continued practice, clear goals and immediate feedback
project-based learning, Minecraft and SimCity EDU
Gamification of learning versus learning with games
organizations to promote gaming and gamification in education (p. 6 http://scsu.mn/1F008Re)
the “chocolate-covered broccoli” problem
Discussion: why gaming and gamification is not accepted in a higher rate? what are the hurdles to enable greater faster acceptance? What do you think, you can do to accelerate this process?
Gaming in an academic library
why the academic library? sandbox for experimentation
the connection between digital literacy and gaming and gamificiation
Gilchrist and Zald’s model for instruction design through assessment
Discussion: based on the example (http://web.stcloudstate.edu/pmiltenoff/bi/), how do you see transforming academic library services to meet the demands of 21st century education?
Gaming, gamification and assessment (badges)
inability of current assessments to evaluate games as part of the learning process
“microcredentialing” through digital badges
Mozilla Open Badges and Badgestack
leaderboards
Discussion: How do you see a transition from the traditional assessment to a new and more flexible academic assessment?
Future Trends Forum hosted by Bryan Alexander will address the most powerful forces of change in academia. The founder of the online blog Future Trends in Technology and Education has begun this weekly forum to enliven the discussion around the pressing issues at the cross roads of education and technology through weekly online video chat conversations where practitioners in the field can contribute and share their most recent experiences.
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Paul Signorelli, co-author of Workplace Learning & Leadership with Lori Reed, helps clients and colleagues explore, foster, and document innovations in learning to produce concrete results. He also is heavily engaged in supporting team-building and communities of collaboration. As a San Francisco-based writer, trainer, instructional designer, and consultant, he designs and facilitates learning opportunities for a variety of clients, helps others become familiar with e-learning, social media, MOOCs, mobile technology, innovations in learning spaces, and community partnerships (onsite and online) to creatively facilitate positive change within organizations. He has served on advisory boards/expert panels for the New Media Consortium Horizon Project documenting educational technology trends and challenges since 2010; remains active locally and nationally in the Association for Talent Development (formerly the American Society for Training & Development); and facilitates webinars for the American Library Association and other learning organizations. His most recent work remains focused on connectivist MOOCs (massive open online courses) and building sustainable onsite and online communities and partnerships. Signorelli earned an MLIS through the University of North Texas (with an emphasis on online learning) and an M.A. in Arts Administration at Golden Gate University (San Francisco); blogs at http://buildingcreativebridges.wordpress.com; and can be reached at paul@paulsignorelli.com.
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First-time users: upon entering the room, click “Allow” to the Flash prompt requesting access to your webcam. (Chrome users may need to click Allow a second time).
Note: The Shindig app currently only supports interacting with the featured speakers through text. To fully enjoy the Shindig experience and be enabled to ask video chat questions of the speaker or video chat privately with other participants, please log in from a computer with webcam and microphone capabilities.
In Kentucky, mining veteran Rusty Justice decided that code could replace coal. He cofounded Bit Source, a code shop that builds its workforce by retraining coal miners as programmers. Enthusiasm is sky high: Justice got 950 applications for his first 11 positions. Miners, it turns out, are accustomed to deep focus, team play, and working with complex engineering tech. “Coal miners are really technology workers who get dirty,” Justice says.
Only recently, the general view in the U.S. was that the less-free Chinese system created a poor environment for tech innovation. Put somewhat simply, the argument was that in a society without our kind of freedom of speech or unrestricted access to communication such as the Internet, people would miss out on information and ideas that come from a free system and feel more psychologically constrained from venturing off the beaten path with innovative ideas. The Chinese would be limited, in this view, to knock-offs of U.S. technologies.
The government has also cracked down on use of virtual private networks that Chinese, especially young people, have used to “climb the wall” (i.e. find sites outside the “Great Firewall of China”). And recently, there were media complaints that at the top elite universities such as Tsinghua the anti-VPN policy was not being enforced strictly enough.
Clearly, though, Chinese progress has taken place despite these restrictions.
we should not naively assume that all good (or bad) things go together. Maybe freedom of political and cultural expression is not as important as we have thought for advances, say, in information technology. But it still might be more important for development of less technical or scientific ideas such as public policy proposals or cultural expressions.
Attend this webinar to learn how instructors can instantly schedule, customize and launch Shindig sessions directly from within the Canvas LMS, as well as automatically add the video chat sessions to students’ schedules.
Learn about the positive impact of collaborative and interactive learning environments on student success first-hand from educators and instructional technologists from leading universities. This session will highlight different use cases Shindig can be utilized for, including course delivery, office hours, guest speakers, workshops and more.
Early adopters of the Shindig platform will also be sharing highlight videos of their use of the platform and answering questions attendees may have.
Shindig Early Adopter Guest Speakers:
Michael Angilletta, Professor & Senior Sustainability Scholar, Associate Director of Undergraduate Programs, Arizona State University
Patrice Torcivia Prusko: Production and Support MOOCs, SPCOs and Digital Initiatives at Cornell University
The Shindig Canvas plugin is available for free on a public GitHub Repo. Once the plugin is installed in the university’s LMS, IT administrators can contact Shindig for an API key to enable the creation of on-demand Shindig sessions in Canvas. The company is offering each Canvas client institution 10 free Shindig sessions of up to 1,000 attendees.
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First-time users: upon entering the room, click “Allow” to the Flash prompt requesting access to your webcam. (Chrome users may need to click Allow a second time).
Note: The Shindig app currently only supports interacting with the featured speakers through text. To fully enjoy the Shindig experience and be enabled to ask video chat questions of the speaker or video chat privately with other participants, please log in from a computer with webcam and microphone capabilities.
The content itself isn’t VR, just the digital venue.
Along with these three apps, Google has also brought NextVR to Daydream, which is the only app of the bunch that actually offers 360-degree, 3D video. With Netflix VR, HBO VR, NextVR, Hulu VR and Google Play Movies & TV, Daydream has suddenly become the undisputed leader of VR video.
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More on on VR in this IMS blog https://blog.stcloudstate.edu/ims?s=vr