more on Instagram in this IMS blog
more on Instagram in this IMS blog
Adobe Spark vs. Microsoft Sway
more on Adobe Spark in this IMS blog
“It’s no secret that students today face the ultimate paradox—the same tools they need to use to complete their work can also provide their biggest distractions from completing work.” How can we help them manage this struggle? https://t.co/xmaOzXpvfU
— PBS Teachers (@pbsteachers) November 13, 2019
According to the Pew Research Center, 72 percent of teenagers check their phones as soon as they get up (and so do 58 percent of their parents), and 45 percent of teenagers feel as though they are online on a nearly constant basis. Interestingly, and importantly, over half of U.S. teenagers feel as though they spend too much time on their cell phones.
Research on intrinsic motivation focuses on the importance of autonomy, competency and relatedness in classroom and school culture.
According to one Common Sense Media report, called Social Media, Social Life, 57 percent of students believe social media use often distracts them when they should be doing homework. In some ways, the first wave of digital citizenship education faltered by blocking distractions from school networks and telling students what to do, rather than effectively encouraging them to develop their own intrinsic motivation around making better choices online and in real life.
Research also suggests that setting high expectations and standards for students can act as a catalyst for improving student motivation, and that a sense of belonging and connectedness in school leads to improved academic self-efficacy and more positive learning experiences.
Educators and teachers who step back and come from a place of curiosity, compassion and empathy (rather than fear, anger and frustration) are better poised to deal with issues related to technology and wellness.
more on intrinsic motivation in this IMS blog
The back of this cereal box had cutout “actual reality goggles” from r/mildlyinteresting
more on extended reality in this IMS blog
Have you tried meditation or mindfulness in the classroom? If so, tell us how it’s gone.
— edutopia (@edutopia) November 10, 2019
more on meditation in education in this IMS blog
The jigsaw classroom is a research-based cooperative learning technique invented and developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since 1971, thousands of classrooms have used jigsaw with great success.
Divide students into 5- or 6-person jigsaw groups.
The groups should be diverse in terms of gender, ethnicity, race, and ability.
Appoint one student from each group as the leader.
Initially, this person should be the most mature student in the group.
Divide the day’s lesson into 5-6 segments.
For example, if you want history students to learn about Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments on: (1) Her childhood, (2) Her family life with Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her work in the White House as First Lady, and (5) Her life and work after Franklin’s death.
Assign each student to learn one segment.
Make sure students have direct access only to their own segment.
Give students time to read over their segment at least twice and become familiar with it.
There is no need for them to memorize it.
Form temporary “expert groups” by having one student from each jigsaw group join other students assigned to the same segment.
Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.
Bring the students back into their jigsaw groups.
Ask each student to present her or his segment to the group.
Encourage others in the group to ask questions for clarification.
Float from group to group, observing the process.
If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it’s best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.
At the end of the session, give a quiz on the material.
Students quickly come to realize that these sessions are not just fun and games but really count.
In The Age Of A.I. (2019) — This just aired last night and it’s absolutely fantastic. It presents a great look at AI, and it also talks about automation, wealth inequality, data-mining and surveillance. from Documentaries
13 min 40 sec = Wechat
14 min 60 sec = data is the new oil and China is the new Saudi Arabia
18 min 30 sec = social credit and facial recognition
more on deep learning in this IMS blog
Educational film from 1967 predicts the tech we use today. from r/Damnthatsinteresting
Positioning the Academic Library within the Institution: A Literature Review
John Cox, Galway, Ireland, May 2018
Higher education institutions are experiencing radical change, driven by greater accountability, stronger competition, and increased internationalization. They prioritize student success, competitive research, and global reputation. This has significant implications for library strategy, space, structures, partnerships, and identity. Strategic responses include refocusing from collections to users, reorganizing teams and roles, developing partnerships, and demonstrating value. Emphasis on student success and researcher productivity has generated learning commons buildings, converged service models, research data management services, digital scholarship engagement, and rebranding as partners. Repositioning is challenging, with the library no longer perceived as the heart of the campus but institutional leadership often holding traditional perceptions of its role.
Wednesday, Nov. 13 @ 4 pm CT
more on cybersecurity in this IMS blog
1 2 3 … 174 Next