https://www.edsurge.com/news/2021-11-19-automated-proctoring-swept-in-during-pandemic-it-s-likely-to-stick-around-despite-concerns
a law student sued an automated proctoring company, students have complained about their use in student newspaper editorials and professors have compared them to Big Brother.
ProctorU, which has decided not to sell software that uses algorithms to detect cheating
A recent Educause study found that 63 percent of colleges and universities in the U.S. and Canada mention the use of remote proctoring on their websites.
One reason colleges are holding onto proctoring tools, Urdan adds, is that many colleges plan to expand their online course offerings even after campus activities return to normal. And the pandemic also saw rapid growth of another tech trend: students using websites to cheat on exams.
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More on proctoring in this blog
https://blog.stcloudstate.edu/ims?s=proctoring
https://www.govtech.com/network/infrastructure-bill-promises-historic-boost-for-digital-equity
The recently signed $1.2 trillion federal infrastructure package includes $2.75 billion for digital equity and inclusion work, delivering an investment that advocates are calling unprecedented and historic.
Within the $65 billion going toward broadband, the $2.75 billion for digital equity and inclusion is set for two programs made up of grants. First, the money will go toward a digital equity capacity grant program for states.
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More on digital equity in this blog
https://blog.stcloudstate.edu/ims?s=digital+equity
https://www.d2l.com/events/regional/gamification-network
Engaging Students with a Gamified, Investigative Learning Activity
https://www.ecampusnews.com/2021/10/29/3-ways-hyflex-and-virtual-models-help-ensure-equity/
- Faculty training plays a critical role in HyFlex learning and equity
- Online and HyFlex options that started with the pandemic are helping ensure equity
lecture capture
get training and to learn from each other
- Engagement remains critical, whether in person or in a HyFlex model
how they’re going to teach remote students, but also students in the class, at the same time,
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More on blooms digital taxonomy in this blog
https://blog.stcloudstate.edu/ims?s=blooms+digital+taxonomy
Reconsidering Technical Labor in Information Institutions: The Case of Analog Video Digitization
Zack Lischer-Katz
Library Trends, Volume 68, Number 2, Fall 2019, pp. 213-251 (Article)
https://muse.jhu.edu/article/746746/pdf?fbclid=IwAR3MIKRogQmLSLkIDxFIqzbmndnqWNXoUePHqc3NCmilyFm-YJT0sBWSdRI
empirical study conducted by the author from 2015–2017 that used qualitative-interpretive methods to study the discursive and material practices of professional media preservationists as they worked to digitize analog video recordings in small-scale, high-quality (“artisanal”) digitization projects
p. 215 Furthermore, understanding technical work in li-braries can contribute to ongoing debates in information studies and the digital humanities on the relationship between “doing” and “signifying” in terms of scholarly production (Cecire 2011)
CMI5: A Call to Action
Robert “Bob” Bilyk Robert “Bob” Bilyk
https://lodestarlearn-wordpress-com.cdn.ampproject.org/c/s/lodestarlearn.wordpress.com/2021/10/29/cmi5-a-call-to-action/amp/
SCORM still remains the standard for how we describe, package, and report on eLearning.
CMI5 can generate a statement on virtually any kind of learner experience as well as the traditional data elements such as score, time on task, quiz questions and student answers. In this sense, CMI5 supports both openness and structure.
With CMI5, you can place a learning activity in a repository, in GitHub, on a web server, in a Site44 drop box site, in SharePoint, in a distributed network, wherever….without restricting its ability to connect with a learning management system. CMI5 content does not need to be imported. A CMI5 package can contain as little as one XML file, which among other things, tells the LMS where to find the content.
https://en.wikipedia.org/wiki/Digital_rights_management
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More on copyright in this blog
https://blog.stcloudstate.edu/ims?s=copyright