Archive of ‘educational technology’ category

Scheduling Meetings

Three Good Tools for Scheduling Meetings With Students, Parents, and Colleagues

https://www.freetech4teachers.com/2018/09/three-good-tools-for-scheduling.html

Choice Eliminator is a Google Forms Add-on that lets you create a Form on which choices disappear after they have been used.

Doodle is a free tool for scheduling group meetings with the input of all group members. Doodle is essentially a polling platform.

Calendly is a tool that integrates with your Google Calendar and makes it easy to create appointment slots with just a click or two.

 

Mapping 1968

Mapping 1968, Conflict and Change

An Opportunity for Interdisciplinary Research 

When:  Friday, September 28, 8:30am-3:00pm
Where: Wilson Research Collaboration Studio, Wilson Library
Cost: Free; advanced registration is required

1968 was one of the most turbulent years of the 20th century.  2018 marks the 50th anniversary of that year’s landmark political, social and cultural events–events that continue to influence our world today.

Focusing on the importance of this 50 year anniversary we are calling out to all faculty, staff, students, and community partners to participate the workshop ‘Mapping 1968, Conflict and Change’. This all-day event is designed to bring people together into working groups based on common themes.  Bring your talent and curiosity to apply an interdisciplinary approach to further explore the spatial context of these historic and/or current events. Learn new skills on mapping techniques that can be applied to any time in history. To compliment the expertise that you bring to the workshop, working groups will also have the support of library, mapping, and data science experts to help gather, create, and organize the spatial components of a given topic.

To learn more and to register for the workshop, go here

Workshop sponsors: Institute for Advanced Studies (IAS), U-Spatial, Liberal Arts Technologies & Innovation Services (LATIS), Digital Arts, Science & Humanities (DASH), and UMN Libraries.

https://www.goodreads.com/book/show/5114403-early-thematic-mapping-in-the-history-of-cartography – symbolization methods, cartographers and statisticians.

Kevin Ehrman-Solberg ehrma046@umn.edu PPT on Mapping Prejudice. https://www.mappingprejudice.org/

Henneping County scanned the deeds, OCR, Python script to search. Data in an open source. covenant data. Local historian found microfishes, the language from the initial data. e.g. eugenics flavor: arian, truncate.

covenance: https://www.dictionary.com/browse/convenance

Dan Milz. Public Affairs. geo-referencing, teaching a class environmental planning, spatial analysis, dmilz@umn.edu @dcmlz

Chris ancient historian. The Tale of Mediterranean, City: Mapping the history of Premodern Carthage and Tunis.
College of Liberal Arts

from archives to special resources. archaeological data into GIS layers. ESRI https://www.esri.com/en-us/home how interactive is ESRI.

mapping for 6 months. finding the maps in the archeological and history reports was time consuming. once that data was sorted out, exciting.

Kate Carlson, U-Spatial Story Maps, An Intro

patters, we wouldn’t see if we did not bring it up spatially. interactivity and data visualization, digital humanities

making an argument, asking questions, crowdsourcing, archival and resources accessibility, civitates orbis terrarum http://historic-cities.huji.ac.il/mapmakers/braun_hogenberg.html

storymaps.arcgis.com/en/gallery https://storymaps.arcgis.com/en/gallery/#s=0  cloud-based mapping software. ArcGIS Online. organizational account for the U, 600 users. over 700 storymaps creates within the U, some of them are not active, share all kind of data: archive data on spreadsheet, but also a whole set of data within the software; so add the data or use the ArcGIS data and use templates. web maps into the storymap app, Living Atlas: curated set of data: hunderd sets of data, from sat images, to different contents. 846 layers of data, imagery, besides org account, one can create maps within the free account with limited access. data browser to use my own data – Data Enrichment to characterized my data. census data from 2018 and before,
make plan, create a storyboard, writing for the web, short and precise (not as writing for a journal), cartographic style, copyright, citing the materials, choosing the right map scale for each page. online learning materials, some only thru org account ESRI academy has course catalogue. Mapping 101, Dekstop GIS 101, Collector 101, Imagery 101, SQL 101, Story Maps 101,

Awards for UMN undergrad and grad students, $1000

history, anthropology, political science,

Melinda, Kernik, Spatial Data Curator kerni016@umn.edu Jenny McBurney jmcburney@umn.edu

z.umn.edu/1968resources https://docs.google.com/presentation/d/1QpdYKA1Rgzd_Nsd4Rr8ed1cJDAX1zeG7J3exRO6BHV0/edit#slide=id.g436145dc5b_0_23

data2.nhgis.org/main

University Digital COnservancy

civil rights information from the U (migrants blog)

DASH Digital Arts, Sciences and Humanities. text mining data visualization,

data repository for the U (DRUM)

DASH director, https://dash.umn.edu/. Ben Wiggins 

Jennifer Gunn
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The “Mapping 1968, Conflict and Change” planning committee is very pleased with the amount of interest and the wonderful attendance at Friday’s gathering. Thank you for attending and actively participating in this interdisciplinary workshop!
To re-cap and learn more on your thoughts and expectations of the workshop we would be grateful if you can take a few moments to complete the workshop evaluation.   Please complete the evaluation even if you were unable to attend last Friday, there are questions regarding continued communication and the possibility for future events of this kind.
 
Below is a list of presented workshop resources:
Best Regards-
Kate

U-Spatial | Spatial Technology Consultant
Research Computing, Office of the Vice President for Research
University of Minnesota
Office Address
Blegen Hall 420
Mailing Address
Geography
Room 414 SocSci
7163A

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more on GIS in this IMS blog
https://blog.stcloudstate.edu/ims?s=GIS

Student Device Preferences for Online Course Access and Multimedia Learning

below is the link and phone numbers for the September 21st webinar, “Student Device Preferences for Online Course Access and Multimedia Learning.”

Remember, you don’t have to register in advance. Simply join the presentation by clicking on the below link or dialing the relevant number. The webinar begins at 11am ET (UTC -5) on the 21st.

We’ll post a recording of the session here in Canvas after the fact.

Thank you. 

Join from a PC, Mac, iPad, iPhone or Android device:

    Please click this URL to join. https://arizona.zoom.us/j/506967668

Trello and Slack for education

No Slacking Off! How Savvy Teachers Are Turning to Trello and Slack

By Tony Wan     Jul 28, 2015  https://www.edsurge.com/news/2015-07-28-no-slacking-off-how-savvy-teachers-are-turning-to-trello-and-slack

My note: Email is for old people (https://www.chronicle.com/article/E-Mail-is-for-Old-People/4169) compare with Trello + Slack
“The idea behind us using Slack [last fall] was to kill internal email,” says Green. That’s a common refrain in pro-Slack headlines, with good reason. Users can drop links and files into any Slack conversation.

documented here how educators use Trello to manage project-based learning activities that involve group work and peer review.

Slack has been described as “ a private Twitter on steroids.” At first glance, the tool looks like a chat room—but it’s got more going on inside.

Like Twitter, Slack features hashtags that denote specific “channels” dedicated to topics, but each channel operates like its own chat room. Users can send messages to a channel or directly to one another (one-to-one), and also create private groups for focused discussions (one-to-few).

connected Trello to Slack so that he receives a notification whenever his students make edits on a Trello card. He turns to Slack to communicate directly with students and groups, often leaving feedback on assignments. “It hasn’t been effective as a way to broadcast information to the entire class,” Green admits. “But it’s become a very important tool for us to share resources for kids, and have 1-on-1 conversations with students.”

Other educators are exploring how to use Slack as a professional learning network.

SlackEDU group

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more on Trello in this IMS blog
https://blog.stcloudstate.edu/ims?s=trello

and Slack
https://blog.stcloudstate.edu/ims?s=slack

Webinar vs. Podcast

Webinar vs. Podcast: Making The Right Choice For Your Business

August 16, 2018 https://blog.clickmeeting.com/webinar-vs-podcast

What is a podcast?

Simply put, a podcast is an audio file posted on a website that people can download and listen to. Businesses use them to establish themselves as experts in their field or to share information about their product or service.

Why are podcasts so popular for businesses?

1. Podcasts are readily available.

2. Your audience can listen to them anywhere.

3. You get to share your expertise.

What are the advantages of webinars?

Webinars are an increasingly popular way to build relationships with current and potential clients. They are multi-media meetings, seminars or classes held over the Internet and done in real time.

1. Webinars allow you to interact with your audience.

live Q&A session, Question Mode, Chat, Polls and Surveys.

2. Webinars have engaging multi-media features

have audio and video. Presentation feature, The Whiteboard Screen Sharing Share infographics, charts and other data quickly and easily.

3. Webinars allow you to earn money on the spot.

Paid Webinars allow you to monetize your expertise. Y

The Call to Action feature allows you to provide a customized call to action button during your webinar

Still wondering which is best for your business?

1. Do you want to cast a wide net to find new audiences?

If so, podcasts are a great way to do that. Your audience has easy access to you and they can listen anywhere to learn more about you and your expertise in your field.

2. Are you looking to go deeper and turn contacts into clients?

Then webinars are for you. They allow you to build relationships through thoughtful interaction.

 

social media and K12

Common Sense Media: the new report, titled “Social Media, Social Life: Teens Reveal Their Experiences,” was released Monday. It’s the first update of a 2012 survey by the same name, creating a unique window through which to view the rapid, dramatic shifts in how teenagers communicate and relate to each other.

Among the most striking findings:

  • 70 percent of teens now say they use social media more than once a day, compared to 34 percent of teens in 2012.
  • Snapchat is now the most popular social media platform among teens, with 41 percent saying it’s the one use most frequently.
  • 35 percent of teens now say texting is their preferred mode of communication with friends, more than the 32 percent who prefer in-person communication. In 2012, 49 percent of teens preferred in-person communication.
  • One-fourth of teens say using social media makes them feel less lonely, compared to 3 percent who say it makes them feel more lonely.
  • Nearly three-fourths of teens believe tech companies manipulate them to get them to spend more time on their devices and platforms.

Back in 2012, Facebook dominated the landscape, and social media was something for teens to periodically check in on.

In 2018, though, “social media” is no longer a monolith. Teens now communicate, express themselves, share experiences and ideas, rant, gossip, flirt, plan, and stay on top of current events using a mix of platforms that compete ferociously for their attention.

Sixty-three percent of teens say they use Snapchat, and 41 percent say it’s the platform they use most frequently.

Instagram, meanwhile, is used by 61 percent of teens.

And Facebook’s decline among teens has been “precipitous,” according to the new report. Just 15 percent of teens now say Facebook is their main social media site, down from 68 percent six years ago

For many teens, social media is the primary vehicle for organizing and participating in their social lives.

Before rushing to discourage social media use, Robb said, grown-ups should think twice.

A recent survey by the Education Week Research Center, for example, found that more than half of U.S. K-12 school principals are ‘extremely concerned’ about their students’ social media use outside the classroom.

Digital distractions, for example, are clearly a problem, and teens have a “decidedly mixed track record” at regulating their own social media usage

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more on social media in education in this IMS blgo
https://blog.stcloudstate.edu/ims?s=social+media+education

video length for online courses

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of Robert, Jenay <jrr296@PSU.EDU>
Sent: Wednesday, September 5, 2018 9:58:49 AM

Dear colleagues,

I am collaborating on a project comparing the efficacy of two types of instructional videos. We are looking for literature that describes similar research. For example, a study might compare students who have watched voice-over ppt slides and students who have watched Khan-style videos, examining students’ content knowledge and/or some affective constructs. Alternatively, a study might compare the lengths or speeds of only one type of video.

Given the dearth of literature addressing these variables, I am hoping this community can help us uncover some additional research for our literature review. I am happy to compile and share everything that is shared with me over the coming days.

Jenay Robert, Ph.D. Research Project Manager Teaching and Learning with Technology  The Pennsylvania State University

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Clossen, A. S. (2018). Trope or Trap? Roleplaying Narratives and Length in Instructional Video. Information Technology & Libraries37(1), 27-38.

It is impossible to please everyone all the time—at least that is what survey results suggest. There are several takeaways to this study: Video length matters, especially as a consideration before the video is viewed. Timestamps should be included in video creation, or it is highly likely that the video will not be viewed. The video player is key here, as some video players include video length, while others do not. Videos that exceed four minutes are unlikely to be viewed unless they are required. Voice quality in narration matters. Although preference in type of voice inevitably varies, the actor’s voice is noticed over production value. It is important that the narrator speaks evenly and clearly. For brief how-to videos, there is a small preference for screencast instructional videos over a narrative roleplay scenario. The results of the survey indicate that roleplay videos should be wellproduced, brief, and high quality. However, what constitutes high quality is not very well established.15 Finally, screencast videos should include an example scenario, however brief, to ground the viewer in the task.

Lin, S., Aiken, J. M., Seaton, D. T., Douglas, S. S., Greco, E. F., Thoms, B. D., & Schatz, M. F. (2017). Exploring Physics Students’ Engagement with Online Instructional Videos in an Introductory Mechanics Course. Physical Review Physics Education Research13(2), 020138-1.

Kruse, N. B., & Veblen, K. K. (2012). Music teaching and learning online: Considering YouTube instructional videos. Journal Of Music, Technology & Education5(1), 77-87. doi:10.1386/jmte.5.1.77_1

Buzzetto-More, N. A. (2014). An Examination of Undergraduate Student’s Perceptions and Predilections of the Use of YouTube in the Teaching and Learning Process. Interdisciplinary Journal Of E-Learning & Learning Objects1017-32.

Chekuri, C., & Tiecheng, L. (2007). Extracting content from instructional videos by statistical modelling and classification. Pattern Analysis & Applications10(2), 69-81.

My note; too old as data but interesting as methodology

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more on chunk theory in this IMS blog
https://blog.stcloudstate.edu/ims?s=chunk+theory

specifically Adobe’s “findings” : https://blog.stcloudstate.edu/ims/2018/01/17/microlearning-instructional-design/

blockchain and information professions

Blockchain: Recommendations for the Information Profession

Monday, September 24, 2018 12:00 pm
Central Daylight Time (Chicago, GMT-05:00)

Blockchain technology is being discussed widely, but without clear directions for library applications. The Blockchain National Forum, funded by IMLS and held at San Jose State University’s iSchool in Summer 2018, brought together notable experts in the information professions, business, government, and urban planning to discuss the issues and develop recommendations on the future uses of blockchain technology within the information professions. In this free webinar, Drs. Sandy Hirsh and Sue Alman, co-PIs of the project, will present the recommendations made throughout the year in the Blockchain blog, Library 2.0 Conference, Blockchain Applied: Impact on the Information Profession, and the National Forum.

157 – 200 participants in the workshop

 

 

 

 

Basics: What is Blockchain Technology?

IMLS funded project goal
San Jose State U School of Information awarded this grant: https://ischoolblogs.sjsu.edu/blockchains

Blockchain: Apps and Ideas

http://www.youtube.com/c/Library20

now what is blockchain, and not how to implement, but only certain issues will be discussed.

Issues: legal, security and standards and Applications: academic, public and archives

BLockchain and the Law bt Primavera De Felippi and Aaron Wright : http://www.hup.harvard.edu/catalog.php?isbn=9780674976429

Privacy: https://www.investopedia.com/terms/g/general-data-protection-regulation-gdpr.asp

Is Blockchain (BC) content or provider?

Q/S TO ASK: WHAT KINDS OF DATA AND RECORDS MUST BE STORED AND PRESERVES exactly the way they were created (provenance records, transcripts). what kinds of info are at risk to be altered and compromised by changing circumstances (personally identifiable data)

Security issues: https://www.technologyreview.com/magazine/2018/05/

515 rule: BC can be hacked if attacked by a group of miners controlling more than 50% of the network

Standards Issues: BC systems- open ledger technology for managing metadata. baseline standards will impact future options. can BC make management of metadata worth. Is it worth, or more cautious.

Potential Use cases: archives and special collections where provenance and authenticity are essential for authoritative tracking. digital preservation to track distributed digital assets. BC-based currencies for international financial transactions (to avoid exchange rates ILL and publishing) . potential to improve ownership and first sale record management. credentialing: personal & academic documents (MIT already has transcripts and diplomas of students in BC – personal data management and credentialing electronically).

public libraries: house docs of temporarily displaced or immigrants. but power usage and storage usage became problems.

Victoria Lemieux

a city south of Denver CO is build right now, and will be build on these principles.

benefits for recordkeeping: LOCKSS (lot of copies keeps stuff safe) – Stanford U; chain of custody (SAA Glossary); Trust and Immutability (BC) vs confidentiality and performance (dbase)

Libarians role: need to understand BC (how does it work and what can it do for us; provide BC education for users; use BC in various applications

recommendations from National Forum:

ASIS&T presentation in Vancouver, Nov. 2018; MOOC on BLockchain Basics; Libary Futures Series, BOok3 Alman & Hirsh

https://www.forbes.com/sites/tomvanderark/2018/08/20/26-ways-blockchain-will-transform-ok-may-improve-education/#3b2e442d4ac9

from Miriam Childs to All Participants:
Blockchain is suing Blockchain: https://nulltx.com/blockchain-is-suing-blockchain-things-are-getting-messy-in-crypto-world/

from Lilia Samusenko to All Participants:
Sounds like blockchain also can support the Library-Of-Things initiatives. What do you think?

 

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more on blockchain in this IMS blog
https://blog.stcloudstate.edu/ims?s=blockchain

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