3 Tips for Managing Phone Use in Class
Setting cell phone expectations early is key to accessing the learning potential of these devices and minimizing the distraction factor.Liz Kolb September 11, 2017
Ten is now the average age when children receive their first cell phones
develop a positive mobile mental health in the first weeks of school by discussing their ideas on cell phone use, setting up a stoplight management system, and establishing a class contract
Ask your students questions such as:
- What do you like to do on your cell phone and why? (If they don’t have one, what would they like to do?)
- What are the most popular apps and websites you use?
- What do you think are inappropriate ways that cell phones have been used?
- What is poor cell phone etiquette? Why?
- How can cell phones help you learn?
- How can cell phones distract from your learning?
- How do you feel about your cell phone and the activities you do on your phone?
- What should teachers know about your cell phone use that you worry we do not understand?
- Do you know how to use your cell phone to gather information, to collaborate on academic projects, to evaluate websites?
- How can we work together to create a positive mobile mental health?
Using a Stoplight Management Approach
Post a red button on the classroom door: the cell phone parking lot.
Post a yellow button on the classroom door
Post a green button on the classroom door
Establishing a Class Contract: Ask them to brainstorm consequences and write them into a class contract.
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more on the use of BYOD in this IMS blog
https://blog.stcloudstate.edu/ims/2017/04/03/use-of-laptops-in-the-classroom/
David Demaine, S., Lemmer, C. A., Keele, B. J., & Alcasid, H. (2015). Using Digital Badges to Enhance Research Instruction in Academic Libraries. In B. L. Eden (Ed.), Enhancing Teaching and Learning in the 21st-Century Academic Library: Successful Innovations That Make a Difference (2015th ed.). Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2882671
At their best, badges can create a sort of interactive e-resume.
the librarian may be invited into the classroom, or the students may be sent to the Iibrary for a single research lesson on databases and search tem1s- not enough for truly high-quality research. A better alternative may be that the professor require the students to complete a series of badges- designed, implemented, and managed by the librarian- that build thorough research skills and ultimately produce a better paper.
Meta- badges are s impl y badges that indicate comp letion o f multiple related badges.
Authentication (determining that the badge has not been altered) and validation/verification (checking that the badge has actually been earned and issued by the stated issuer) are major concerns. lt is also important, particularly in the academic context, to make sure that the badge does not come to replace the learning it represents. A badge is a symbol that other skills and knowledge exist in this individual’s portfolio of skills and talents. Therefore, badges awarded in the educational context must reflect time and effort and be based on vetted standards, or they will become empty symbols
Digital credentialing recognizes “learning of many kinds which are acquired beyond formal education institutions .. . ; it proliferates and disperses author- ity over what learning to recognize; and it provides a means of translation and commensuration across multiple spheres” (Oineck, 2012, p. I)
University digital badge projects are rarely a top-down undertaking. Typi- cally, digital badge programs arise from collaborative efforts “of people agi- tating from the middle” (Raths, 2013).
Open Access Monographs
– Current initiatives and progress on sustainable models for making monographs openly accessible. Webinar for Open Access Week, Tuesday, October 24, 4 p.m Eastern (10 a.m. HAST; 1 p.m. Pacific; 2 p.m. Mountain; 3 p.m. Central)
Registration is free. Please sign up with this registration form
with a growing number of initiatives, publishers, and economic models, the question is sustainability. There are a number of different models, including Open Book Publishers, Open Humanities Press, and numerous university and commercial publishers who have open monograph publications, thus more initiatives than we could include for this one-hour webinar. We have invited a selected number of representatives from various open monograph publishing initiatives to participate in a panel discussion about their current economic models and future of open access monographs. Each panelist will give a brief statement about their initiative, their editorial review process, their funding model, and their perspectives on the future of open access monographs. Following their brief statements, we will have a question and answer period moderated by Kevin Smith, the Dean of Libraries at the University of Kansas.
Participants for the panel include:
- AAUP Open Access Monograph Publishing Initiative– Wendy Pradt Lougee, University Librarian and McKnight Presidential Professor, University of Minnesota, Twin Cities. The Association of American Universities (AAU), Association of Research Libraries (ARL), and Association of American University Presses (AAUP) are implementing a new initiative with 13 universities and 60 university presses participating. Universities will provide subventions for open digital monographs, to be published by university presses.
- Lever Pressand Knowledge Unlatched – Charles Watkinson, Associate University Librarian for Publishing, University of Michigan Library, and Director, University of Michigan Press. University of Michigan Press and Amherst Press are partners in the Lever Press which is supported by pledging institutions. University of Michigan Press has also been an active participant in Knowledge Unlatched, which uses a crowd -source funding model to make previously published works openly available. Charles is also a Board Member of Knowledge Unlatched Research and will compare Lever Press with KU.
- Luminos– Erich van Rijn, Assistant Director, Director of Publishing Operations at University of California Press. The financial model is shared costs between author, institution, publisher, and libraries.
- University of Ottawa Press– Lara Mainville, Director of University of Ottawa Press. OA publications are funded by the University of Ottawa libraries.
- Moderator: Kevin Smith, Dean of Libraries at the University of Kansas. Prior to joining the University of Kansas, Kevin served as Director of Copyright and Scholarly Communications at the Duke University Libraries.
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more on OER in this IMS blog
https://blog.stcloudstate.edu/ims?s=oer
Pre-Conference Workshop | Sunday, March 4, 2018 | 1:00pm – 5:00pm
Conference Track: Scholarly Communication & Library Publishing
More information and registration online at http://www.electroniclibrarian.org/18-workshop-scholarly-communication-essentials/
This workshop will provide attendees, no matter their role in their own institution, with the knowledge, vocabulary, and basic skills needed to communicate intelligently with other stakeholders in the fast-changing scholarly communication landscape.
the economics of commercial and open access publishing; open access publishing models; common misconceptions about open access and how to address them; predatory publishing; copyright, author rights and legislation; article-level- and alt- metrics, and open educational resources.
from the E-Learning 2.0 LinkedIn group:
https://www.linkedin.com/groups/138953/138953-6318793101762711552
Free eBook: Incorporate Accessibility into Your eLearning
Curt Zilbersher Group Owner Director of E-Learning & Training Development
Accessibility from the Ground Up, by Pamela S. Hogle, offers dozens of tips for building eLearning content that more learners can use in additional ways.
build in ease of access and assistance for people who are new to technology, are English-language learners, have trouble distinguishing colors, need high-contrast designs, are hard of hearing, or use screen readers to navigate or access text—all learners will benefit. Accessible content is easier for everyone to use. It is clear and easy to navigate.
Download free book here: http://elgd.co/ebook-acc17-liel2
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more on ebook in this IMS blog
https://blog.stcloudstate.edu/ims?s=ebook
more on accessibility in this IMS blog
https://blog.stcloudstate.edu/ims?s=accessibility
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more about coding in this IMS blog
3 Tips for Managing Phone Use in Class
Setting cell phone expectations early is key to accessing the learning potential of these devices and minimizing the distraction factor.
Liz Kolb September 11, 2017
Ask your students questions such as:
- What do you like to do on your cell phone and why? (If they don’t have one, what would they like to do?)
- What are the most popular apps and websites you use?
- What do you think are inappropriate ways that cell phones have been used?
- What is poor cell phone etiquette? Why?
- How can cell phones help you learn?
- How can cell phones distract from your learning?
- How do you feel about your cell phone and the activities you do on your phone?
- What should teachers know about your cell phone use that you worry we do not understand?
- Do you know how to use your cell phone to gather information, to collaborate on academic projects, to evaluate websites?
- How can we work together to create a positive mobile mental health?
Using a Stoplight Management Approach
Post a red button on the classroom door: the cell phone parking lot.
Post a yellow button on the classroom door: Students know their cell phones should be on silent (vibrate) and placed face down in the upper right-hand corner of their desk. They will be using them in class, but not the whole time.
Post a green button on the classroom door: Students know they should have their phones turned on (either silenced or set on vibrate) and placed face up in ready position to use throughout the class.
Establishing a Class Contract
Ask your students to help you develop social norms for what is and is not appropriate cell phone use during green and yellow button times. Should they be allowed to go on their social media networks during class? Why or why not?
Ask them to brainstorm consequences and write them into a class contract.
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more on the use of smart phones in the classroom in this IMS blog
https://blog.stcloudstate.edu/ims?s=phone+classroom
Designing and Developing Digital Credentials
Part 1: September 13, 2017 | 1:00–2:30 p.m. ET
Part 2: September 19, 2017 | 1:00–2:30 p.m. ET
Part 3: September 28, 2017 | 1:00–2:30 p.m. ET
https://events.educause.edu/eli/courses/2017/digging-into-badges-designing-and-developing-digital-credentials
Digital badges are receiving a growing amount of attention and are beginning to disrupt the norms of what it means to earn credit or be credentialed. Badges allow the sharing of evidence of skills and knowledge acquired through a wide range of life activity, at a granular level, and at a pace that keeps up with individuals who are always learning—even outside the classroom. As such, those not traditionally in the degree-granting realm—such as associations, online communities, and even employers—are now issuing “credit” for achievement they can uniquely recognize. At the same time, higher education institutions are rethinking the type and size of activities worthy of official recognition. From massive open online courses (MOOCs), service learning, faculty development, and campus events to new ways of structuring academic programs and courses or acknowledging granular or discrete skills and competencies these programs explore, there’s much for colleges and universities to consider in the wide open frontier called badging.
Learning Objectives
During this ELI course, participants will:
- Explore core concepts that define digital badges, as well as the benefits and use in learning-related contexts
- Understand the underlying technical aspects of digital badges and how they relate to each other and the broader landscape for each learner and issuing organization
- Critically review and analyze examples of the adoption of digital credentials both inside and outside higher education
- Identify and isolate specific programs, courses, or other campus or online activities that would be meaningfully supported and acknowledged with digital badges or credentials
- Consider the benefit of each minted badge or system to the earner, issuer, and observer
- Develop a badge constellation or taxonomy for their own project
- Consider forms of assessment suitable for evaluating badge earning
- Learn about design considerations around the visual aspects of badges
- Create a badge-issuing plan
- Issue badges
NOTE: Participants will be asked to complete assignments in between the course segments that support the learning objectives stated above and will receive feedback and constructive critique from course facilitators on how to improve and shape their work.
Jonathan Finkelstein, CEO, Credly
Jonathan Finkelstein is founder and CEO of Credly, creator of the Open Credit framework, and founder of the open source BadgeOS project. Together these platforms have enabled thousands of organizations to recognize, reward, and market skills and achievement. Previously, he was founder of LearningTimes and co-founder of HorizonLive (acquired by Blackboard), helping mission-driven organizations serve millions of learners through online programs and platforms. Finkelstein is author of Learning in Real Time (Wiley), contributing author to The Digital Museum, co-author of a report for the U.S. Department of Education on the potential for digital badges, and a frequent speaker on digital credentials, open badges, and the future of learning and workforce development. Recent speaking engagements have included programs at The White House, U.S. Chamber of Commerce, Smithsonian, EDUCAUSE, IMS Global, Lumina Foundation, ASAE, and the Federal Reserve. Finkelstein is involved in several open standards initiatives, such as the IMS Global Learning Consortium, Badge Alliance, American Council on Education (ACE) Stackable Credentials Framework Advisory Group, and the Credential Registry. He graduated with honors from Harvard.
Susan Manning, University of Wisconsin-Stout
In addition to helping Credly clients design credential systems in formal and informal settings, Susan Manning comes from the teaching world. Presently she teaches for the University of Wisconsin at Stout, including courses in instructional design, universal design for learning, and the use of games for learning. Manning was recognized by the Sloan Consortium with the prestigious 2013 Excellence in Online Teaching Award. She has worked with a range of academic institutions to develop competency-based programs that integrate digital badges. Several of her publications specifically speak to digital badge systems; other work is centered on technology tools and online education.
EDUC-441 Mobile Learning Instructional Design
(3 cr.)
Repeatable for Credit: No
Mobile learning research, trends, instructional design strategies for curriculum integration and professional development.
EDUC-452 Universal Design for Learning
(2 cr.)
Repeatable for Credit: No
Instructional design strategies that support a wide range of learner differences; create barrier-free learning by applying universal design concepts.
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more on badges in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=badges
Tobin, T. J., Mandernach, B. J., & Taylor, A. H. (2015). Evaluating Online Teaching: Implementing Best Practices (1 edition). San Francisco, CA: Jossey-Bass.
- 5 measurable faculty competencies for on line teaching:
- attend to unique challenges of distance learning
- Be familiar with unique learning needs
- Achieve mastery of course content, structure , and organization
- Respond to student inquiries
- Provide detailed feedback
- Communicate effectively
- Promote a safe learning environment
- Monitor student progress
- Communicate course goals
- Provide evidence of teaching presence.
Best practices include:
- Making interactions challenging yet supportive for students
- Asking learners to be active participants in the learning process
- Acknowledging variety on the ways that students learn best
- Providing timely and constructive feedback
Evaluation principles
- Instructor knowledge
- Method of instruction
- Instructor-student rapport
- Teaching behaviors
- Enthusiastic teaching
- Concern for teaching
- Overall
8. The American Association for higher Education 9 principle4s of Good practice for assessing student learning from 1996 hold equally in the F2F and online environments:
the assessment of student learning beings with educational values
assessment is most effective when it reflects an understanding of learning as multidimensional, integrated and revealed in performance over time
assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.
Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.
Assessment works best when it is ongoing, not episodic
Assessment fosters wider improvement when representatives from across the educational community are involved
Assessment makes a difference when it begins with issues of use and illumines questions that people really care bout
Assessment is most likely to lead to improvements when it is part of the large set of conditions that promote change.
Through assessment, educators meet responsibilities to students and to the public.
9 most of the online teaching evaluation instruments in use today are created to evaluate content design rather than teaching practices.
29 stakeholders for the evaluation of online teaching
- faculty members with online teaching experience
- campus faculty members as a means of establishing equitable evaluation across modes of teaching
- contingent faculty members teaching online
- department or college administrators
- members of faculty unions or representative governing organizations
- administrative support specialists
- distance learning administrators
- technology specialists
- LMS administrators
- Faculty development and training specialists
- Institutional assessment and effectiveness specialists
- Students
Sample student rating q/s
University resources
Rate the effectiveness of the online library for locationg course materials
Based on your experience,
148. Checklist for Online Interactive Learning COIL
150. Quality Online Course Initiative QOCI
151 QM Rubric
154 The Online Insturctor Evaluation System OIES
163 Data Analytics: moving beyond student learning
- # of announcments posted per module
- # of contributions to the asynchronous discussion boards
- Quality of the contributions
- Timeliness of posting student grades
- Timelines of student feedback
- Quality of instructional supplements
- Quality of feedback on student work
- Frequency of logins
- 180 understanding big data
- reliability
- validity
- factor structure
187 a holistics valuation plan should include both formative evaluation, in which observations and rating are undertaken with the purposes of improving teaching and learning, and summative evaluation, in which observation and ratings are used in order to make personnel decisions, such as granting promotion and tenure, remediation, and asking contingent faculty to teach again.
195 separating teaching behaviors from content design
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more on online teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+teaching
College deans predict higher-ed is in for remarkable changes in 10 years
By Laura Ascione, Managing Editor, Content Services,
@eSN_LauraSeptember 4th, 2017 New survey reveals more than two-thirds of college deans believe institutional change is on the horizon
The survey findings are from the responses of 109 deans of four-year colleges and universities in March and April 2017. Of the respondents, 61 percent were from public universities and 60 percent have been in their jobs at least five years.
Deans were divided on whether faculty members get enough support in teaching courses online–43 percent said faculty are getting shortchanged in how much help they get in rethinking their courses and teaching with technology, while 40 percent said they believe they are getting enough support and 14 percent are neutral.
One-third of deans agree online courses are comparable to face-to-face courses, and roughly the same proportion said they disagree.
Thirty-seven percent of college deans surveyed described the pace of change at their own institutions as “too slow.” Deans surveyed cite lack of money being the biggest hurdle to change, followed by resource constraints on faculty and staff and a resistance or aversion to change.
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university presidents about future in this IMS blog
https://blog.stcloudstate.edu/ims?s=university+presidents