with the most was just letting go of the jobs that I had done before.

Glenn Robbins — Superintendent, Tabernacle Township School District

“No one ever made a difference by being like everyone else.” An organization is either run by visionaries or operators. Which are you?

Leadership is a privilege. Serve others each day with a positive attitude. How strong are your relationships with not only your board of education and administrative team, but also the teachers association? Relationships and communication are first. Everything else comes second.

Stay true to the district’s goals and values. Remember to embrace the infinite game, and not chase the external finite game. Focus within, not external. Coach, mentor, support and challenge. Be the leader that creates more leaders, not produces more soldiers.

+++++++++
more on EDAD in this IMS blog
https://blog.stcloudstate.edu/ims?s=edad

POD conference 2018 Portland OR

2018 POD Network Conference

Date: November 14, 2018 – November 18, 2018
Location: 921 SW Sixth Ave  Portland, OR, 97204 USA
https://guidebook.com/guide/149245/
https://guidebook.com/guide/149245/event/21577490/
Respondents on the 2016 POD Membership Survey indicated a strong need for learning center management and leadership skills. This session, facilitated by four center directors from very different institutions, responds to this need. Session participants will examine: 1) management and leadership responsibilities, especially in the context of continual change; 2) strategic alignment of the center’s work with institutional mission; and 3) evaluation of center work and demonstration of impact. Participants will leave with an individualized professional development plan, practical tools, and guiding questions that enable them to seek out relevant sessions and colleagues during the conference.
https://guidebook.com/guide/149245/event/21577321/
In this workshop, we explore powerful model (Symposium) for engaging faculty in campus initiatives and supporting them to take a more active role in leading during times of change. We have successfully used symposium to broaden faculty participation in change initiatives, connecting this work to what matters most to faculty and providing avenues for more inclusive collaboration across disciplines and divisions. Much of the workshop will be devoted to helping participants (1) identify areas where they can lead change on their campuses and (2) develop a draft plan for using symposium to increase faculty engagement in these efforts.
https://guidebook.com/guide/149245/event/21577217/
Faculty are often unable to complete a proper learner analysis because they know little about the students that comprise their classlist. At our university, we have been surveying incoming students for five years to collect enhanced demographic data and for the past two years have been sharing aggregate, anonymous data with faculty. Resources have been provided on how to make sense of the data for teaching purposes. In this study, we conducted focus groups with faculty to learn how they have used the data and resources and also to find out what additional data would further support their teaching. (My note: big data in education, as discussed by Nancy Sims keynote at LITA Nov, 2018)
https://guidebook.com/guide/149245/event/21577219/
Summative peer review of teaching (SPRT) is used in many higher education institutions. Unfortunately, the evaluative “power” of SPRT for making high-stakes career decisions can be limited due to lack of meaningful criteria and faculty resistance (Chism, 2008). To address this situation, our teaching and learning centre engaged in a collaborative culture-change initiative to develop a rubric for SPRT that would serve the University-wide committee with responsibility for final recommendation on matters of promotion and tenure. In this session, we discuss our collaborative process, debrief challenges and how we addressed and/or anticipated these, and share the SPRT rubric. (My Note: CETL)
https://guidebook.com/guide/149245/event/21577409/
This session will introduce participants to the gamification of faculty development through an interactive small group design scenario that asks participants to take a traditional faculty development experience and then gamify it using the gamification design framework [1]. Gamification involves the use of game design elements and experiences in non-gaming environments. When applied in faculty development settings, gamification has the potential to encourage faculty engagement and motivation and can lead to behavioral change that can impact their teaching. (My note: ask me; i have been trying to educate CETL directors for the past four years on this opportunity)

++++++++++
more on POD conferences in this IMS blog
https://blog.stcloudstate.edu/ims?s=POD+conference

Teachers not principals

Why Shouldn’t Teachers Become Principals?

 ‘Leadership: Stop Saying It’s Going to the Dark Side.
When people leave the classroom in order to take on a building leadership role they are often confronted with more than a few people saying it’s too bad that they are leaving the classroom to go to the “dark side.” They are told that they will be disconnected from students.
Lee Hale wrote a piece called ‘Increasing Salaries So Teachers Don’t Have to Become Principals.’
Teacher salaries do need to increase. No dispute there. What does need to stop is the constant need to put a wedge between principals and teachers when they work in the same building and have an enormous opportunity to connect with students. As a principal I didn’t think my job was to walk the halls and check for students playing hooky. My job was to create relationships with students, teachers and parents, and to have a better focus on authentic learning learning experiences.

++++++++++
more on ed leadership in this iMS blog
https://blog.stcloudstate.edu/ims?s=ed+leadership

Badges and faculty development

Creating Digital Badges to Incentivize Participation in Faculty Development

November 7, 2018 | 1:00 – 2:00 p.m. EST

Creating Digital Badges to Incentivize Participation in Faculty Development

Badges are more than just participation trophies. Design them to commensurately represent the knowledge and skills gained.

While many institutions have used digital badges as an alternative way to recognize the skills and knowledge developed by students, some are also starting to use this approach in their in-house professional development programs – especially in faculty development programs.

By offering well-designed badges that accompany these programs, you can boost both participation and impact. Join us for this online training and learn how to design your badges to encourage deeper engagement that goes beyond “showing up”. Our instructor, Lindsay Doukopoulos, will share best practices for badging criteria at Auburn University, where 82% of participants chose to earn badges at annual professional development workshops.

indsay Doukopoulos Ph.D.

Assistant Director, Biggio Center for the Enhancement of Teaching and Learning, Auburn University

Lindsay’s teaching expertise includes experiential, active, and team-based learning in small and large lecture formats. Her research interests include instructional technologies and the use of digital artifacts (e.g., badging, ePortfolios, etc.) to assess and enhance integrated learning, gameful learning, and metacognition for students and faculty.

After a brief overview of our instructor’s faculty development badging program, we’ll walk through several badges Auburn has implemented for faculty.  For each badge collection, we’ll address the following:

  1. How was it designed, and what elements were considered in the design process?
  2. What are the criteria for earning the badges?  Why?
  3. Who has earned the badges to date?
  4. What impact did badge earners self-report?
  5. What kind of data or artifacts did faculty submit to earn this badge / badge constellation?  What did these show about how faculty were using what they learned?

We’ll close with a brief exercise that will let you start designing your own badge criteria for a program on your campus.

$525 through Oct 31$600

Live Webcast + Recording

  • Access to the live webcast: Invite your team!
  • Links to all presentation materials and resources
  • Permanent recording of the live webcast

++++++++++++++++

Connecting Credentials to Teaching: Badges and Faculty Development from James Willis, III

2015 nmc-presentation from txwescetl

Badges from The Sophisticated User

Making Faculty Training More Agile with Blackboard Badges from Kaitlin Walsh

Soft Skill Development Using Open Badges from Dan Randall

+++++++++++++++++
more on badges in this IMS blog
https://blog.stcloudstate.edu/ims?s=badges

Digital Transformation in Higher Ed

EDUCAUSE Live! Webinar
Digital Transformation in Higher Ed: What Is It, and Why Should You Care?

https://events.educause.edu/educause-live/webinars/2018/digital-transformation-in-higher-ed-what-is-it-and-why-should-you-care

Digital transformation (DX) is having a profound impact across all industries, but what does it mean for higher education? Join members of the EDUCAUSE Digital Transformation Task Force as they describe their efforts to understand what DX means for higher education and why institutions should be planning for change now.

Outcomes

  • Explore how DX will impact higher education culture, workforce, and technology
  • Understand the importance of planning for digital transformation now
  • Learn about plans under way at EDUCAUSE to help institutions move forward with digital transformation initiative

Kinesiology and XR

Resources on Kinesiology and Virtual, Augmented and Mixed Reality:

Home – Landing Page

Lee, S.-H., Yeh, S.-C., Chan, R.-C., Chen, S., Yang, G., & Zheng, L.-R. (2016). Motor Ingredients Derived from a Wearable Sensor-Based Virtual Reality System for Frozen Shoulder Rehabilitation. BioMed Research International2016, 1–10. https://doi.org/10.1155/2016/7075464

Dvorkin, A. Y., Shahar, M., & Weiss, P. L. (2006). Reaching within Video-Capture Virtual Reality: Using Virtual Reality as a Motor Control Paradigm. CyberPsychology & Behavior9(2), 133–136. https://doi.org/10.1089/cpb.2006.9.133

Zeng, N., Pope, Z., Lee, J. E., & Gao, Z. (2018). Virtual Reality Exercise for Anxiety and Depression: A Preliminary Review of Current Research in an Emerging Field. Journal of Clinical Medicine, 7(3), 1-N.PAG. https://doi.org/10.3390/jcm7030042
Huang, F. C., Gillespie, R. B., & Kuo, A. D. (2007). Visual and Haptic Feedback Contribute to Tuning and Online Control During Object Manipulation. Journal of Motor Behavior39(3), 179–193. Retrieved from http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d25289578%26site%3dehost-live%26scope%3dsite
Kramer, M., Honold, M., Hohl, K., Bockholt, U., Rettig, A., Elbel, M., & Dehner, C. (2009). Reliability of a new virtual reality test to measure cervicocephalic kinaesthesia. Journal of Electromyography & Kinesiology19(5), e353–e361. https://doi.org/10.1016/j.jelekin.2008.05.005
Cortes, N., Blount, E., Ringleb, S., & Onate, J. A. (2011). Soccer-specific video simulation for improving movement assessment. Sports Biomechanics10(1), 22–34. https://doi.org/10.1080/14763141.2010.547591
Córdova-Guarachi, J., Aracena-Pizarro, D., & Corrales-Muñoz, J. (2016). Sistema de monitoreo para pacientes con tratamientos de tendinosis del tendón rotuliano utilizando Kinect. INGENIARE – Revista Chilena de Ingeniería24(2), 249–262. Retrieved from http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d114708773%26site%3dehost-live%26scope%3dsite

 

Virtual Reality in the Classroom

Virtual Reality in the Classroom

https://edex.adobe.com/en/pd/course/2virtualreality18

About this course

Explore the principles of designing virtual reality (VR) content and how to use Adobe creative tools to create impactful VR experiences. Then learn how to apply your new digital skills to integrate VR projects into your curriculum.

Designing VR content encourages students to express their ideas through an engaging and innovative digital format. VR projects can be used effectively in all subject areas, allowing students to improve their communication skills and digital literacy while learning key content objectives.

What will I learn?

  • How using virtual reality projects in your curriculum can produce positive outcomes for you and your students
  • Best practices and principles for creating amazing virtual reality experiences
  • The technical skills to create your own virtual reality with Adobe tools (with support from expert digital media educators)
  • How to apply your new skills to integrate virtual reality projects into your curriculum
  • Collaborate with educators from around the world

Who is this course for?

This course is aimed at all educators working in primary, secondary or higher education. No prior experience with Adobe tools or digital media technologies is required.

How long is the course?

The course runs for two weeks, starting on 1st October 2018, and should take about 10 hours to complete. All coursework must be submitted by 26th October 2018.

What will it cost?

Enrollment and course completion certificate are FREE!

What software/technology will I need?

What will I receive when the course ends?

After successfully completing this course, you will receive a digital badge and course certificate that states that you have completed 10 hours of professional development.

About Adobe Education Exchange Courses

Each week of an Education Exchange collaborative course includes:

  • Design and instructional theory content, innovative and tailored for educators
  • Interactive live class session taught by expert educators and featuring guest industry experts
  • Hands-on creative assignment with personalized feedback from instructors and other educators
  • Reflective learning journal best practice
  • Community collaboration and discussion

Live Class Information

This course will include two live classes, which take place on the following days:

  • Class 1 on Wednesday October 3rd, 2018
  • Class 2 on Wednesday October 10th, 2018

Each class will take place three times; once in each of the following time zones:

  • AEST/AEDT (Sydney) from 7pm – 8pm
  • BST (London) from 7pm – 8pm
  • CDT (Chicago) from 7pm – 8pm

If you can’t make the live classes for whatever reason, don’t worry – all three iterations of each live class will be recorded and available to view here.

digital transformation online professional education

<h3 “>Sharpen the digital transformation 
strategy for your business.

Enroll today in Digital Transformation: From AI and IoT to Cloud, Blockchain, and Cybersecurity

https://professionalonline1.mit.edu/digital-transformation/index.php

PROGRAM FEES $2,300 STARTS ON November 28, 20182 months, online
6-8 hours per week

A Digital Revolution Is Underway.

In a rapidly expanding digital marketplace, legacy companies without a clear digital transformation strategy are being left behind. How can we stay on top of rapid—and sometimes radical—change? How can we position our organizations to take advantage of new technologies? How can we track and combat the security threats facing all of us as we are swept forward into the future?

Who is this Program for?

  • Professionals in traditional companies poised to implement strategic change, as well as entrepreneurs seeking to harness the opportunities afforded by new technologies, will learn the fundamentals of digital transformation and secure the necessary tools to navigate their enterprise to a digital platform.
  • Participants come from a wide range of industries and include C-suite executives, business consultants, corporate attorneys, risk officers, marketing, R&D, and innovation enablers.

<h3 “>Your Learning Journey

This online program takes you through the fundamentals of digital technologies transforming our world today. Led by MIT faculty at the forefront of data science, participants will learn the history and application of transformative technologies such as blockchain, artificial intelligence, cloud computing, IoT, and cybersecurity as well as the implications of employing—or ignoring—digitalization.

Brochure_MIT_PE_DigitalTransformation_17_Oct_18_V20-1w4qpjv

<

1 21 22 23 24 25 65