Archive of ‘educational technology’ category
Report: Video Captions Benefit Virtually All Students
By Leila Meyer 11/02/16
https://campustechnology.com/articles/2016/11/02/report-video-captions-benefit-virtually-all-students.aspx
The Oregon State University Ecampus Research Unit conducted the national study in collaboration with 3Play Media. The researchers surveyed 2,124 students across 15 public and private universities throughout the United States. Of all respondents, 19 percent reported hearing difficulties, and 37 reported vision difficulties. However, only 13 percent had registered with an office of disability services, and less than 12 percent reported they require academic accommodations.
The study revealed that students find closed captions and video transcripts helpful, whether the student is deaf or hard of hearing or not.
Key findings from the study:
- Almost 100 percent of survey respondents had at least one course — either face-to-face or online — that included some video content;
- 75 percent of students use captions as a learning aid in face-to-face and online classrooms;
- 98.6 percent of students who use captions say they are helpful;
- 71 percent of students without hearing difficulties use captions at least some of the time;
- Students reference video transcripts as a learning aid 85 percent of the time;
- 66 percent of English-as-a-second-language (ESL) students find captions extremely or very helpful;
- 61 percent of students with learning disabilities find captions helpful;
- More than one quarter of students were unsure about the availability of closed captions for video content in their course; and
- Almost one-in-five students were unsure about the availability of video transcripts for their course.
Further details about the study and a link to the full report can be found on 3Play Media’s site.
Please look on the bottom of this blog entry for more resources
Effective Library Signage: Tips, Tricks, & Best Practices Workshop
Mark Aaron Polger and Amy F. Stempler Item Number: 1541-9212
Effective Library Signage: Tips, Tricks, & Best Practices Workshop
A 90-minute workshop, Thursday, January 5, 2017, 2:30pm Eastern/1:30 Central/12:30 Mountain/11:30am PacificLibrary signage represents the first lines of communication between a library user and the library. Are you doing everything to ensure that your signage is user friendly and inviting? Although we have the best intentions, sometimes our signage can be punitive, contradictory, outdated, or passive aggressive.In this new workshop, Mark Aaron Polger and Amy F. Stempler, library professionals who’ve conducted a four yearlong study at the College of Staten Island, CUNY that involved an extensive signage audit and replacement project, will provide you with the top ten tips to follow when preparing new signage for your library. They will discuss what constitutes “bad” and “good” signage and the importance of developing a signage policy to ensure consistency in design and overall language. Other topics that will be addressed will be placement, ADA compliancy, branding, design, verbiage, and the use of images, language, and font. You’ll come out of this workshop with the best practices to assess your current signage and develop improved signage for your institution.Learning Outcomes
After participating in this workshop, you will be able to:
- Identify the best practices when developing new signage
- Distinguish and follow the steps involved in coordinating a signage audit
- Create a signage policy that is appropriate for your institution
About the Instructors
Mark Aaron Polger is the first year experience librarian and information literacy instructor at the College of Staten Island, City University of New York (CUNY). His responsibilities include promoting library services and resources to first year students and providing library instruction and information literacy classes. Polger’s research interests include library marketing, outreach, and user experience design. He has written and presented on topics ranging from library marketing strategies, faculty outreach, Information Literacy outreach, embedded librarianship, library jargon, and library signage. Polger holds a BA in Sociology from Concordia University, an MA in Sociology from the University of Waterloo, a B.Ed. in adult education from Brock University, and an MLIS from the University of Western Ontario. He is currently pursuing his Ph.D. in Curriculum, Instruction, and the Science of Learning at SUNY University at Buffalo.
Amy F. Stempler is an associate professor in the library department at the College of Staten Island, CUNY, where she has worked since 2008. She holds a Bachelor’s Degree and Master’s Degree in History from The George Washington University and a Master’s Degree in Library and Information Science Degree from the Pratt Institute. Stempler is currently the coordinator of library instruction, and has written on library signage, Jewish history, Judaica librarianship, and the role of archives in environmental history.
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more on signage for libraries:
Polger, M. A., & Stempler, A. F. (2014). Out with the Old, In with the New: Best Practices for Replacing Library Signage. Public Services Quarterly, 10(2), 67-95. doi:10.1080/15228959.2014.904210
authors’ thesis is that library signs are living documents
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d96086859%26site%3dehost-live%26scope%3dsite
Stempler, A. F., & Polger, M. A. (2013). Do You See the Signs? Evaluating Language, Branding, and Design in a Library Signage Audit. Public Services Quarterly, 9(2), 121-135. doi:10.1080/15228959.2013.785881
To be effective, signage must be consistent, concise, and free of jargon and punitive language.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d87666251%26site%3dehost-live%26scope%3dsite
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more on the use of signage in the library in this IMS blog:
https://blog.stcloudstate.edu/ims?s=signage
Facebook Live and Periscope for library use
We conducted a short 5 min live session on Facebook Live and Periscope; the first of three mini-series to test the potential of these tools for academic purposes:
Here is the link to the LITA Webinar Facebook Group page:
https://www.facebook.com/groups/LitaSocialMediaWebinar/
Here is some literature :
Mies, G. (2016, June 13). Live from Your Library: A Look at Periscope, Facebook Live and Google Hangouts On Air. Retrieved from
http://www.techsoupforlibraries.org/blog/live-from-your-library-periscope-facebook-live-google-hangouts-on-air
Kolowich, L. (n.d.). How to Use Facebook Live: A Complete Guide. Retrieved November 14, 2016, from
http://blog.hubspot.com/marketing/facebook-live-guide
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more on social media in the library in this IMS blog
https://blog.stcloudstate.edu/ims?s=library+social+media
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more on LMS in this IMS blog:
https://blog.stcloudstate.edu/ims?s=LMS
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Get your Arduino basics:
Write a program, build a circuit, solder a wire, here is where your Arduino journey begins!
more about Arduino on this campus:
http://blog.stcloudstate.edu/arduino/2016/11/09/arduino-basics/
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Tablet Market Slumps in Third Quarter 2016, Though It’s Better Than Q2
By Richard Chang 10/31/16
https://campustechnology.com/articles/2016/10/31/tablet-market-slumps-in-third-quarter-2016-though-its-better-than-q2.aspx
Low-cost (below $200) detachables also reached an all-time high as vendors like RCA flooded the market,
“Unfortunately, many low-cost detachables also deliver a low-cost experience,”
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more on tablets in this IMS blog:
https://blog.stcloudstate.edu/ims?s=tablet
Ed Dept. Launches $680,000 Augmented and Virtual Reality Challenge
By David Nagel 11/02/16
https://thejournal.com/articles/2016/11/02/ed-dept.-launches-680000-augmented-and-virtual-reality-challenge.aspx
EdSim Challenge, the competition is aimed squarely at developing students’ career and technical skills — it’s funded through the Carl D. Perkins Career and Technical Education Act of 2006 — and calls on developers and ed tech organizations to develop concepts for “computer-generated virtual and augmented reality educational experiences that combine existing and future technologies with skill-building content and assessment. Collaboration is encouraged among the developer community to make aspects of simulations available through open source licenses and low-cost shareable components. ED is most interested in simulations that pair the engagement of commercial games with educational content that transfers academic, technical, and employability skills.”
all five finalists prizes of $50,000 to help them further develop their concepts. Finalists will also receive access to expert mentors to help with the process, along with gear and development tools, including Samsung Galaxy S7 Edge, Galaxy Tab S2 9.7″, Gear S3 watch and Gear VR headset, as well as an Oculus Mobile software developer kit. ED noted that other prizes may also be added later.
The submission deadline will be Jan. 17,
Participants must also register on the Luminary Lightbox platform. (Registration is free.)
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more on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
Mobile Device Management – Strategies for Success
Wednesday, November 09, 2016 | 02:00 PM EST // 11:00 AM PDT
Join us for this free webinar
explore the use and management of mobile devices at schools. Whether your school offers school-issued, BYOD or a combination of both device ownerships
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more on BYOD in education in this IMS blog:
https://blog.stcloudstate.edu/ims?s=byod
My note:
I listened to the report in my car yesterday. It is another sober reminder for being proactive rather then reactive (or punitive). We must work toward digital literacy and go beyond that comfortably numb stage of information literacy.
An Experiment Shows How Quickly The Internet Of Things Can Be Hacked
http://www.npr.org/sections/alltechconsidered/2016/11/01/500253637/an-experiment-shows-how-quickly-the-internet-of-things-can-be-hacked
We have basic security in place in modern devices that screen out the most obvious attacks. Really getting phished, if you will, is more of a problem where you are tricked in surrendering your password or username to a common service. If you plug in your webcam into your router or to your Wi-Fi, you’re relatively safe.
I think the biggest security concern for folks at home would be if their router actually is old, it might have an easily guessed password that someone could gain control. Most modern devices don’t have that problem, but that certainly is a concern for older devices.
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more on cybersecurity in this blog:
https://blog.stcloudstate.edu/ims?s=cybersecurity
Wiklund, M., Mozelius, P., Westing, T., & Norberg, L. (2016). Biometric Belt and Braces for Authentication in Distance Education. Retrieved from
https://www.researchgate.net/publication/309548915_Biometric_Belt_and_Braces_for_Authentication_in_Distance_Education
Abstract
a need for new techniques to handle the problem in online environments. To achieve zero cheating is hard (or impossible) without repelling not only cheaters but also those students who do not cheat, where a zero ‐ tolerance emphasis also would risk inhibiting students’ intrinsic motivation. Several studies indicate that existing virtual learning environments do not provide the features needed to control that the intended student is the one taking the online exam. Biometric Belt and Braces for Authentication in Distance Education.
One approach to prevent student’s dishonesty is the university code of honour. This is a set of rules describing what actions are not permitted and the consequences for students taking such actions. Another way of preventing cheating is the use of proctors during written exams. Even while using such codes of honour and proctors, universities still have found many students to cheat. Biometric Belt and Braces for Authentication in Distance Education.
Neutralisation is the phenomenon when a person rationalises his or her dishonest behaviour with arguments like “I can do this because the work load within this course is just too overwhelming” or “I can do this because I have a half ‐ time job on the side which gives me less study time than the other students have”. By doing so the student puts the blame for cheating on external factors rather than on himself, and also protects himself from the blame of others (Haines et al. 1986). This neutralises the behavior in the sense that the person’s feelings of shame are reduced or even eliminated. Haines et al. (1986 Biometric Belt and Braces for Authentication in Distance Education.
Simply asking participants to read a code of honour when they had the opportunity to cheat reduced dishonesty. Also whether one signed the code of honour or just read it influenced cheating. The Shu et al. (2011) study suggests that opportunity and knowledge of ethical standards are two factors that impact students’ ethical decision about cheating. This is in line with the results in (McCabe, Trevino and Butterfield 2001), showing that if students regularly are reminded of the university’s code of honour, they are less likely to cheat Biometric Belt and Braces for Authentication in Distance Education.
For an online course setting, Gearhart (2001) suggest that teachers should develop a guideline for “good practices”.
In online examination there are reports of students hiring other persons to increase their scores (Flior & Kowalski, 2010) and there is a need for new enhanced authentication tools (Ullah, Xiao & Lilley, 2012). For companies and Internet environments the process of authentication is often completed through the use of logon identification with passwords and the assumption of the password to guarantee that the user is authentic (Ramzan, 2007), but logins and passwords can be borrowed (Bailie & Jortberg, 2009). The discussion on how to provide enhanced authentication in online examination has led to many suggested solutions; four of them are: Biometric Belt and Braces for Authentication in Distance Education.
- Challenge Questions: with questions based on third ‐ party data
- Face ‐ to ‐ Face Proctored Exam: with government or institution issued identification
- Web Video Conference Proctor: audio and video conference proctoring via webcam and screen monitoring service with live, certified proctors
- Biometrics and Web Video Recording: with unique biometrics combined with the recording of student in exam via webcam
An idea for online courses is that assessment should not only be a one way process where the students get grades and feedback. The examination process should also be a channel for students’ feedback to teachers and course instructors (Mardanian & Mozelius, 2011). New online methods could be combined with traditional assessment in an array of techniques aligned to the learning outcomes (Runyon and Von Holzen, 2005). Examples of summative and formative assessment in an online course could be a mix of: Biometric Belt and Braces for Authentication in Distance Education.
- Multiple choice questions (MCQ) tests, automatically corrected in a virtual learning environment
- Term papers or essays analysed by the course instructors
- Individual or group assignments posted in digital drop ‐ boxes
- Oral or written tests conducted in the presence of the instructor or through videoconferences (Dikli, 2003)
Authors’ suggestion is a biometric belt and braces model with a combination of scanned facial coordinates and voice recognition, where only a minimum of biometric data has to be stored. Even if the model is based on biometrics with a medium to low grade of uniqueness and permanence, it would be reliable enough for authentication in online courses if two (or more) types of biometrics are combined with the presented dialogue based examination using an interaction/obser ‐ vation process via web cameras. Biometric Belt and Braces for Authentication in Distance Education.
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more on identification in this IMS blog
https://blog.stcloudstate.edu/ims?s=identification
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more on proctoring and detecting cheating:
http://www.wgu.edu/blogpost/innocent-red-flags-caught-by-online-exam-proctors
voices from the other side:
http://infoproc.blogspot.com/2013/04/how-to-cheat-online-exam-proctoring.html
https://campustechnology.com/articles/2016/04/06/how-students-try-to-bamboozle-online-proctors.aspx
http://www.usnews.com/education/online-education/articles/2014/06/17/think-twice-before-cheating-in-online-courses
