Archive of ‘e-learning’ category

VR discussion Plovdiv University

***** reserve space: register here |  запазете си място: регистрирайте се тук ******

Open Discussion: VR in Education |  Тема: Виртуалната реалност в образованието

Where | Университет Пловдив  https://goo.gl/maps/bLBYXkp5S1S2 and online ( виртуално)
When | Кога: 3. май, 2018, 15 часа |  May 3, 2018, 3PM local time (Bulgaria)
Who | Кой: преподаватели и суденти  |  faculty аnd students
How | Как: използвайте “обратна връзка” за споделяне на вашите идеи  | use the following hashtag for backchanneling #BGtechEd

 

Facebook Live stream:
https://www.facebook.com/InforMediaServices/
and recording available
(предаване на живо и запис)

VIdeo 360 recording: part 1, part 2, part 3

Виртуална реалност в учебния процес – теория и практика-  1-1, 1/2 час продължителност
Virtual reality in teaching and learning – theory and hands-on

Уточняване на понятията относно различните видове реалност: виртуална реалност, video 360 ; разширена реалност;  смесена реалност. VR/AR/MR in education.
Подход и усвояване на различните видове реалност в образованието. Връзка между трите вида реалност в образованието и конструктивизма като теория на преподаването. Връзка между трите вида реалност в образованието и игровия подход и игрофикацията на образованието. Оценяване на обучението базирано на различните видове реалности.

When a student is brilliant on the street corner but falling asleep in class, something is wrong with the schooling system
Ако учащ се е страхотен на ъгъла на улицата, но се проваля или заспива в клас, тогава нещо е грешно с учебната система
http://blog.stcloudstate.edu/ims/2018/04/17/education-teched-frenemies/

VR can be inexpensive and effective | Виртуална / разширена реалност може да бъде ефикасна и ефективна: http://blog.stcloudstate.edu/ims/2018/04/26/teaching-virtual-reality/

  1. Кратък теоретичен преглед на видео 360 – 10 мин

https://www.linkedin.com/groups/2811/2811-6391674579739303939

Definitions for VR/AR/MR | дефиниции на:  виртуална реалност; разширена реалност; смесена реалност
http://blog.stcloudstate.edu/ims/2018/03/21/t4tl-games-and-vr-library/

  1. Практически опит с видео 360 – 25 – 30 мин
  • Заснемане с камера
  • Редактиране на заснетия материал и възможности за интерактивност

  1. Дискусия относно методиката на приложение в учебния процес

2 min video from the entrance of your University is viewable through Google Cardboard and your laptops. Study the video and seek answers to the following questions:

******  https://youtu.be/VmOpsrVhEQE  ********
– what are the advantages of Video 360 to all other known-to-you media formats?
кои са предимствата на Видео 360 в сравнение с всички други медийни формати, които познавате?
– what would you do better in terms the video footage?
какво бихте заснимали, което да подобри видео материала за преподавателски и учебни цели (например: както друго място бихте избрали)
– how is / can be this medium advantageous to implementing core learning / teaching techniques
как този медиен формат може да се използва за да се подобрят съществуващите условия за успешно преподаване и обучение

  1. По избор – разговор с Марк Гил от Щатския университет Сейнт Клауд и демонстрация на виртуална реалност в учебния процес – 10-15 мин
  2. По избор –
    1. gaming and gamification and the role of VR and V360
      http://web.stcloudstate.edu/pmiltenoff/bi/
    2. digital storytelling and the role of VR and V360 | цифрово разказване и ролята на ВР и В360: http://web.stcloudstate.edu/pmiltenoff/lib490/
      Дискусии в тази ФБ група | Discussions welcome here: https://www.facebook.com/groups/SCSUDigitalStorytelling/

#3 from the following blog entry: http://blog.stcloudstate.edu/ims/2018/04/17/practical-about-vr-and-ar-in-schools/ (go beyond storytelling)

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Additional Information |  Дoпълнителна литература/информация

http://blog.stcloudstate.edu/ims?s=virtual+reality

http://blog.stcloudstate.edu/ims?s=augmented+reality

LMS on customer experience

The Best Learning Management Systems based on Customer Experience

This Top 20 LMS list has been created using a holistic approach and is based on input from actual LMS users.
The order of appearance depends on Customer Satisfaction (CSAT Score), Customer Effort (CEF Score) & Customer Expectation (CEX Score).

https://elearningindustry.com/directory/software-categories/learning-management-systems/best/customer-experience

  1. https://www.looop.co/
  2. https://www.skillcast.com/
  3. https://www.ispringsolutions.com/ispring-learn
  4. https://www.knolyx.com/
  5. https://ecoach.com/
  6. https://www.nimble-elearning.com/
  7. https://learnamp.com/features
  8. https://www.skolera.com/en/Default.aspx
  9. https://www.neolms.com/
  10. https://www.sofialms.com/
  11. https://www.crossknowledge.com/
  12. https://claned.com/
  13. https://www.talentlms.com/index/aff:bing
  14. https://www.totaralms.com/
  15. https://chamilo.org/chamilo-lms/
  16. https://open.edx.org/
  17. https://moodle.org/
  18. https://www.litmos.com/
  19. https://captivateprime.adobe.com/acapindex.html
  20. https://www.docebo.com/

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

distance education theories

Transactional Distance

online learning is most effective when the perceived pedagogical distance between the instructor and students in the course is minimized with increased interaction; Interaction occurs through learner-instructor communication, learner-learner collaboration, and learner-content engagement. All three levels of interaction have important implications for effective online learning

popular:

8 Tips To Minimize Transactional Distance In eLearning

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

dissertations:

http://digitalcommons.unl.edu/cehsdiss/51

https://etd.auburn.edu/bitstream/handle/10415/5764/Dissertation_lebeck.pdf

http://faculty.jou.ufl.edu/mleslie/spring96/moore.html

Classes:

https://ci484-learning-technologies.wikispaces.com/Transactional+Distance+Theory

By M. Moore:

Moore, M. (1972). Learner autonomy: The second dimension of independent learning.Convergence, 5, 76-88.

Moore, M. (1973). Toward a theory of independent learning and teaching. Journal of Higher Education, 44, 661-679.

Moore, M. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp.22-38).New York: Routledge.

Moore, M. G. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3 (2), 1-6.

Moore, M. G. (2007). The theory of transactional distance. In M. G. Moore (Ed.), Handbook of  distance education (2nd ed.), (pp.89-105). Mahwah, NJ: Lawrence Erlbaum Associates.

Moore, M. G., (2013). Handbook of distance education (3rd ed.). New York: Routledge

Community of Inquiry (CoI)

The Community of Inquiry theoretical framework focuses on the degree of presence in the online learning environment. Presence is vital to student success in online courses. There are three types of presence that must be maintained: 1. Social presence to increase learners’ sense of community in the online environment, 2. Cognitive presence to enable learners to construct meaning from the online experience, and 3. Teaching presence to increase learner perception of the instructor’s ability to provide structure and direction in the online environment

popular:

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

https://edutechwiki.unige.ch/en/Community_of_inquiry_model

https://coi.athabascau.ca/coi-model/

Community of Inquiry from Phil Ice

peer reviewed:
https://www.ideals.illinois.edu/bitstream/handle/2142/18714/INTHIG%20369%20INTRO.pdf

https://www.academia.edu/398997/A_Constructivist_Approach_to_Online_Learning_The_Community_of_Inquiry_Framework

https://eric.ed.gov/?id=ED387454

By Garrison:

Garrison,  D. R., & Akyol, Z. (2013).  The community of inquiry theoretical framework. In M. Moore, Handbook of Distance Education (3 ed.) (pp. 104-119). New York: Routledge.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based

environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2/3), 87-105.

Garrison, D.R. and Arbaugh, J.B. (2007). Researching the Community of Inquiry framework:

Review, issues, and future directions. The Internet and Higher Education 10(3): 157–172 (2007).

Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19, 133-148.

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

multimedia in learning

Hacking Multimedia for Effective Learning

THURSDAY, MAY 24, 2018 | 1:00 PM CENTRAL | 60 MINUTES
$247 PER CONNECTION THROUGH 05/10/18, $297 THEREAFTER

https://www.magnapubs.com/online-seminars/hacking-multimedia-for-effective-learning-14900-1.html

LEARNING GOALS

Upon completion of this seminar, you’ll be able to:

  • Determine pedagogical deficiencies in multimedia found online
  • Apply multimedia learning principles to improve learning
  • Choose appropriate tools to reconstruct multimedia and tailor it to your course
  • Explain the educational rationale for multimedia modifications

TOPICS COVERED

  • Multimedia learning
  • Online learning
  • Enhancing videos and images
  • Annotating videos and images

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

Exemplary Course Program Rubric

Exemplary Course Program Rubric

http://www.blackboard.com/resources/catalyst-awards
if problems with the link above, try this one:
/bb_exemplary_course_rubric_apr2017.pdf

Course Design

Course Design addresses elements of instructional design. For the purpose of this rubric, course design includes such elements as structure of the course, learning objectives, organization of content, and instructional strategies.

Interaction and Collaboration

Interaction denotes communication between and among learners and instructors, synchronously or asynchronously. Collaboration is a subset of interaction and refers specifically to those activities in which groups are working interdependently toward a shared result. This differs from group activities that can be completed by students working independently of one another and then combining the results, much as one would when assembling a jigsaw puzzle with parts of the puzzle worked out separately then assembled together. A learning community is defined here as the sense of belonging to a group, rather than each student perceiving himself/herself studying independently.

Assessment

Assessment focuses on instructional activities designed to measure progress toward learning outcomes, provide feedback to students and instructors, and/or enable grading or evaluation. This section addresses the quality and type of student assessments within the course.

Learner Support

Learner Support addresses the support resources made available to students taking the course. Such resources may be accessible within or external to the course environment. Learner support resources address a variety of student services.

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

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

ed leadership and edtech

Edtech playground: Helping teachers choose better tools

By Nicole Krueger Leadership

https://www.iste.org/explore/articleDetail?articleid=2177

A virtual reality headset can take students on an immersive journey to another world. But no matter how cool it is, if that $3,000 piece of equipment enters a classroom and doesn’t provide any real instructional value, it can quickly become a very expensive paperweight.

Most schools don’t do edtech procurement really well yet. Sometimes we buy products that end up in closets because they don’t fit the instructional needs of students, and we end up not being good stewards of taxpayer dollars.

Located in the district’s central office, where hundreds of teachers and staff members stop by each week for professional development, the playground offers a creative space that encourages teachers to explore new tools that have been vetted and approved by the district’s tech department.

In the United States, K-12 schools spend more than $13 billion a year on edtech — often without any idea whether it will make a difference in learning outcomes.

 

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More on ISTE in this IMS blog
http://blog.stcloudstate.edu/ims?s=iste

more on digital literacy for ed leaders in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+literacy+EDAD

instruments and methods for formative assessment

********* reserve space: register here |  запазете си място: регистрирайте се тук *********

Open Discussion: Instruments and Methods for Formative Assessment: by invitation of teachers from Plovdiv region |  Тема: Инструменти и методи за актуални училищни занятия

Where | Къде: СУ „Димитър Матевски“  https://goo.gl/maps/rojNjE3dk4s and online ( виртуално)
When | Кога: 2. май, 2018, 14 часа |  May 2, 2018, 2PM local time (Bulgaria)
Who | Кой: преподаватели и педагози  |  teachers and faculty
How | Как: използвайте “обратна връзка” за споделяне на вашите идеи  | use the following hashtag for backchanneling #BGtechEd

Plovdiv U recording available here

short link: http://bit.ly/teachassess

open URL on cell phone

qr code formative assessment event

Live stream:
https://www.facebook.com/InforMediaServices/
and recording available
(предаване на живо и запис)

https://youtu.be/oYBtJSzUvrk

  1. Intro | Представяне – 5мин.
    Who are we (please share short intro about your professional interests) | Кои сме ние: споделете накратко професионалните си интереси (използвайте “comment” section под този блог)
    http://web.stcloudstate.edu/pmiltenoff/faculty/
  2. Plan | Защо сме се събрали? Представяне на плана. – 5-10мин.
    http://blog.stcloudstate.edu/ims/2018/04/15/ed-leadership-and-edtech/
    Edtch why | защо учебни технологии? how to choose edtech | как избираме технологии? who chooses/decided | кой решава кои технологии?
    http://blog.stcloudstate.edu/ims/2016/02/09/collaborative-tools/
    virtual collaborative board | да се срещнем тук: https://www.notebookcast.com/en/board/showboard/fw56dmgj/
  3. Reality Check (before we do tech) | минута за откровение (преди да започнем с технологии):
    who is our audience | кого учим/обучаваме?
    http://blog.stcloudstate.edu/ims/2018/04/21/in-memoriam-avicii/
    http://blog.stcloudstate.edu/ims/2018/04/17/edtech-implementation-fails/
    why technology application fails | защо се проваля използването на технологии в обучението?
    Understanding Purpose | какъв е смисълът
    Insufficient Modeling of Best Practices | недостатъчен или несподелен опит
    Bad First Impressions | лоши първи впечатления
    Real-World Usability Challenges | ежедневни проблеми
    The Right Data to Track Progress | кои данни определят успеха
    Share your thoughts for the fails | Сподели твоите мисли за провала

Тема1. Сравняване на Kahoot, Edpuzzle и Apester –  1-1, 1/2 час продължителност
Topic 1: A comparison of Kahoot, Apester and EdPuzzle

definitions | термини : BYOD (BYOx), flipped classroom, formative assessment (vs summative assessment)

Kahoot (https://kahoot.it/) – 10 мин.
 kahoot
Apester (https://apester.com/ )– 10-15мин.
 apester
    • Представяне | short demonstration
    • Споделяне на опит | ideas and experience exchange.
      Comparison to other tools (e.g. flipped classroom advantage to Kahoot; difference from EdPuzzle, similarities to EdPuzzle) | съпоставяне с други инструменти: например, обърната класна стая – предимство пред Кахут; разлики и прилики с ЕдПъзил и тн)

Edpuzzle (https://edpuzzle.com )– 10 – 15мин.
 edpuzzle
    • Представяне | short demonstration
    • Edpuzzle виртуална класна стая | interactive virtual classroom
    • Създаване на акаунт | account creation and building of learning objects
      Comparison to other tools (e.g. flipped classroom advantage to Kahoot; difference from EdPuzzle, similarities to EdPuzzle) | съпоставяне с други инструменти: например, обърната класна стая – предимство пред Кахут; разлики и прилики с Еиптстър и тн)

https://edpuzzle.com/assignments/5ad4cad48f4df34107c58bd0/watch

Тема 2. Виртуална реалност в учебния процес – теория и практика-  1-1, 1/2 час продължителност
Topic 2. Virtual reality in teaching and learning – theory and hands-on

When a student is brilliant on the street corner but falling asleep in class, something is wrong with the schooling system
Ако учащ се е страхотен на ъгъла на улицата, но се проваля или заспива в клас, тогава нещо е грешно с учебната система
http://blog.stcloudstate.edu/ims/2018/04/17/education-teched-frenemies/

VR can be inexpensive and effective | Виртуална / разширена реалност може да бъде ефикасна и ефективна: http://blog.stcloudstate.edu/ims/2018/04/26/teaching-virtual-reality/

  1. Кратък теоретичен преглед на видео 360 – 10 мин

https://www.linkedin.com/groups/2811/2811-6391674579739303939

Definitions for VR/AR/MR | дефиниции на:  виртуална реалност; разширена реалност; смесена реалност
http://blog.stcloudstate.edu/ims/2018/03/21/t4tl-games-and-vr-library/

  1. Практически опит с видео 360 – 25 – 30 мин
  • Заснемане с камера
  • Редактиране на заснетия материал и възможности за интерактивност
  1. Дискусия относно методиката на приложение в учебния процес
  2. По избор – разговор с Марк Гил от Щатския университет Сейнт Клауд и демонстрация на виртуална реалност в учебния процес – 10-15 мин
  3. По избор –
    1. gaming and gamification and the role of VR and V360
      http://web.stcloudstate.edu/pmiltenoff/bi/
    2. digital storytelling and the role of VR and V360 | цифрово разказване и ролята на ВР и В360: http://web.stcloudstate.edu/pmiltenoff/lib490/
      Дискусии в тази ФБ група | Discussions welcome here: https://www.facebook.com/groups/SCSUDigitalStorytelling/

#3 from the following blog entry: http://blog.stcloudstate.edu/ims/2018/04/17/practical-about-vr-and-ar-in-schools/ (go beyond storytelling)

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Additional Information |  Дпълнителна литература/информация

http://blog.stcloudstate.edu/ims/2016/02/22/formative-assessment-ideas/

Formative Assessment Tools:  http://blog.stcloudstate.edu/ims/2016/01/13/formative-assessment-tools/

http://blog.stcloudstate.edu/ims/2014/12/09/formative-assessment/

parents wary of VR

Your kids and virtual reality: What parents should know

also in : https://usa-businessnews.com/2018/04/04/your-kids-and-virtual-reality-what-parents-should-know/
A whopping 60 percent of parents are worried about the VR’s health effects, according to a new study from Common Sense Media, while others hope the emerging technology will have profound educational benefits because of its highly-engaging nature.
Jim Steyer, founder of Common Sense Media https://www.commonsense.org/education/
Stanford researchers partnered with Common Sense Media, which has done extensive research on children’s media use, to examine the impact of VR on children. Their report includes a national survey of 12,148 adults, 3,613 of whom were parents.
the study notes that 21 percent of households with children already have a VR device and 13 percent are planning to get one, Common Sense found that many parents are scared of exposing their children to such intense experiences.
Bailenson, founder of Stanford’s Virtual Human Interaction Lab, acknowledged the long term effects of VR on developing brains remain unknown. But short term impacts can include dizziness, headache and eye strain.  https://vhil.stanford.edu/projects/
My note: more on VR and empathy in this IMS blog entry: http://blog.stcloudstate.edu/ims?s=virtual+reality+empathy
While 62 percent of parents surveyed believe that VR can provide educational experiences, only 22 percent reported their child actually used VR for learning. The vast majority play games.

VR also has the potential to encourage empathy among small children, experts say, because it builds bonds with virtual characters and settings, though parents surveyed by Common Sense remain skeptical.  

 

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

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