Laubersheimer, J., Ryan, D., & Champaign, J. (2016). InfoSkills2Go: Using Badges and Gamification to Teach Information Literacy Skills and Concepts to College-Bound High School Students. Journal of Library Administration, 56(8), 924.
https://www.academia.edu/21782837/InfoSkills2Go_Using_Badges_and_Gamification_to_Teach_Information_Literacy_Skills_and_Concepts_to_College_Bound_High_School_Students?email_work_card=title
From online trivia and virtual board games to complex first-person perspective video games and in-person scavenger hunts, libraries are creating games for a variety of purposes, including orientations and instruction (Broussard,2012; Mallon, 2013; Smith & Baker, 2011).
Although the line between gaming and gamification can be blurry, most scholars recognize differences. Games are interactive, involvechallenge, risk, and reward, and have rules and a goal (Pivec, Dziabenko, &Schinnerl, 2003; Becker, 2013). Gamification, on the other hand, utilizes spe-cific gaming elements, often interactivity and rewards, to make an ordinary task more engaging (Prince, 2013). The gamification layer is not the focus of an endeavor, but rather can add enjoyment and a sense of competition toa task.
Battista (2014) argues that well-executed badges could represent an authentic assessment tool, because they often require the student to tangibly demonstrate a skill, competency, or learning outcome.
Use of the badges helped the team organize the Web site and provided a hierarchy to follow once the steps for earning each badge were created.Each badge consists of three to six tasks. A task can be a tutorial, a video, a game, or a short reading assignment on a given topic. An assessment is given for each task
The fourth and final platform the group considered was BadgeOS fromLearningTimes. BadgeOS requires a WordPress installation BadgeOS was designed to work with Credly (https://credly.com/) and Mozilla Open Badges (http://openbadges.org/) as standard features.
LearnDash was the most useful plugin for the project beyond BadgeOS. Available for a reasonable fee, LearnDash adds tools and features that give WordPress the ability to be used as a complete learning management system(LMS).
Available for free under the GNU Public License, BuddyPress(https://buddypress.org/) is another plugin that was capable of integrating with BadgeOS as an extension. The advantage of BuddyPress for the project group was the addition of social media components and functionality to the project Web site.
Go-daddy.com offered comprehensive technical support, easy application instal-lation, and competitively priced hosting packages. A 3-year hosting agree-ment was purchased that included domain registration, unlimited storageand unlimited bandwidth.
compare to
practical application of D2L Brightspace badges for a chemistry course at SCSU
https://blog.stcloudstate.edu/ims/2019/11/06/mastery-of-library-instruction-badge/
Library Instruction Chem 151
The Hottest Topics in Edtech for 2022
https://www.iste.org/explore/education-leadership/hottest-topics-edtech-2022
8. Augmented, mixed and virtual reality
7. Social-emotional learning
6. Equity and inclusion
5. Online tools and apps
4. Distance, online, blended learning
3. Computer science and computational thinking
2. Instructional design and delivery
1. Project-based learning
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5 Emerging Technology Trends Higher Ed Is Watching for in 2022
https://edtechmagazine.com/higher/article/2021/12/5-emerging-technology-trends-higher-ed-watching-2022
- Increased Adoption of Learning Analytics and Adaptive Learning
- Growth of Mobile Learning in Higher Ed
- Smarter Artificial Intelligence–Powered Tutors
- The Rise of Short-Form, Video-Based Learning
- Advanced VR and Immersive Learning Technologies
More than 300 scientists have told Mark Zuckerberg they want access to Meta’s internal research on child and teen mental health because it doesn’t meet scientific standards
https://www.businessinsider.com/mark-zuckerberg-meta-open-letter-kids-mental-health-300-scientists-2021-12
The letter concludes by asking Meta to create an independent oversight trust that would monitor and study adolescent and child mental health.
Instagram CEO Adam Mosseri is due to testify before Congress about children’s safety on the platform Tuesday.
a Forrester survey of 4,602 Americans aged 12 to 17, published last month, found that 63% of respondents used TikTok on a weekly basis compared with 57% for Instagram. It also found 72% of respondents used YouTube weekly. It did not mention Facebook.
Today’s College Students Care About Privacy — Despite Some of Their Online Actions
https://www.edsurge.com/news/2021-11-02-today-s-college-students-care-about-privacy-despite-some-of-their-online-actions
a new report from the nonprofit Future of Privacy Forum, which analyzed recent research about young adults from the U.S., China, Germany and Japan.
a study from Indiana University detailed the fears college students have about and the ways they adapt to the fact that they may be photographed at any moment by friends, classmates or even strangers.
Another worry described in the Future of Privacy Forum report is about a type of digital harassment known as “doxxing,”
Many students are loath to share biometric information with colleges and are wary about tools like facial recognition software.
Micro-credentials: The solution to the skills gap and accessible education
By reformatting existing programs into micro-credentials and certificates, you can market these new programs to employers and bring new learners through your doors.
At the end of 2020, 80% of U.S. employers said they had more difficulty filling job openings due to skills gaps compared to the year before — and the skills gap isn’t going away anytime soon.
In fact, a recent Gartner survey found that 58% of employees need new skills to successfully do their work.
To start offering micro-credential programs:
- Identify gaps: You don’t have to start from scratch to create a micro-credentialing program. Instead, take a proactive approach by comparing the skills offered in your existing courses with the abilities and expertise employers are searching for in their job postings and identify any gaps that micro-credentials can fill for organizations. You can then align the skills offered in your current course offerings with organizations’ needs.
- Create stackable degree programs: You can also make your micro-credentials stackable and build them into a larger qualification (e.g., offer them as degree credits) to entice employees to further their education at your university. This elevates the overall value for learners who may want a degree down the line.
Newbutt, N., Schmidt, M. M., Riva, G., & Schmidt, C. (2020). The possibility and importance of immersive technologies during COVID-19 for autistic people.
Journal of Enabling Technologies,
14(3), 187–199.
https://doi.org/10.1108/JET-07-2020-0028
#lowend #mmersive approach for students with #autism
The authors also pursue low-end vs hi-end approach in the adoption of immersive technologies:
here my annotations in hypothes.is
or if you don’t use it, link to the article
it also follows the same venue of mindful use of immersive, which Gill, Mark C and i tried to pursue several years ago
As described and developed by
Riva and Wiederhold (2020) we suggest that the use of a low-cost spherical, video-based virtual reality mindfulness intervention could reduce the psychological burden of COVID-19 for autistic people, alongside a developed package of at-home educational and support materials to empower families/caregivers delivered via an online eLearning platform to support effective implementation.
https://www.ecampusnews.com/2021/11/11/viewpoint-can-ai-tutors-help-students-learn/
the Kyowon Group, an education company in Korea, recently developed a life-like tutor using artificial intelligence for the very first time in the Korean education industry.
Kyowon created its AI tutors for two-way communication–teacher to student and student to teacher–by exchanging questions and answers between the two about the lesson plan as if they were having an interactive conversation. These AI tutors were able to provide real time feedback related to the learning progress and were also able to identify, manage, and customize interactions with students through learning habits management. In addition, to help motivate student learning, the AI Tutors captured students’ emotions through analysis of their strengths and challenges.
While AI is being used in various industries, including education, the technology comes under scrutiny as many ask the question if they can trust AI and its legitimacy?
Although there are some meaningful use cases for deepfake, such as using technology to bring historical figures of the past to life, deepfake technology is mostly exploited. However, the good news is that groups are working to detect and minimize the damage caused by deepfake videos and other AI technology abuses, including credible standards organizations who are working to ensure trust in AI.
For education, the best and only way AI tutors will be adopted and accepted
can only be done with innovative real-time AI conversational technology that must include accurate lip and mouth synchronization in addition to video synthesis technology. Using real models, not fake computer-generated ones, is critical as well.