Archive of ‘announcement’ category
faculty support group meetings
categories: announcement
The lecture-capture / course-capture group meets on October 5, 2017, 3PM in Miller Center 205:
http://blog.stcloudstate.edu/coursecapture/2017/09/12/fall-2017-meeting-support-group/
The online/hybrid teaching group meeting will be determined after taking this poll:
https://doodle.com/poll/cq3g5zpei6dfwcme
(as per blog announcement: http://blog.stcloudstate.edu/blendedonline/2017/09/12/first-meeting-for-fall-2017/)
digital microcredentials
Designing and Developing Digital Credentials
Part 1: September 13, 2017 | 1:00–2:30 p.m. ET
Part 2: September 19, 2017 | 1:00–2:30 p.m. ET
Part 3: September 28, 2017 | 1:00–2:30 p.m. ET
Digital badges are receiving a growing amount of attention and are beginning to disrupt the norms of what it means to earn credit or be credentialed. Badges allow the sharing of evidence of skills and knowledge acquired through a wide range of life activity, at a granular level, and at a pace that keeps up with individuals who are always learning—even outside the classroom. As such, those not traditionally in the degree-granting realm—such as associations, online communities, and even employers—are now issuing “credit” for achievement they can uniquely recognize. At the same time, higher education institutions are rethinking the type and size of activities worthy of official recognition. From massive open online courses (MOOCs), service learning, faculty development, and campus events to new ways of structuring academic programs and courses or acknowledging granular or discrete skills and competencies these programs explore, there’s much for colleges and universities to consider in the wide open frontier called badging.
Learning Objectives
During this ELI course, participants will:
- Explore core concepts that define digital badges, as well as the benefits and use in learning-related contexts
- Understand the underlying technical aspects of digital badges and how they relate to each other and the broader landscape for each learner and issuing organization
- Critically review and analyze examples of the adoption of digital credentials both inside and outside higher education
- Identify and isolate specific programs, courses, or other campus or online activities that would be meaningfully supported and acknowledged with digital badges or credentials
- Consider the benefit of each minted badge or system to the earner, issuer, and observer
- Develop a badge constellation or taxonomy for their own project
- Consider forms of assessment suitable for evaluating badge earning
- Learn about design considerations around the visual aspects of badges
- Create a badge-issuing plan
- Issue badges
NOTE: Participants will be asked to complete assignments in between the course segments that support the learning objectives stated above and will receive feedback and constructive critique from course facilitators on how to improve and shape their work.
Jonathan Finkelstein, CEO, Credly
Jonathan Finkelstein is founder and CEO of Credly, creator of the Open Credit framework, and founder of the open source BadgeOS project. Together these platforms have enabled thousands of organizations to recognize, reward, and market skills and achievement. Previously, he was founder of LearningTimes and co-founder of HorizonLive (acquired by Blackboard), helping mission-driven organizations serve millions of learners through online programs and platforms. Finkelstein is author of Learning in Real Time (Wiley), contributing author to The Digital Museum, co-author of a report for the U.S. Department of Education on the potential for digital badges, and a frequent speaker on digital credentials, open badges, and the future of learning and workforce development. Recent speaking engagements have included programs at The White House, U.S. Chamber of Commerce, Smithsonian, EDUCAUSE, IMS Global, Lumina Foundation, ASAE, and the Federal Reserve. Finkelstein is involved in several open standards initiatives, such as the IMS Global Learning Consortium, Badge Alliance, American Council on Education (ACE) Stackable Credentials Framework Advisory Group, and the Credential Registry. He graduated with honors from Harvard.
Susan Manning, University of Wisconsin-Stout
In addition to helping Credly clients design credential systems in formal and informal settings, Susan Manning comes from the teaching world. Presently she teaches for the University of Wisconsin at Stout, including courses in instructional design, universal design for learning, and the use of games for learning. Manning was recognized by the Sloan Consortium with the prestigious 2013 Excellence in Online Teaching Award. She has worked with a range of academic institutions to develop competency-based programs that integrate digital badges. Several of her publications specifically speak to digital badge systems; other work is centered on technology tools and online education.
EDUC-441 Mobile Learning Instructional Design
(3 cr.)
Repeatable for Credit: No
Mobile learning research, trends, instructional design strategies for curriculum integration and professional development.
EDUC-452 Universal Design for Learning
(2 cr.)
Repeatable for Credit: No
Instructional design strategies that support a wide range of learner differences; create barrier-free learning by applying universal design concepts.
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more on badges in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=badges
five signs weak manager
categories: announcement
Five Signs You Work For A Weak Manager
being a strong manager doesn’t mean being forceful or domineering
strong managers are strong enough to lead through trust, whereas weak managers have to use the force of their job titles to make people listen to them.
Can’t Ask for Help
Needs a Handy Scapegoat
Can’t Say “I Don’t Know”
Measures Everything
Can’t Say “I’m Sorry”
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more on educational leadership in this IMS blog
https://blog.stcloudstate.edu/ims?s=educational+leadership
POD 2017
2016 POD Network Conference
http://podnetwork.org/content/uploads/2016-POD-Program-Final.pdf
https://guidebook.com/g/pod2016
Studying Connections between Student Well-Being,
Performance, and Active Learning
Amy Godert, Cornell University; Teresa Pettit, Cornell University
Treasure in the Sierra Madre? Digital Badges and Educational
Development
Chris Clark, University of Notre Dame; G. Alex Ambrose, University
of Notre Dame; Gwynn Mettetal, Indiana University South Bend;
David Pedersen, Embry-Riddle Aeronautical University; Roberta
(Robin) Sullivan, University of Buffalo, State University of New York
Learning and Teaching Centers: The Missing Link in Data
Analytics
Denise Drane, Northwestern University; Susanna Calkins,
Northwestern University
Identifying and Supporting the Needs of International Faculty
Deborah DeZure, Michigan State University; Cindi Leverich, Michigan
State University
Online Discussions for Engaged and Meaningful Student
Learning
Danilo M. Baylen, University of West Georgia; Cheryl Fulghum,
Haywood Community College
Why Consider Online Asynchronous Educational Development?
Christopher Price, SUNY Center for Professional Development
Online, On-Demand Faculty Professional Development for Your
Campus
Roberta (Robin) Sullivan, University at Buffalo, State University of
New York; Cherie van Putten, Binghamton University, State
University of New York; Chris Price, State University of New York
The Tools of Engagement Project (http://suny.edu/toep) is an online faculty development model that encourages instructors to explore and reflect on innovative and creative uses of freely-available online educational technologies to increase student engagement and learning. TOEP is not traditional professional development but instead provides access to resources for instructors to explore at their own pace through a set of hands-on discovery activities. TOEP facilitates a learning community where participants learn from each
other and share ideas. This poster will demonstrate how you can implement TOEP at your campus by either adopting your own version or joining the existing project.
Video Captioning 101: Establishing High Standards With
Limited Resources
Stacy Grooters, Boston College; Christina Mirshekari, Boston
College; Kimberly Humphrey, Boston College
Recent legal challenges have alerted institutions to the importance of ensuring that video content for instruction is properly captioned. However, merely meeting minimum legal standards can still fall significantly short of the best practices defined by disability rights
organizations and the principles of Universal Design for Learning. Drawing from data gathered through a year-long pilot to investigate the costs and labor required to establish “in-house” captioning support at Boston College, this hands-on session seeks to give
participants the tools and information they need to set a high bar for captioning initiatives at their own institutions.
Sessions on mindfulness
52 Cognitive Neuroscience Applications for Teaching and Learning (BoF)
53 Contemplative Practices (BoF) Facilitators: Penelope Wong, Berea College; Carl S. Moore, University of the District of Columbia
79 The Art of Mindfulness: Transforming Faculty Development by Being Present Ursula Sorensen, Utah Valley University
93 Impacting Learning through Understanding of Work Life Balance Deanna Arbuckle, Walden University
113 Classroom Mindfulness Practices to Increase Attention, Creativity, and Deep Engagement Michael Sweet, Northeastern University
132 Measuring the Impacts of Mindfulness Practices in the Classroom Kelsey Bitting, Northeastern University; Michael Sweet, Northeastern University
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more on POD conferences in this IMS blog
https://blog.stcloudstate.edu/ims?s=pod+conference
open text book development
Open Textbook Faculty Development
Purpose and Overview
Education is expensive. If we can reduce textbook costs, students may be able to take more classes, complete their programs more quickly, and be more successful. Once faculty have participated in an introductory webinar, they may review an open textbook that is located in the Open Textbook Library (open.umn.edu). Working with the Open Textbook Network and Library, faculty will receive a $200.00 honorarium once the review is completed.
Round 1
| September 7, 2017 | Round 4: Deadline to register for open textbook webinar |
| September 12, 2017, 1:00pm-2:30pm | Round 4: Open textbook webinar |
| September 12 – October 17, 2017 | Round 4: Faculty complete reviews |
For more information: http://asa.mnscu.edu/educationalinnovations/open/facultyreviews.html or contact Karen Pikula, the Minnesota State OER Coordinator, at karen.pikula@minnstate.edu
@OpenMinnState
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more on open textbook in this IMS blog
https://blog.stcloudstate.edu/ims?s=open+textbooks
flipped classroom without technology
The Technology-Free Approach to Flipping the Classroom
Wednesday, September 13, 2017 | 1:00 PM Central | 60 Minutes
Active learning techniques have been shown to improve the classroom experience, leading to higher student success rates and greater student engagement.
As an increasing number of higher education faculty apply the flipped classroom model to their courses, they’re discovering that although the idea of a flip is straightforward, the model is easy to get wrong.
BENEFITS
The flipped model puts greater responsibility for learning on the students while providing them with more room to experiment in the classroom. This leads to a shift in priorities, allowing classroom time to move from merely covering material to working toward mastery of it.
As a result of this presentation, you gain a new perspective on what it means to flip the classroom, leading to revitalized teaching. This seminar not only explores concrete strategies for engaging students in the flipped classroom, but it also delves into why technology-free approaches are important. You will better understand how to do the following:
- Organize student-led activities to encourage greater communication in the classroom
- Create a dynamic session devoted to learning through hands-on work
- Integrate unplugged methods of student engagement into flipped and active classroom learning environments
- Lean on tools such as sticky notes, flip charts, whiteboards, and dice to inspire new ways of thinking
LEARNING GOALS
The flipped classroom model challenges instructors to create learning experiences in which students have the freedom to apply, analyze, and evaluate course content during class time.
The question is: How do you continue finding innovative teaching strategies and tools to engage students in this way?
Although some creativity is required to plan a flip, the process doesn’t have to be intimidating. This seminar demonstrates a number of simple strategies that motivate students to interact with the material and engage with one another. You will learn the following:
- Discover a range of “unplugged” teaching strategies used to engage students
- Learn to identify opportunities for unplugging devices and creating a tech-free learning experience in the classroom
- Master simple ways to integrate unplugged flipped methods into your course
- Understand the benefits to including unplugged teaching and learning strategies in flipped course design
TOPICS COVERED
- Developing new strategies and ideas for the flipped classroom
- Increasing student engagement with unplugged methods
- Integrating unplugged methods into flipped and active learning classrooms
- Using everyday tools to inspire higher-level thinking
- Expanding the definition of the flipped classroom
AUDIENCE
This seminar is intended for faculty and instructors interested in a role change in the classroom. The flipped learning environment requires teachers to give up their front-of-class position in favor of a more collaborative and cooperative contribution to the teaching process. Are you ready to make a change?
Presenter: https://www.magnapubs.com/bios/barbi-honeycutt-850.html
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more on flipped classroom in this IMS blog
https://blog.stcloudstate.edu/ims?s=flipped
global education teaching learning conference
categories: announcement, conferences and other events
International Academic Conference on Global Education, Teaching and Learning in Vienna, Austria 2017 (IAC-GETL in Vienna 2017)
https://www.conferences-scientific.cz/inpage/conference-vienna-iacgetl-2017/
Conference Program Dates
Friday – Saturday, November 24 – 25, 2017
Venue Hotel – Fourside Hotel City Center Vienna
Grieshofgasse 11, A – 1120 Wien / Vienna, AUSTRIA
About the Conference
International Academic Conference in Vienna 2017 is an important international gathering of scholars, educators and PhD students. IAC-GETL 2017 in Vienna will take place in conference facilities located in Vienna, the touristic, business and historic center of Austria.
Conference language: English language
Conferences organized by the Czech Institute of Academic Education z.s. and Czech Technical University in Prague.
Conference Topics
Conference Topics – Education, Teaching, Learning and E-learning
Education, Teaching and Learning
Distance Education, Higher Education, Effective Teaching Pedagogies, Learning Styles and Learning Outcomes, Emerging Technologies, Educational Management, Engineering and Sciences Research, Competitive Skills, Continuing Education, Transferring Disciplines, Imaginative Education, Language Education, Geographical Education, Health Education, Home Education, Science Education, Secondary Education, Second life Educators, Social Studies Education, Special Education, Learning / Teaching Methodologies and Assessment, Assessment Software Tools, Global Issues In Education and Research, Education, Research and Globalization, Barriers to Learning (ethnicity, age, psychosocial factors, …), Women and Minorities in Science and Technology, Indigenous and Diversity Issues, Intellectual Property Rights and Plagiarism, Pedagogy, Teacher Education, Cross-disciplinary areas of Education, Educational Psychology, Education practice trends and issues, Indigenous Education, Academic Research Projects, Research on Technology in Education, Research Centres, Links between Education and Research, Erasmus and Exchange experiences in universities, Students and Teaching staff Exchange programmes
E-learning
Educational Technology, Educational Games and Software, ICT Education, E-Learning, Internet technologies, Accessibility to Disabled Users, Animation, 3D, and Web 3D Applications, Mobile Applications and Learning (M-learning), Virtual Learning Environments, Videos for Learning and Educational Multimedia, Web 2.0, Social Networking and Blogs, Wireless Applications, New Trends And Experiences, Other Areas of Education
ed leadership conference
categories: announcement, conferences and other events
AGHE Annual Meeting and Educational Leadership Conference
Conference 1st to 4th March 2018 Atlanta, Georgia, United States of America
Website: https://www.aghe.org/events/annual-meeting
Contact person: Angela Baker
Tracks: Age-Friendly Environments; Business and Aging; Global Aging Curriculum and Policy Issues; Translating Research to Education and Training; Program and Curriculum Development; Workforce Development
refugees and forced migration
categories: announcement, conferences and other events
REFUGEES AND FORCED IMMIGRATION ’17 / II. International Interdisciplinary Conference on Refugee and Forced Immigration Studies in Social Sciences, Humanities and Art
Conference 29th to 30th September 2017 Istanbul, Turkey
Website: http://www.dakamconferences.org/refugeesandforcedimmigration
Contact person: Ozgur Ozturk
All papers will be published in proceedings e-book as DVD (with an ISBN number) and then in DAKAM’s online library. A selection will be made in the relevant DAKAM JOURNAL that will be reviewed by Thomson&Reuters Conference Proceedings Citation Index.
Organized by: DAKAM
Deadline for abstracts/proposals: 23rd June 2017
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more on refugees in this IMS blog
https://blog.stcloudstate.edu/ims?s=refugees