Archive of ‘instructional technology’ category

Proctorio

Students Are Rebelling Against Eye-Tracking Exam Surveillance Tools

https://www.vice.com/en/article/n7wxvd/students-are-rebelling-against-eye-tracking-exam-surveillance-tools

Algorithmic proctoring software has been around for several years, but its use exploded as the COVID-19 pandemic forced schools to quickly transition to remote learning. Proctoring companies cite studies estimating that between 50 and 70 percent of college students will attempt some form of cheating, and warn that cheating will be rampant if students are left unmonitored in their own homes.

Like many other tech companies, they also balk at the suggestion that they are responsible for how their software is used. While their algorithms flag behavior that the designers have deemed suspicious, these companies argue that the ultimate determination of whether cheating occurred rests in the hands of the class instructor.

As more evidence emerges about how the programs work, and fail to work, critics say the tools are bound to hurt low-income students, students with disabilities, students with children or other dependents, and other groups who already face barriers in higher education.

“Each academic department has almost complete agency to design their curriculum as far as I know, and each professor has the freedom to design their own exams and use whatever monitoring they see fit,” Rohan Singh, a computer engineering student at Michigan State University, told Motherboard.

after students approached faculty members at the University of California Santa Barbara, the faculty association sent a letter to the school’s administration raising concerns about whether ProctorU would share student data with third parties. 
In response, a ProctorU attorney threatened to sue the faculty association for defamation and violating copyright law (because the association had used the company’s name and linked to its website). He also accused the faculty association of “directly impacting efforts to mitigate civil disruption across the United States” by interfering with education during a national emergency, and said he was sending his complaint to the state’s Attorney General.

here is a link to a community discussion regarding this and similar software use:

https://www.facebook.com/groups/RemakingtheUniversity/permalink/1430416163818409/

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more on Proctorio in this IMS blog
https://blog.stcloudstate.edu/ims?s=proctorio
“Some of the more prominent companies offering these services include ProctorioRespondusProctorUHonorLockKryterion Global Testing Solutions, and Examity.”

arms movement tracking during video calls

Software can spy on what you type in video calls by tracking your arms

https://www.newscientist.com/article/2258682-software-can-spy-on-what-you-type-in-video-calls-by-tracking-your-arms/

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

 

TRACK model changes

https://www.facebook.com/groups/elearngdeveloping/permalink/10164385188890542/

TRACK model

How have you experienced the teachers move from face to face to online learning?
What is the biggest challenge created by the transition ?
How have you managed the challenge?
What are opportunities for instructors , regarding the transition to online learning ?
What have you done to ensure a smooth transition?
As previously mentioned the core of my arguments centre around the TPACK model. Based on the TPACK I propose that the move to online learning must be supported by the instatement of a Professional Development Program.
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https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/
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difference between TRACK model and SAMR model
https://www.schoology.com/blog/tpack-framework-explained


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More on TRACK model and SAMR in this blog
https://blog.stcloudstate.edu/ims?s=track+model

distance learning more work less rigor

Survey: Distance learning creates more work with less rigor

https://www.educationdive.com/news/survey-distance-learning-creates-more-work-with-less-rigor/588097/

  • The sudden transition from in-person learning to remote instruction resulted in more work but with less academic rigor, according to a Cognia survey of more than 74,000 students, teachers and parents conducted between late April and late June. Among students, the report found 80% saying they had more work in the distance learning setting.

The report includes suggestions on tackling problems arising from distance learning, including increasing academic rigor by expanding professional development opportunities, redesigning instruction, and introducing digital learning and content tools.

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

COLL 150 eportfolio

Intro to e-Portfolio
COLL 150, Gail Ruhland
Thursday, October 29, 2020, 12PM

Short link: http://bit.ly/Weebly4coll150


Who am I, Plamen Miltenoff:
https://web.stcloudstate.edu/pmiltenoff/faculty/

QR code coll 150 weebly
  1. Why are we here:
    1. What is e-portfolio
      1. An electronic porfolio (e-portfolio) is a purposeful collection of sample student work, demonstrations, and artifacts that showcase student’s learning progression, achievement, and evidence of what students can do. The collection can include essays and papers (text-based), blog, multimedia (recordings of demonstrations, interviews, presentations, etc.), graphic.
        https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-assessment/e-portfolio
      2. a personal portfolio tool for storing, organizing, reflecting on, and sharing items that represent your learning. You can include items such as documents, graphics, audio files, videos, presentations, and course work to demonstrate your improvement or mastery in certain areas.
        https://uco.teamdynamix.com/TDClient/1843/Portal/KB/ArticleDet?ID=42294
    2. Why is it important
      1. “more than 4 in 5 employers say an electronic portfolio would be useful to them in ensuring that job applicants have the knowledge and skills they need to succeed in their company or organization.” (Read the entire report online.)
        https://www.clemson.edu/academics/programs/eportfolio/information.html
  1. E-portfolio platforms
    1. LinkedIn: https://www.linkedin.com/
    2. eFolio MN: https://www.efoliomn.com/
    3. BrightSpace D2L e-portfolio: https://uco.teamdynamix.com/TDClient/1843/Portal/KB/ArticleDet?ID=42294
  1. Weebly
    1. What is Weebly: https://www.weebly.com/
      is it a blog platform or web development platform?
    2. Why Weebly:
      it is Internet based (you don’t need to download app) and it is ubiquitously accessible
  2. E-portfolio on Weebly
    1. Edit Website
      https://youtu.be/fcHxEkgs6OE

Weebly main page

  • Create a title
  • Add text
  • Add image
  • Add a divider
  • Add media
  1. Structure of Weebly/eportfolio
    1. examples
      1. https://www.saddleback.edu/ePortfolios/eportfolio-handbook-how-structure-your-eportfolio
      2. https://ucfwritingandrhetoric.wordpress.com/structure/

XR Future Trends

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:

https://shindig.com/login/event/soxr2020  

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More on XR and Bryan Alexander in this IMS blog
https://blog.stcloudstate.edu/ims?s=xr+bryan+alexander

JSON and Structured Data

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

Gaming and Gamification in K12

Achievement Unlocked_ Understanding the Future of Gamification in Education.docx

https://www.academia.edu/38551388/Achievement_Unlocked_Understanding_the_Future_of_Gamification_in_Education_docx

how gamification elements may be applied to a typical Science, Technology, Engineering and Mathematics (STEM) class to support engagement, discuss the limitations of gamification in the classroom and finally provide a perspective on the future of gamification in education

how to create merge cube objects

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

call for chapters: K12 in virtual learning environments

Call for Chapters: Transforming Teachers’ Online Pedagogical Reasoning for Teaching K-12 Students in Virtual Learning Environments

https://www.igi-global.com/publish/call-for-papers/call-details/4854

Call for Chapters

Proposals Submission Deadline: November 16, 2020
Full Chapters Due: February 21, 2021
Submission Date: February 21, 2021

Introduction

How can students learn safely amid the challenges of the global pandemic? Currently, it is not safe to have them crowded in a classroom engaged in face-to-face learning. The challenge has forced K-12 teachers to think differently about teaching. Unexpectedly, and with little warning, they have been confronted with redesigning their curriculum and instruction from face-to-face to online virtual classrooms to protect students from the COVID-19 virus. The critical questions include: Has this shift assured that students will learn the identified essential content and skills for the 21st century? Will they develop the skills identified through the 4C’s: communication, collaboration, critical thinking, and creativity (Thoughtful Learning Organization, 2016)? The rapid shift of K-12 education to being online left educators and parents lacking in confidence that students will receive an appropriate education through the virtual environments proposed for keeping students safe. The speed with which this transition was made prevented educators from developing the necessary knowledge and skills needed to create engaging learning in the unfamiliar virtual environment. Superficial observations of the online features and organizations for virtual environments suggest these environments lack key elements for guiding students in engaging in the skills such as those identified by the 4 C’s. A more serious question is: Are the bold claims true that students cannot learn online in virtual environments? Some say that teachers lack the knowledge of how to think about online teaching in a virtual environment. This begs the question, are today’s teachers simply applying their classroom strategies as they have done in their face-to-face classrooms, only now in front of a web camera?

Objective

The primary objective of this book is to gather and present actual best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning. The chapters will provide ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and ultimate decisions. The ideas and frameworks will present effective online pedagogical reasoning for the redesign and implementation of K-12 virtual classrooms.

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