Digital Literacy for St. Cloud State University
A computer model can work out the words that the person is typing just by tracking the movement of their shoulders and arms in the video stream.
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more on privacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=privacy
More on surveillance in this IMS blog
https://blog.stcloudstate.edu/ims?s=surveillance
EBSCO Discovery Service and OpenAthens access management.
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more on libraries in this IMS blog
https://blog.stcloudstate.edu/ims?s=library
virtual, augmented, mixed, and extended reality, with the help of brand research. On Thursday, October 29th, from 2-3 pm EDT, we’ll be joined by Jonathon Richter, Maya Georgieva, and Emory Craig, leaders of the Immersive Learning Research Network’s State of XR and Immersive Learning report.
To RSVP ahead of time, or to jump straight in at 2 pm ET this Thursday, click here:
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More on XR and Bryan Alexander in this IMS blog
https://blog.stcloudstate.edu/ims?s=xr+bryan+alexander
Introduction to JSON and Structured Data
Dates: November 2nd through 29th, 2020
Instructor: Robert Chavez
Credits: 1.5 CEUs or 15 PDHs
Price: $175
https://libraryjuiceacademy.com/shop/course/161-introduction-json-structured-data/
JSON is a semi-structured data format for encoding data and is a popular language for data sharing and interchange – as such it is considered a good alternative to XML. This materials in this course will cover all the core JSON syntax and data structures as well as:
– structured data as a concept
– core data structuring approaches
– the differences between XML and JSON
– when to use XML, when to use JSON
JSON itself is the language of JSON Schema and JSON-LD. We will also study core JSON Schema, a language that allows annotation and validation of JSON documents, and have an introduction to JSON-LD. JSON-LD is covered in greater depth in a follow-up course, JSON-LD Fundamentals. Both courses are follow-ups to our Certificate in XML and RDF-Based Systems.
https://libraryjuiceacademy.com/shop/course/171-json-ld-fundamentals/
https://libraryjuiceacademy.com/certificate/xml-and-rdf-based-systems/
Robert Chavez holds a PhD in Classical Studies from Indiana University. From 1994-1999 he worked in the Library Electronic Text Resource Service at Indiana University Bloomington as an electronic text specialist. From 1999-2007 Robert worked at Tufts University at the Perseus Project and the Digital Collections and Archives as a programmer, digital humanist, and institutional repository program manager. He currently works for the New England Journal of Medicine as Content Applications Architect.
Course Structure
This is an online class that is taught asynchronously, meaning that participants do the work on their own time as their schedules allow. The class does not meet together at any particular times, although the instructor may set up optional synchronous chat sessions. Instruction includes readings and assignments in one-week segments. Class participation is in an online forum environment.
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more on JSON in this IMS blog
https://blog.stcloudstate.edu/ims?s=json
#conspiracytheories #Qanon
https://www.nytimes.com/2020/10/21/arts/design/berlin-museums-vandalism.html
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more on Qanon in this IMS blog
https://blog.stcloudstate.edu/ims?s=qanon
Pricing/subscription:
thinglink $300
Sketchfab https://sketchfab.com/plans $79 monthly $80 x 12 = ~$900
CoSpaces https://www.cospaces.io/edu/pricing.html $74.99 per year https://www.cospaces.io/edu/pricing.html
Qlone ($29.99)
ready-to-go resources for merge cube:
apps for merge cube:
https://www.arvreduhub.com/merge
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Merge cube, the basics”
to create merge cube content in Cospaces.edu, an paid add-on is needed.
Scan object with Qlone, upload as OBJ file ($29.99) and merge cube it with the object uploader app:
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More on Merge Cube in this IMS blog
https://blog.stcloudstate.edu/ims?s=mergecube
https://www.digitalbodies.net/vr-news/oculus-quest-2-review-the-best-vr-headset-almost/
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more on Oculus Quest in this IMS blog
https://blog.stcloudstate.edu/ims?s=oculus+quest
The research, published in the journal Royal Society Open Science
Researchers at Cambridge University said the findings suggested improving people’s analytical skills could help turn the tide against an epidemic of “fake news” surrounding the health crisis.
Some scientists think that susceptibility to misinformation is related to political views, while others think it is linked to reasoning abilities.
Another distinct factor linked to belief in Covid-19 “fake news” was age, the researchers found. Being older was associated with lower susceptibility to misinformation everywhere (except Mexico)
Political conservatism was also linked to a slightly higher susceptibility to misinformation, the researchers found, but surprisingly, this link was not as strong in the US and UK as it was elsewhere.
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more on critical thinking in this IMS blog
https://blog.stcloudstate.edu/ims?s=critical+thinking
https://www.gse.harvard.edu/news/20/10/harvard-edcast-making-online-learning-work
There’s a distinction between online and using technology versus distance learning.
It’s going to become a lot more interactive, a lot more personal, and then teachers are going to be able to zero in a lot more on what the kids need.
A lot of teachers feel a lot of pressure to have these perfectly planned lesson plans that go exactly as intended when you get into the classroom. In this environment, it’s okay to not have the planning perfect. It’s okay if things get a little bit extemporaneous, a little improvisational in the classroom.
If I’m a teacher looking at the pie of time and energy that I have in a given week, I would try to minimize the energy that I have to put into things where I’m not interacting with students …
Teachers putting a lot of time and energy getting a setup like I have with a microphone and a pen tablet and all of that. That takes a lot of work, a lot of energy, and it’s energy that once again gets taken away from time that they could be interacting with students.
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
https://www.iste.org/explore/5-competencies-digital-citizenship
I am open to hearing and respectfully recognizing multiple viewpoints, and I engage with others online with respect and empathy.
I evaluate the accuracy, perspective, and validity of digital media and social posts.
I use technology and digital channels for civic engagement, to solve problems and be a force for good in both physical and virtual communities.
I make informed decisions about how to prioritize my time and activities online and off.
I am aware of my online actions, and know how to be safe and create safe spaces for others online.
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more on digital literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+citizenship