Archive of ‘Bring Your Own Device BYOD’ category

audio recording

TwistedWave for Education

TwistedWave is an audio recording and editing tool that is included in Next Vista’s list of recommended tools. Through TwistedWave you can create and edit spoken audio recordings from scratch. Your completed tracks can be exported to Google Drive and SoundCloud.

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more on audio recordings in this IMS blog:
http://blog.stcloudstate.edu/ims?s=audio+record

digital citizenship videos

Videos about digital citizenship

http://www.educatorstechnology.com/2013/10/5-excellent-videos-to-teach-your.html

What is Digital Citizenship

Digital Dossier

Invasions of the data snatchers

Netiquette: playing nice online

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more on digital citizenship in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+citizenship

Lenovo VR headset

Lenovo Showcases Affordable VR Headset at CES 2017

By Sri Ravipati 01/05/17

https://thejournal.com/articles/2017/01/05/lenovo-showcases-affordable-vr-headset-at-ces-2017.aspx

Last year at the Windows 10 event, Microsoft announced a slate of upcoming Windows-compatible virtual reality (VR) headsets from Acer, ASUS, Dell, HP and other PC manufacturers that would work without desk- or wall-mounted sensors (similar to its HoloLens device). Lenovo is the first to showcase the prototype for its own self-contained VR headset, which is making its debut this week at the annual International Consumer Electronics Show (CES) in Las Vegas.

Lenovo’s prototype headset is compatible with Microsoft’s Windows Holographic platform. Like the HoloLens, its design features depth-sending cameras located on the front of the device, allowing full-room movement tracking.

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more on virtual reality in this IMS blog
http://blog.stcloudstate.edu/ims?s=virtual+reality

cartoons humor learning

Creating Cartoons to Spark Engagement, Learning

http://www.toondoo.com/

my note:
Avoid using infographics for purposes, which toodoo can serve.
Infographics are for about visualization of stats, not just visualization.
#FindTheRightTool
By Vicki E. Phillips
As instructors, we are constantly looking for new ways to capture our students’ attention and increase their participation in our classes, especially in the online modalities. We spend countless hours crafting weekly announcements for classes and then inevitably receive multiple emails from our students asking the very same questions that we so carefully and completely answered in those very same announcements! The question remains, how do we get them to read our posts?
It was precisely that problem I was trying to solve when I came across several articles touting the benefits of comics in higher education classrooms. I knew I couldn’t create an entire comic book, but I wondered if I could create a content-related cartoon that would not only capture students’ attention and maybe make them laugh, but also interest them enough that they would read the entire announcement or post. In doing so, I would be freed from responding to dozens of emails asking the same questions outlined in the announcements and students could focus on the homework.
A quick Internet search led me to a plethora of free “click and drag” cartoon making software applications to try. I started posting my own cartoons on characters, themes, etc. on the weekly literature we were studying in my upper division American and Contemporary World Literature classes, as well as to offer reminders or a few words of encouragement. Here’s an example of one I posted during week 7 of the semester when students can become discouraged with their assignment load: http://www.toondoo.com/cartoon/10115361
After a positive response, I decided to provide my online students the opportunity to try their hand at cartoon creation. I created a rubric and a set of instructions for an easy to use, free program that I had used, and I opened up the “cartoon challenge” to the students. The results were nothing short of amazing—what intrigued me the most was the time and effort they took with their cartoons. Not only did they create cartoons on the story we were reading, but they also wrote additional posts explaining their ideas for the creation, discussing why they chose a particular scene, and identifying those elements pertinent to the points they were making. These posts tended to receive many more substantial comments from their peers than the traditional discussion board posts, indicating they were being read more.
When students in my face-to-face course heard about the cartoons, they asked to try this approach as well. Their cartoons, shared in class via the overhead projector, led to some of the most engaging and interesting discussions I have ever had in the residential literature classes as students explained how they came up with the elements they chose, and why they picked a certain scene from the reading. The positive student feedback has been instrumental in my continuing to offer this option in both my online and face-to-face classes.
How does one get started in making these cartoons? The good news is you do not have to be an artist to make a cartoon! There are free programs with templates, clip art, and all the elements you would need to click and drag into place all those wonderful ideas you have simmering in your brain. My favorite to use is ToonDoo, available at http://toondoo.com. I like it because there are literally hundreds of elements, a search bar, and it lets me customize what I want to say in the dialog bubbles. It is very user friendly, even for those of us with limited artistic ability.
The whole experience has been overwhelmingly positive for me, and judging from the feedback received, for the students as well. It has also reminded me of one of my teaching goals, which is to incorporate more activities which would fall under assimilating and creating aspects of Bloom’s Taxonomy (Bloom’s Revised Taxonomy, 2001). If that is your goal as well, then try inserting a cartoon in those weekly announcements and ask for feedback from your students—I think you’ll be pleasantly surprised!
References:
Armstrong, Patricia (n.d.) Bloom’s Taxonomy, Vanderbilt University, Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/#2001
Pappas, Christopher (2014) The 5 Best Free Cartoon Making Programs for Teachers. Retrieved from: https://elearningindustry.com/the-5-best-free-cartoon-making-tools-for-teachers
Vicki E. Phillips is an assistant professor of English and Literature at Rasmussen College, Ocala, Fla.

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more on effective presentations in this IMS blog
http://blog.stcloudstate.edu/ims?s=presentations

more on create infographics in this IMS blog:
http://blog.stcloudstate.edu/ims/2014/04/09/infographics-how-to-create-them/

wearable 2016

The 5 Best-Selling Wearable Device Brands of 2016

Who sold the most wrist computers?

Fitbit

Xiaomi

Samsung (NASDAQOTH:SSNLF)

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more on wearables in this IMS blog

instagram best social media

Shipley, K. (2016, December 19). Why Instagram is the Best Social Media App of 2016 and Possibly 2017. Retrieved December 20, 2016, from https://www.linkedin.com/pulse/why-instagram-best-social-media-app-2016-possibly-2017-shipley

Instagram positioned itself as the third most popular social media app and the best social media app of 2016.

Twitter saw a decrease in users over the past year and even death of their beloved 6-second video-clip sharing app, Vine.

In an article entitled ‘Why Vine Died,’ Casey Newman reported the following, “Former executives say that a major competitive challenged emerged in the form of Instagram, which introduced 15-second video clips in June 2013.

Instagram remained stable with the introduction of new features like stories and video channels, resources of it’s parent company, Facebook, and the introduction of ads to the platform that look very similar to the posts in a user’s feed.

In addition to a total logo redesign, Instagram shifted its focus from just pictures, to longer video (from 15 sec. to one minute) and direct messaging features, such as group posts and disappearing video. Explore Channels in Discover let people discover new photo and video content based on interests. Instagram Stories added a new element to the Instagram experience showing highlights from friends, celebrities and businesses one follows without interfering with their feed. Instagram also caters to business needs through its Instagram for Business platform that allows for instant contact, detailed analytics and easy-to-follow linked content.

Most recently, Instagram released live video in their stories feature. Users can start a live stream in their Instagram story and view comments and feedback from their viewers in real time! This feature is similar to apps like musical.ly and live.ly which has over 80 million users and 62% of its users are under 21.

#StudentVoices #MillennialMondays #WhatToWatch

#MillennialMondays is a new series that aims to discuss relevant topics on careers and business from a millennial perspective.

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more on instagram in this IMS blog
http://blog.stcloudstate.edu/ims?s=instagram

interactive historical map

Chronas – Interactive Historical Map and Data Sets

http://www.freetech4teachers.com/2015/12/chronas-interactive-history-map-and.html

http://chronas.org/history

My note: it is not about history ONLY, it is about gamifying your lesson plan.

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more on history in this IMS blog
http://blog.stcloudstate.edu/ims?s=history
more on digital storytelling in this IMS blog:
https://blog.stcloudstate.edu/ims?s=digital+storytelling
more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification

fake news

#FakeNews

View post on imgur.com

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Report: Digital Natives ‘Easily Duped’ by Information Online

By Sri Ravipati 12/07/16

https://campustechnology.com/articles/2016/12/07/report-digital-natives-easily-duped-by-information-online.aspx

Researchers at the Stanford Graduate School of Education assessed middle, high school and college students on the their civic online reasoning skills, or “the ability to judge the credibility of information that floods young people’s smartphones, tablets and computers.”

The Stanford History Education Group recently released a report that analyzes 7,804 responses collected from students across 12 states and varying economic lines, including well-resourced, under-resourced and inner-city schools.

when it comes to evaluating information that flows on social media channels like Facebook and Twitter, students “are easily duped” and have trouble discerning advertisements from news articles.

Many people assume that today’s students – growing up as “digital natives” – are intuitively perceptive online. The Stanford researchers found the opposite to be true and urge teachers to create curricula focused on developing students’ civil reasoning skills. They plan to produce “a series of high-quality web videos to showcase the depth of the problem” that will “demonstrate the link between digital literacy and citizenship,” according to the report.

The report, “Evaluating Information: The Cornerstone of Civic Online Reasoning,” can be found here.

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more on information literacy in this IMS blog:
http://blog.stcloudstate.edu/ims?s=information+literacy

 

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