Archive of ‘educational technology’ category

03
Nov
2017

digital darwinism

categories: digital citizenship, digital divide, Digital literacy, educational technology, information technology

We Need New Rules for the Internet Economy

Antitrust laws only go so far when addressing companies that don’t produce any physical goods. It is time to negotiate a new set of rules. Otherwise, our future economy will be dominated by just a few companies.

A DER SPIEGEL Editorial by Armin Mahler  November 03, 2017  06:12 PMhttp://www.spiegel.de/international/business/editorial-time-for-new-rules-for-the-ditigal-economy-a-1176403.html

There are still people out there who think that Amazon is nothing more than an online version of a department store. But it’s much more than that: It is a rapidly growing, global internet giant that is changing the way we shop, conquering more and more markets, using Alexa to suck up our personal data straight out of our living rooms and currently seeking access to our front door keys so it can deliver packages even when nobody’s home.

It wasn’t that long ago that EU efforts to limit the power of Google and Amazon on the European market were decried in the U.S. as protectionism, as an attempt by the Europeans to protect their own inferior digital economy. Now, though, politicians and economists in the U.S. have even begun discussing the prospect of breaking up the internet giants. The mood has shifted.

The digital economy, by contrast, is based on algorithms and its most powerful companies don’t produce any physical products. Customers receive their services free of charge, paying only with their data. The more customers a service provider attracts, the more attractive it becomes to new customers, who then deliver even more data – which is why Google and Facebook need not fear new competition.

first of all, the power of a company, and the abuse of that power, must be redefined. We cannot allow a situation in which these extremely large companies can swallow up potential rivals before they can even begin to develop. As such, company acquisitions must be monitored much more strictly than they currently are and, if need be, blocked.

Second, it must be determined who owns the data collected – whether, for example, it should also be made available to competitors or whether consumers should receive more in exchange than simply free internet search results.

Third, those disseminating content cannot be allowed to reject responsibility for that content. Demonstrably false claims and expressions of hate should not be tolerated.

And finally, those who earn lots of money must also pay lots of taxes – and not just back home but in all the countries where they do business.

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

02
Nov
2017

Reproducibility Librarian

categories: academic library, Digital literacy, educational technology, information technology

Reproducibility Librarian? Yes, That Should Be Your Next Job

BY EGLANTINE RONFARD
https://www.jove.com/blog/2017/10/27/reproducibility-librarian-yes-that-should-be-your-next-job/
Vicky Steeves (@VickySteeves) is the first Research Data Management and Reproducibility Librarian
Reproducibility is made so much more challenging because of computers, and the dominance of closed-source operating systems and analysis software researchers use. Ben Marwick wrote a great piece called ‘How computers broke science – and what we can do to fix it’ which details a bit of the problem. Basically, computational environments affect the outcome of analyses (Gronenschild et. al (2012) showed the same data and analyses gave different results between two versions of macOS), and are exceptionally hard to reproduce, especially when the license terms don’t allow it. Additionally, programs encode data incorrectly and studies make erroneous conclusions, e.g. Microsoft Excel encodes genes as dates, which affects 1/5 of published data in leading genome journals.
technology to capture computational environments, workflow, provenance, data, and code are hugely impactful for reproducibility.  It’s been the focus of my work, in supporting an open source tool called ReproZip, which packages all computational dependencies, data, and applications in a single distributable package that other can reproduce across different systems. There are other tools that fix parts of this problem: Kepler and VisTrails for workflow/provenance, Packrat for saving specific R packages at the time a script is run so updates to dependencies won’t break, Pex for generating executable Python environments, and o2r for executable papers (including data, text, and code in one).
a plugin for Jupyter notebooks), and added a user interface to make it friendlier to folks not comfortable on the command line.

I would also recommend going to conferences:

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more on big data in an academic library in this IMS blog
academic library collection data visualization

https://blog.stcloudstate.edu/ims/2017/10/26/software-carpentry-workshop/

https://blog.stcloudstate.edu/ims?s=data+library

more on library positions in this IMS blog:
https://blog.stcloudstate.edu/ims?s=big+data+library
https://blog.stcloudstate.edu/ims/2016/06/14/technology-requirements-samples/

on university library future:
https://blog.stcloudstate.edu/ims/2014/12/10/unviersity-library-future/

librarian versus information specialist

 

01
Nov
2017

VR and students with special needs

categories: Digital literacy, educational technology, gamification, gaming, instructional technology, learning styles, Multiple intelligences, student-centered learning

Bibliography on virtual reality and students with physical and cognitive disabilities

Jeffs, T. L. (2009). Virtual Reality and Special Needs. Themes In Science And Technology Education, 2(1-2), 253-268.

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Lahav, O., Sharkey, P., & Merrick, J. (2014). Virtual and augmented reality environments for people with special needs. International Journal Of Child Health And Human Development, 7(4), 337-338.

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Cai, Y., Chiew, R., Nay, Z. T., Indhumathi, C., & Huang, L. (2017). Design and development of VR learning environments for children with ASD. Interactive Learning Environments, 25(8), 1098-1109. doi:10.1080/10494820.2017.1282877

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Passig, D. (2011). The Impact of Immersive Virtual Reality on Educators’ Awareness of the Cognitive Experiences of Pupils with Dyslexia. Teachers College Record, 113(1), 181-204.

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Ke, F., & Im, T. (2013). Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism. Journal Of Educational Research, 106(6), 441-461. doi:10.1080/00220671.2013.832999

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Collins, J., Hoermann, S., & Regenbrecht, H. (2016). Comparing a finger dexterity assessment in virtual, video-mediated, and unmediated reality. International Journal Of Child Health And Human Development, 9(3), 333-341.

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Epure, P., Gheorghe, C., Nissen, T., Toader, L. O., Macovei, A. N., Nielsen, S. M., & … Brooks, E. P. (2016). Effect of the Oculus Rift head mounted display on postural stability. International Journal Of Child Health And Human Development, 9(3), 343-350.

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Sánchez, J., & Espinoza, M. (2016). Usability and redesign of a university entrance test based on audio for learners who are blind. International Journal Of Child Health And Human Development, 9(3), 379-387.

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Rizzo, A. A., Bowerly, T., Shahabi, C., Buckwalter, J. G., Klimchuk, D., & Mitura, R. (2004). Diagnosing Attention Disorders in a Virtual Classroom. Computer (00189162), 37(6), 87-89.

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Eden, S. (2008). The effect of 3D virtual reality on sequential time perception among deaf and hard-of-hearing children. European Journal Of Special Needs Education, 23(4), 349-363. doi:10.1080/08856250802387315

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Eden, S., & Bezer, M. (2011). Three-dimensions vs. two-dimensions intervention programs: the effect on the mediation level and behavioural aspects of children with intellectual disability. European Journal Of Special Needs Education, 26(3), 337-353. doi:10.1080/08856257.2011.593827

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Lorenzo, G., Lledó, A., Roig, R., Lorenzo, A., & Pomares, J. (2016). New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments. In Virtual Learning. InTech. https://doi.org/10.5772/65219

https://www.intechopen.com/books/virtual-learning/new-educational-challenges-and-innovations-students-with-disability-in-immersive-learning-environmen

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

01
Nov
2017

digital assessment session for SCSU faculty

categories: Digital literacy, e-learning, educational technology, instructional technology

please consider the following opportunities:

  1. Remote attendance through : https://webmeeting.minnstate.edu/collaborate
  2. Recording of the session: (URL will be shared after the session)
  3. Request a follow up meeting for your individual project: https://doodle.com/digitalliteracy

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

30
Oct
2017

digital assessment

categories: assessment, Digital literacy, distributive learning, e-learning, educational technology, information technology, instructional technology, learning styles, student-centered learning

Unlocking the Promise of Digital Assessment

By Stacey Newbern Dammann, EdD, and Josh DeSantis October 30, 2017

https://www.facultyfocus.com/articles/teaching-with-technology-articles/unlocking-promise-digital-assessment/

The proliferation of mobile devices and the adoption of learning applications in higher education simplifies formative assessment. Professors can, for example, quickly create a multi-modal performance that requires students to write, draw, read, and watch video within the same assessment. Other tools allow for automatic grade responses, question-embedded documents, and video-based discussion.

  • Multi-Modal Assessments – create multiple-choice and open-ended items that are distributed digitally and assessed automatically. Student responses can be viewed instantaneously and downloaded to a spreadsheet for later use.
    • (socrative.com) and
    • Poll Everywhere (http://www.pollev.com).
    • Formative (http://www.goformative.com) allows professors to upload charts or graphic organizers that students can draw on with a stylus. Formative also allows professors to upload document “worksheets” which can then be augmented with multiple-choice and open-ended questions.
    • Nearpod (http://www.nearpod.com) allows professors to upload their digital presentations and create digital quizzes to accompany them. Nearpod also allows professors to share three-dimensional field trips and models to help communicate ideas.
  • Video-Based Assessments – Question-embedded videos are an outstanding way to improve student engagement in blended or flipped instructional contexts. Using these tools allows professors to identify if the videos they use or create are being viewed by students.
    • EdPuzzle (edpuzzle.com) and
    • Playposit (http://www.playposit.com) are two leaders in this application category. A second type of video-based assessment allows professors to sustain discussion-board like conversation with brief videos.
    • Flipgrid (http://www.flipgrid.com), for example, allows professors to posit a video question to which students may respond with their own video responses.
  • Quizzing Assessments – ools that utilize close-ended questions that provide a quick check of student understanding are also available.
    • Quizizz (quizizz.com) and
    • Kahoot (http://www.kahoot.com) are relatively quick and convenient to use as a wrap up to instruction or a review of concepts taught.

Integration of technology is aligned to sound formative assessment design. Formative assessment is most valuable when it addresses student understanding, progress toward competencies or standards, and indicates concepts that need further attention for mastery. Additionally, formative assessment provides the instructor with valuable information on gaps in their students’ learning which can imply instructional changes or additional coverage of key concepts. The use of tech tools can make the creation, administration, and grading of formative assessment more efficient and can enhance reliability of assessments when used consistently in the classroom. Selecting one that effectively addresses your assessment needs and enhances your teaching style is critical.

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more on digital assessment in this IMS blog
https://blog.stcloudstate.edu/ims/2017/03/15/fake-news-bib/

26
Oct
2017

pedagogically sound Minecraft examples

categories: Digital literacy, educational technology, gamification, gaming, instructional technology

FridayLive!! Oct 27 THIS WEEK 2:00 PM EDT 

Minecraft for Higher Ed? Try it. Pros, Cons, Recommendations? 

Description: Why Minecraft, the online video game? How can Minecraft improve learning for higher education?
We’ll begin with a live demo in which all can participate (see “Minecraft for Free”).
We’ll review “Examples, Not Rumors” of successful adaptations and USES of Minecraft for teaching/learning in higher education. Especially those submitted in advance
And we’ll try to extract from these activities a few recommendations/questions/requests re Minecraft in higher education.

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Examples:

Minecraft Education Edition: https://education.minecraft.net/
(more info: https://blog.stcloudstate.edu/ims/2017/05/23/minecraft-education-edition/)

K12: 

Minecraft empathy skills: http://www.gettingsmart.com/wp-content/uploads/2017/04/How-Minecraft-Supports-SEL.pdf 

coding w MineCraft

Minecraft for Math

Higher Ed: 

https://education.minecraft.net/discussion/minecraft-higher-education/

https://education.minecraft.net/discussion/using-mcee-in-higher-education/

Why NOT to use minecraft in education:

https://higheredrevolution.com/why-educators-probably-shouldn-t-use-minecraft-in-their-classrooms-989f525c6e62

College Students Get Virtual Look at the Real World with ‘Minecraft’

Carnegie Mellon University uses the game-based learning tool to help students demonstrate engineering skills. SEP182017

https://edtechmagazine.com/higher/article/2017/09/college-students-get-virtual-look-real-world-minecraft

Using Minecraft in Higher Education

https://groups.google.com/forum/#!topic/minecraft-teachers/cED6MM0E0bQ

Using MinecraftEdu – Part 1 – Introduction

https://www.youtube.com/watch?v=Lsfd9J5UgVk

Physics with Minecraft example

Chemistry with Minecraft example

Biology

other disciplines

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Does learning really happen w Minecraft?

Callaghan, N. (2016). Investigating the role of Minecraft in educational learning environments. Educational Media International, 53(4), 244-260. doi:10.1080/09523987.2016.1254877

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Noelene Callaghan dissects the evolution in Australian education from a global perspective. She rightfully draws attention (p. 245) to inevitable changes in the educational world, which still remain ignored: e.g., the demise of “traditional” LMS (Educase is calling for their replacement with digital learning environments https://blog.stcloudstate.edu/ims/2017/07/06/next-gen-digital-learning-environment/ and so does the corporate world of learning: https://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/ ), the inevitability of BYOD (mainly by the “budget restrictions and sustainability challenges” (p. 245); by the assertion of cloud computing, and, last but not least, by the gamification of education.

p. 245 literature review. In my paper, I am offering more comprehensive literature review. While Callaghan focuses on the positive, my attempt is to list both pros and cons: http://scsu.mn/1F008Re

 

  1. 246 General use of massive multiplayer online role playing games (MMORPGs)

levels of interaction have grown dramatically and have led to the creation of general use of massive multiplayer online role playing games (MMORPGs)

  1. 247 In teaching and learning environments, affordances associated with edugames within a project-based learning (PBL) environment permit:
  • (1)  Learner-centered environments
  • (2)  Collaboration
  • (3)  Curricular content
  • (4)  Authentic tasks
  • (5)  Multiple expression modes
  • (6)  Emphasis on time management
  • (7)  Innovative assessment (Han & Bhattacharya, 2001).

These affordances develop both social and cognitive abilities of students

 

Nebel, S., Schneider, S., Beege, M., Kolda, F., Mackiewicz, V., & Rey, G. (2017). You cannot do this alone! Increasing task interdependence in cooperative educational videogames to encourage collaboration. Educational Technology Research & Development, 65(4), 993-1014. doi:10.1007/s11423-017-9511-8

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Abrams, S. S., & Rowsell, J. (2017). Emotionally Crafted Experiences: Layering Literacies in Minecraft. Reading Teacher, 70(4), 501-506.

Nebel, S., Schneider, S., & Daniel Rey, G. (2016). Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research. Source: Journal of Educational Technology & Society, 19(192), 355–366. Retrieved from http://www.jstor.org/stable/jeductechsoci.19.2.355

Cipollone, M., Schifter, C. C., & Moffat, R. A. (2014). Minecraft as a Creative Tool: A Case Study. International Journal Of Game-Based Learning, 4(2), 1-14.

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Niemeyer, D. J., & Gerber, H. R. (2015). Maker culture and Minecraft : implications for the future of learning. Educational Media International, 52(3), 216-226. doi:10.1080/09523987.2015.1075103

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Nebel, S., Schneider, S., & Daniel Rey, G. (2016). Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research. Journal of Educational Technology & Society, 19(192), 355–366. Retrieved from http://www.jstor.org/stable/jeductechsoci.19.2.355

 

Wilkinson, B., Williams, N., & Armstrong, P. (2013). Improving Student Understanding, Application and Synthesis of Computer Programming Concepts with Minecraft. In The European Conference on Technology in the Classroom 2013. Retrieved from http://iafor.info/archives/offprints/ectc2013-offprints/ECTC2013_0477.pdf

Berg Marklund, B., & Alklind Taylor, A.-S. (2015). Teachers’ Many Roles in Game-Based Learning Projects. In Academic Conferences International Limited (pp. 359–367). Retrieved from https://search.proquest.com/openview/15e084a1c52fdda188c27b9d2de6d361/1?pq-origsite=gscholar&cbl=396495

Uusi-Mäkelä, M., & Uusi-Mäkelä, M. (2014). Immersive Language Learning with Games: Finding Flow in MinecraftEdu. EdMedia: World Conference on Educational Media and Technology (Vol. 2014). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/noaccess/148409/

Birt, J., & Hovorka, D. (2014). Effect of mixed media visualization on learner perceptions and outcomes. In 25th Australasian Conference on Information Systems (pp. 1–10). Retrieved from http://epublications.bond.edu.au/fsd_papers/74

Al Washmi, R., Bana, J., Knight, I., Benson, E., Afolabi, O., Kerr, A., Hopkins, G. (2014). Design of a Math Learning Game Using a Minecraft Mod. https://doi.org/10.13140/2.1.4660.4809
https://www.researchgate.net/publication/267135810_Design_of_a_Math_Learning_Game_Using_a_Minecraft_Mod
https://docs.google.com/document/d/1uch2iC_CGsESdF9lpATGwWkamNbqQ7JOYEu_D-V03LQ/edit?usp=sharing

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

25
Oct
2017

ebook guide to digital badges

categories: badges, Digital literacy, e-learning, ebook, educational technology, gamification, information technology, instructional technology, mobile learning, open learning, student-centered learning

A Comprehensive Guide To Digital Badges

by Accredible

https://elearningindustry.com/free-ebooks/guide-to-digital-badges-comprehensive

chapters

An introduction to digital badges and a brief history

Simply put, a digital badge is an indicator of accomplishment or skill that can be displayed, accessed, and verified online. These badges can be earned in a wide variety of environments, an increasing number of which are online.

The anatomy of digital badges

In addition to the image-based design we think of as a digital badge, badges have meta-data to communicate details of the badge to anyone wishing to verify it, or learn more about the context of the achievement it signifies.

The many functions of digital badges

Just like their real-world counterparts, digital badges serve a wide variety of purposes depending on the issuing body and the individual. For the most part, badges’ functions can be bucketed into one of five categories.

Badges are issued by individual organizations who set criteria for what constitutes earning a badge. They’re most often issued through an online credential or badging platform.

Criticism of digital badges

There are various arguments to be made against the implementation of digital badges, including the common issuance of seemingly “meaningless” badges.

The future of digital badges

With the rise of online education and the increasing availability of high quality massive open online courses, there will be an increasing need for verifiable digital badges and digital credentials.

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

23
Oct
2017

effective presentations and AR

categories: Digital literacy, e-learning, educational technology, information technology, instructional technology, student-centered learning

SORRY, POWERPOINT: THE SLIDE DECK OF THE FUTURE WILL BE IN AR

https://www.wired.com/story/prezi-augmented-reality/
augmented reality takeover. It’s played out at Snapchat and Facebook, at Google and Apple. Companies are using AR to design cars, sell furniture, make little digital sharks swim around your breakfast table. What if Prezi could apply that same technology to make better presentations?
the product isn’t ready for a public launch yet. Prezi has enlisted a select group of influencers to try out the AR tools and offer feedback before the company releases a beta version.

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

23
Oct
2017

teaching and learning spaces for VR and AR

categories: announcement, e-learning, educational technology, information technology, instructional technology, technology literacy

Planning a Teaching and Learning Space for Virtual and Augmented Reality

Tuesday, November 14, 2017 1:00 – 2:00 p.m. EST

Planning a Teaching and Learning Space for Virtual and Augmented Reality

Dr. James P. Frazee is the Senior Academic Technology Officer and Director of Instructional Technology Services (ITS) at San Diego State University.

  • The “What”: Defining the Space
  • The “Why”: Making a Case
    • Incubator for research
    • Promotes experimentation
    • Leveraging partnerships with industry players
    • Opportunity to highlight technology
  • The “How”: Designing and Implementing
    • Designing the space

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more on VR in this IMS blog

https://blog.stcloudstate.edu/ims?s=virtual+reality

18
Oct
2017

online learning attitudes

categories: Digital literacy, distance learning, e-learning, educational technology, information technology, instructional technology, mobile learning, student-centered learning, technology literacy

online learning attitudes

Students match their preference for hybrid learning with a belief that it is the most effective learning environment for them.

Despite the fact that faculty prefer teaching in a hybrid environment, they remain skeptical of online learning. Nearly half do not agree online 45% learning is effective.

https://library.educause.edu/~/media/files/library/2017/9/studentst2017infog.pdf

 

Students asked what technologies they wish their instructors used more, and we asked faculty what technologies they think could make them more effective instructors. Both agree that content and resource-focused technologies should be incorporated more and social media and tablets should be incorporated less.

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more on the use (or not) of ed technology in the classroom in this IMS blog
https://blog.stcloudstate.edu/ims/2017/04/03/use-of-laptops-in-the-classroom/

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