Archive of ‘information technology’ category

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)

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

can XR help students learn

Giving Classroom Experiences (Like VR) More … Dimension

https://www.insidehighered.com/digital-learning/article/2018/11/02/virtual-reality-other-3-d-tools-enhance-classroom-experiences

at a session on the umbrella concept of “mixed reality” (abbreviated XR) here Thursday, attendees had some questions for the panel’s VR/AR/XR evangelists: Can these tools help students learn? Can institutions with limited budgets pull off ambitious projects? Can skeptical faculty members be convinced to experiment with unfamiliar technology?

All four — one each from Florida International UniversityHamilton CollegeSyracuse University and Yale University — have just finished the first year of a joint research project commissioned by Educause and sponsored by Hewlett-Packard to investigate the potential for immersive technology to supplement and even transform classroom experiences.

Campus of the Future” report, written by Jeffrey Pomerantz

Yale has landed on a “hub model” for project development — instructors propose projects and partner with students with technological capabilities to tap into a centralized pool of equipment and funding. (My note: this is what I suggest in my Chapter 2 of Arnheim, Eliot & Rose (2012) Lib Guides)

Several panelists said they had already been getting started on mixed reality initiatives prior to the infusion of support from Educause and HP, which helped them settle on a direction

While 3-D printing might seem to lend itself more naturally to the hard sciences, Yale’s humanities departments have cottoned to the technology as a portal to answering tough philosophical questions.

institutions would be better served forgoing an early investment in hardware and instead gravitating toward free online products like UnityOrganon and You by Sharecare, all of which allow users to create 3-D experiences from their desktop computers.

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Campus of the Future” report, written by Jeffrey Pomerantz

https://library.educause.edu/~/media/files/library/2018/8/ers1805.pdf?la=en

XR technologies encompassing 3D simulations, modeling, and production.

This project sought to identify

  • current innovative uses of these 3D technologies,
  • how these uses are currently impacting teaching and learning, and
  • what this information can tell us about possible future uses for these technologies in higher education.

p. 5 Extended reality (XR) technologies, which encompass virtual reality (VR) and augmented reality (AR), are already having a dramatic impact on pedagogy in higher education. XR is a general term that covers a wide range of technologies along a continuum, with the real world at one end and fully immersive simulations at the other.

p. 6The Campus of the Future project was an exploratory evaluation of 3D technologies for instruction and research in higher education: VR, AR, 3D scanning, and 3D printing. The project sought to identify interesting and novel uses of 3D technology

p. 7 HP would provide the hardware, and EDUCAUSE would provide the methodological expertise to conduct an evaluation research project investigating the potential uses of 3D technologies in higher education learning and research.

The institutions that participated in the Campus of the Future project were selected because they were already on the cutting edge of integrating 3D technology into pedagogy. These institutions were therefore not representative, nor were they intended to be representative, of the state of higher education in the United States. These institutions were selected precisely because they already had a set of use cases for 3D technology available for study

p. 9  At some institutions, the group participating in the project was an academic unit (e.g., the Newhouse School of Communications at Syracuse University; the Graduate School of Education at Harvard University). At these institutions, the 3D technology provided by HP was deployed for use more or less exclusively by students and faculty affiliated with the particular academic unit.

p. 10 definitions
there is not universal agreement on the definitions of these
terms or on the scope of these technologies. Also, all of these technologies
currently exist in an active marketplace and, as in many rapidly changing markets, there is a tendency for companies to invent neologisms around 3D technology.

A 3D scanner is not a single device but rather a combination of hardware and
software. There are generally two pieces of hardware: a laser scanner and a digital
camera. The laser scanner bounces laser beams off the surface of an object to
determine its shape and contours.

p. 11 definitions

Virtual reality means that the wearer is completely immersed in a computer
simulation. Several types of VR headsets are currently available, but all involve
a lightweight helmet with a display in front of the eyes (see figure 2). In some
cases, this display may simply be a smartphone (e.g., Google Cardboard); in other
cases, two displays—one for each eye—are integrated into the headset (e.g., HTC
Vive). Most commercially available VR rigs also include handheld controllers
that enable the user to interact with the simulation by moving the controllers
in space and clicking on finger triggers or buttons.

p. 12 definitions

Augmented reality provides an “overlay” of some type over the real world through
the use of a headset or even a smartphone.

In an active technology marketplace, there is a tendency for new terms to be
invented rapidly and for existing terms to be used loosely. This is currently
happening in the VR and AR market space. The HP VR rig and the HTC Vive
unit are marketed as being immersive, meaning that the user is fully immersed in
a simulation—virtual reality. Many currently available AR headsets, however, are
marketed not as AR but rather as MR (mixed reality). These MR headsets have a
display in front of the eyes as well as a pair of front-mounted cameras; they are
therefore capable of supporting both VR and AR functionality.

p. 13 Implementation

Technical difficulties.
Technical issues can generally be divided into two broad categories: hardware
problems and software problems. There is, of course, a common third category:
human error.

p. 15 the technology learning curve

The well-known diffusion of innovations theoretical framework articulates five
adopter categories: innovators, early adopters, early majority, late majority, and
laggards. Everett M. Rogers, Diffusion of Innovations, 5th ed. (New York: Simon and Schuster, 2003).

It is also likely that staff in the campus IT unit or center for teaching and learning already know who (at least some of) these individuals are, since such faculty members are likely to already have had contact with these campus units.
Students may of course also be innovators and early adopters, and in fact
several participating institutions found that some of the most creative uses of 3D technology arose from student projects

p. 30  Zeynep Tufekci, in her book Twitter and Tear Gas

definition: There is no necessary distinction between AR and VR; indeed, much research
on the subject is based on a conception of a “virtuality continuum” from entirely
real to entirely virtual, where AR lies somewhere between those ends of the
spectrum.  Paul Milgram and Fumio Kishino, “A Taxonomy of Mixed Reality Visual Displays,” IEICE Transactions on Information Systems, vol. E77-D, no. 12 (1994); Steve Mann, “Through the Glass, Lightly,” IEEE Technology and Society Magazine 31, no. 3 (2012): 10–14.

For the future of 3D technology in higher education to be realized, that
technology must become as much a part of higher education as any technology:
the learning management system (LMS), the projector, the classroom. New
technologies and practices generally enter institutions of higher education as
initiatives. Several active learning classroom initiatives are currently under
way,36 for example, as well as a multi-institution open educational resources
(OER) degree initiative.37

p. 32 Storytelling

Some scholars have argued that all human communication
is based on storytelling;41 certainly advertisers have long recognized that
storytelling makes for effective persuasion,42 and a growing body of research
shows that narrative is effective for teaching even topics that are not generally
thought of as having a natural story, for example, in the sciences.43

p. 33 accessibility

The experience of Gallaudet University highlights one of the most important
areas for development in 3D technology: accessibility for users with disabilities.

p. 34 instructional design

For that to be the case, 3D technologies must be incorporated into the
instructional design process for building and redesigning courses. And for that
to be the case, it is necessary for faculty and instructional designers to be familiar
with the capabilities of 3D technologies. And for that to be the case, it may
not be necessary but would certainly be helpful for instructional designers to
collaborate closely with the staff in campus IT units who support and maintain
this hardware.

Every institution of higher
education has a slightly different organizational structure, of course, but these
two campus units are often siloed. This siloing may lead to considerable friction
in conducting the most basic organizational tasks, such as setting up meetings
and apportioning responsibilities for shared tasks. Nevertheless, IT units and
centers for teaching and learning are almost compelled to collaborate in order
to support faculty who want to integrate 3D technology into their teaching. It
is necessary to bring the instructional design expertise of a center for teaching
and learning to bear on integrating 3D technology into an instructor’s teaching (My note: and where does this place SCSU?) Therefore,
one of the most critical areas in which IT units and centers for teaching and
learning can collaborate is in assisting instructors to develop this integration
and to develop learning objects that use 3D technology. p. 35 For 3D technology to really gain traction in higher education, it will need to be easier for instructors to deploy without such a large support team.

p. 35 Sites such as Thingiverse, Sketchfab, and Google Poly are libraries of freely
available, user-created 3D models.

ClassVR is a tool that enables the simultaneous delivery of a simulation to
multiple headsets, though the simulation itself may still be single-user.

p. 37 data management:

An institutional repository is a collection of an institution’s intellectual output, often consisting of preprint journal articles and conference papers and the data sets behind them.49 An
institutional repository is often maintained by either the library or a partnership
between the library and the campus IT unit. An institutional repository therefore has the advantage of the long-term curatorial approach of librarianship combined with the systematic backup management of the IT unit. (My note: leaves me wonder where does this put SCSU)

Sharing data sets is critical for collaboration and increasingly the default for
scholarship. Data is as much a product of scholarship as publications, and there
is a growing sentiment among scholars that it should therefore be made public.50

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

GPD top ten countries

World GDP by country, watch the Chinese economy growth by year amazing! #china #economy #الصين

Posted by Thamer Al-Shoshan on Friday, November 2, 2018

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

public domain video clips

Library of Congress launched the National Screening Room. The National Screening Room currently offers about 300 videos. The videos are digital copies of films made in the 19th and 20th centuries. You can browse the collection by date, location of the filming, and subject. You can also search for videos that are parts of other LOC collections. All of the videos in the National Screening Room can be viewed online and or downloaded as MP4 files.

Flickr is known for hosting millions of images, but it also hosts lots of videos. how to find public domain videos on Flickr

Pixabay has been one of my go-to sites for public domain images for years. Pixabay also offers public domain video clips that you can download for free.

The Public Domain Review is a website that features collections of images, books, essays, audio recordings, and films that are in the public domain

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

places to find public domain images online.

Geocaching

Ihamäki, P. (n.d.). Ihamäki, P. & Heljakka K. (2018) “Travel Bugs”: Toys Traveling Socially through Geocaching. Digital Games Research Association DiGRA. Retrieved from https://www.academia.edu/37675498/Iham%C3%A4ki_P._and_Heljakka_K._2018_Travel_Bugs_Toys_Traveling_Socially_through_Geocaching
Keywords
Geocaching, Travel Bugs, Toy tourism, Toy Mobility, Gamification, Social play
 ABSTRACT
This study explores emerging types of mobile and social play patterns through theobject-based, but technologically enhanced practices of toy tourism. As our case studiesdemonstrate, object play practices in the digitalizing world are not only becomingincreasingly social in nature, but even more mobile than before. As illustrated by ourstudy focusing on Travel Bugs in the context of the international game of geocaching,toys become mobile through different practices partaken by players, willing to either become involved in toy tourism with their playthings. Our study consisted of 45 survey responses from geocachers traveling with Travel Bugs. According to the results, mobileand social object play practices enabled by the platform of Geocaching become gamified
 – 
 i.e. more perceivable, goal-oriented and measurable.
 
Our main contributionis a conceptual framework in which the relations between the digital, the physical andthe social dimensions of toy tourism are modelled

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

Students Data Privacy

What Happens to Student Data Privacy When Chinese Firms Acquire U.S. Edtech Companies?

By Jenny Abamu     Apr 24, 2018

https://www.edsurge.com/news/2018-04-24-what-happens-to-student-data-privacy-when-chinese-firms-acquire-u-s-edtech-companies

Between the creation of a social rating system and street cameras with facial recognition capabilities, technology reports coming out of China have raised serious concerns for privacy advocates. These concerns are only heightened as Chinese investors turn their attention to the United States education technology space acquiring companies with millions of public school users.

A particularly notable deal this year centers on Edmodo, a cross between a social networking platform and a learning management system for schools that boasts having upwards of 90 million users. Net Dragon, a Chinese gaming company that is building a significant education division, bought Edmodo for a combination of cash and equity valued at $137.5 million earlier this month.

Edmodo began shifting to an advertising model last year, after years of struggling to generate revenue. This has left critics wondering why the Chinese firm chose to acquire Edmodo at such a price, some have gone as far as to call the move a data grab.

as data becomes a tool that governments such as Russia and China could use to influence voting systems or induce citizens into espionage, more legislators are turning their attention to the acquisitions of early-stage technology startups.

NetDragon officials, however, say they have no interest in these types of activities. Their main goal in acquiring United States edtech companies lies in building profitability, says Pep So, NetDragon’s Director of Corporate Development.

In 2015, the firm acquired the education technology platform, Promethean, a company that creates interactive displays for schools. NetDragon executives say that the Edmodo acquisition rounds out their education product portfolio—meaning the company will have tools for supporting multiple aspects of learning including; preparation, instructional delivery, homework, assignment grading, communication with parents students and teachers and a content marketplace.

NetDragon’s monetization plan for Edmodo focuses on building out content that gets sold via its platform. Similar to tools like TeachersPayTeachers, So hopes to see users putting up content on the platform’s marketplace, some free and others for a fee (including some virtual reality content), so that the community can buy, sell and review available educational tools.

As far as data privacy is concerned, So notes that NetDragon is still learning what it can and cannot do. He noted that the company will comply with Children’s Online Privacy Protection Act (COPPA), a federal regulation created in order to protect the privacy of children online, but says that the rules and regulations surrounding the law are confusing for all actors involved.

Historically, Chinese companies have faced trust and branding issues when moving into the United States market, and the reverse is also true for U.S. companies seeking to expand overseas. Companies have also struggled to learn the rules, regulations and operational procedures in place in other countries.

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

XR key to ed tech

Kelly, B. R., & 10/11/17. (n.d.). Faculty Predict Virtual/Augmented/Mixed Reality Will Be Key to Ed Tech in 10 Years -. Retrieved October 31, 2018, from https://campustechnology.com/articles/2017/10/11/faculty-predict-virtual-augmented-mixed-reality-will-be-key-to-ed-tech-in-10-years.aspx

technology role in the education in the future

top 10 techs important for ed in the next decade

top 10 techs faculty wish they didn't have to deal with

top 7 techs dead in the next decade

Our survey polled 232 faculty members across the country about their use of technology in the classroom, their likes and dislikes, their predictions for the future and more. The majority of respondents (68 percent) come from public institutions, with 28 percent from private nonprofits and 4 percent working at for-profit schools. Seventy-two percent work at four-year colleges or universities; 26 percent are at community colleges (the remaining 2 percent designated their institutional level as “other”).

Respondents represent institutions of a range of sizes, with about one-third (32 percent) working in colleges or universities with 2,500 to 9,999 students. Just under half (45 percent) of respondents are from institutions with 10,000 students or more.

Our respondents are veterans of higher education: The largest group (47 percent) has more than 20 years of experience, with 81 percent logging at least 11 years in the field.

The top three most common school and college types among our respondents are education (22 percent), business/business administration (17 percent) and liberal arts (12 percent). But overall, respondents work in a wide range of disciplines, from engineering and medicine to humanities and fine arts. The top 10 states with the most survey respondents are New York, Texas, California, Florida, Georgia, Virginia, Illinois, Missouri, Pennsylvania and Massachusetts.

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More about XR in this IMS blog:
http://blog.stcloudstate.edu/ims?s=virtual+reality
More about technology in the classroom:
http://blog.stcloudstate.edu/ims/2018/10/31/smart-classroom/

smart classroom

Are ‘Smart’ Classrooms the Future?

Indiana University explores that question by bringing together tech partners and university leaders to share ideas on how to design classrooms that make better use of faculty and student time.

By Julie Johnston 10/31/18 https://campustechnology.com/articles/2018/10/31/are-smart-classrooms-the-future.aspx

  • Untether instructors from the room’s podium, allowing them control from anywhere in the room;
  • Streamline the start of class, including biometric login to the room’s technology, behind-the-scenes routing of course content to room displays, control of lights and automatic attendance taking;
  • Offer whiteboards that can be captured, routed to different displays in the room and saved for future viewing and editing;
  • Provide small-group collaboration displays and the ability to easily route content to and from these displays; and
  • Deliver these features through a simple, user-friendly and reliable room/technology interface.

Key players from CrestronGoogleSonySteelcase and Spectrum met with Indiana University faculty, technologists and architects to generate new ideas related to current and emerging technologies. Activities included collaborative brainstorming focusing on these questions:

  • What else can we do to create the classroom of the future?
  • What current technology exists to solve these problems?
  • What could be developed that doesn’t yet exist?
  • What’s next?

top five findings:

  • Screenless and biometric technology will play an important role in the evolution of classrooms in higher education. We plan to research how voice activation and other Internet of Things technologies can streamline the process for faculty and students.
  • The entire classroom will become a space for student activity and brainstorming; walls, windows, desks and all activities are easily captured to the cloud, allowing conversations to continue outside of class or at the next class meeting.
  • Technology will be leveraged to include advance automation for a variety of tasks, so the faculty member is released from duties to focus on teaching.
  • The technology will become invisible to the process and enhance and customize the experience for the learner.
  • Virtual assistants could play an important role in providing students with a supported experience throughout their entire campus career.

A full report on the summit findings is available here.

Further, this article

Kelly, B. R., & 10/11/17. (n.d.). Faculty Predict Virtual/Augmented/Mixed Reality Will Be Key to Ed Tech in 10 Years -. Retrieved October 31, 2018, from https://campustechnology.com/articles/2017/10/11/faculty-predict-virtual-augmented-mixed-reality-will-be-key-to-ed-tech-in-10-years.aspx

My note:

In September 2015, the back-then library dean (they change every 2-3 years) requested a committee of librarians to meet and discuss the remodeling of Miller Center 2018. By that time the SCSU CIO was asserting the BYOx as a new policy for SCSU. BYOx in essence means the necessity for stronger (wider) WiFI pipe. Based on that assertion, I, Plamen Miltenoff, was insisting to shift the cost of hardware (computers, laptops) to infrastructure (more WiFi nods in the room and around it) and prepare for the upcoming IoT by learning to remodel our syllabi for mobile devices and use those (students) mobile devices, rather squander University money on hardware. At least one faculty member from the committee honestly admitted she has no idea about IoT and respectively the merit of my proposal. Thus, my proposal was completely disregarded by the self-nominated chair of the committee of librarians, who pushed for her idea to replace the desktops with a cart of laptops (a very 2010 idea, which by 2015 was already passe). As per Kelly (2018) (second article above), it is obvious the failure of her proposal to the dean to choose laptops over mobile devices, considering that faculty DO see mobile devices completely replacing desktops and laptops; that faculty DO not see document cameras and overhead projectors as a tool to stay.
Here are the notes from September 2015 http://blog.stcloudstate.edu/ims/2015/09/25/mc218-remodel/
As are result, my IoT proposal as now reflected in the Johnston (2018) (first article above), did not make it even formally to the dean, hence the necessity to make it available through the blog.
The SCSU library thinking regarding physical remodeling of classrooms is behind its times and that costs money for the university, if that room needs to be remodeled again to be with the contemporary times.

Social Credit System

Social Credit System

https://en.wikipedia.org/wiki/Social_Credit_System

China ‘social credit’: Beijing sets up huge system

26 October 2015 https://www.bbc.com/news/world-asia-china-34592186

China’s “Social Credit System” Will Rate How Valuable You Are as a Human

What people can and can’t do will depend on how high their “citizen score” is.

Dom GaleonDecember 2nd 2017 https://futurism.com/china-social-credit-system-rate-human-value/

China has started ranking citizens with a creepy ‘social credit’ system — here’s what you can do wrong, and the embarrassing, demeaning ways they can punish you

Alexandra Ma Oct. 29, 2018, 12:06 PM https://www.businessinsider.com/china-social-credit-system-punishments-and-rewards-explained-2018-4/

How does China’s social credit system work?

China is taking digital control of its people to chilling lengths

https://www.theguardian.com/commentisfree/2018/may/27/china-taking-digital-control-of-its-people-to-unprecedented-and-chilling-lengths
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Social credit system from AP DealFlow

China’s Social Credit System: The Quantification of Citizenship from Morgan Reede

Digital Surveillance in China: From the Great Firewall to the Social Credit System from Aarhus University

Fair use

Two Good Video Explanations of Fair Use

Posted by Free Technology for Teachers on Monday, October 29, 2018

 

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more on Fair Use on this IMS blog
http://blog.stcloudstate.edu/ims?s=fair+use

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