International Survey of Research University Faculty: Means of Scholarly Communications and Collaboration (ISBN No:978-157440-446-3 )
The survey data is based on a survey of more than 500 scholars drawn from more than 50 major research universities in the USA, Canada, the UK, Australia, New Zealand and Ireland. Data is broken out by various criteria, such as type of university, scholar’s country, gender, political views, academic subject specialty, academic title and other criteria.
- 50.69% of respondents are currently collaborating or coordinating research with scholars or other researchers from other universities or colleges outside of their country.
- Web based meetings were most common in the Engineering, Mathematics, Computer Science, Physics, Chemistry and other Science and Technology fields, 33.70, and least common in the Literature and Languages fields, 2.92.
- 7.72% of respondents routinely use Adobe Connect to communicate with scholars at other locations.
- 87.52% of respondents have co-authored a journal article with one or more other authors. Co-authorship was most common in Australia/New Zealand, 96.77%, followed by Canada, 93.10%, and the UK/Ireland, 89.83%. It was least common in the USA, 85.07%.
more on collaboration in academia in this IMS blog
GoConqr Online Learning Report
Some of the most outstanding findings we found in this report are:
• Despite the prevalence of social networking, online study tends to be a solitary activity: 79% of people choose not to study collaboratively when they are online.
• Students are using online platforms as an additional source to help with difficult subjects Students from non-native English speaking countries are more likely to use online tools for language learning than native English speakers are.
• Learning is lower down the list of priorities for users of mobile devices. Using mobile devices for education is quite low compared to other activities
• There is a strong trend towards visually engaging material , an area in which the offline world simply cannot compete with the online one
more on online learning in this IMS blog
per Tom Hergert (thank you)
AECT-OTP Webinar: Digital Badges and Micro-Credentials for the Workplace
Time: Mar 27, 2017 1:00 PM Central Time (US and Canada)
Learn how to implement digital badges in learning environments. Digital badges and micro-credentials offer an entirely new way of recognizing achievements, knowledge, skills, experiences, and competencies that can be earned in formal and informal learning environments. They are an opportunity to recognize such achievements through credible organizations that can be integrated in traditional educational programs but can also represent experience in informal contexts or community engagement. Three guiding questions will be discussed in this webinar: (1) digital badges’ impact on learning and assessment, (2) digital badges within instructional design and technological frameworks, and (3) the importance of stakeholders for the implementation of digital badges.
Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany and Adjunct Professor at Curtin University, Australia. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities, Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA
Directions to connect via Zoom Meeting:
Join from PC, Mac, Linux, iOS or Android: https://zoom.us/j/8128701328
Or iPhone one-tap (US Toll): +14086380968,8128701328# or +16465588656,8128701328#
Dial: +1 408 638 0968 (US Toll) or +1 646 558 8656 (US Toll)
Meeting ID: 812 870 1328
International numbers available: https://zoom.us/zoomconference?m=EedT5hShl1ELe6DRYI58-DeQm_hO10Cp
Notes from the webinar
Technology, Knowledge and Learning
14th International Conference on Cognition and Exploratory Learning in Digital Age 2017 18 – 20 October Vilamoura, Algarve, Portugal
learning is a process, not a product.
Each student learns differently and assessment is not linear. Learning for different students can be a longer or shorter path.
assessment comes before badges
what are credentials:
how well i can show my credentials: can i find it, can i translate it, issuer, earner, achievement description, date issued.
the potential to become an alternative credentialing system to link directly via metadata to validating evidence of educational achievements.
DB is not an assessment, it is the ability to demonstrate the assessment.
They are a motivational mechanism, supporting alternative forms of assessment, a way to credentialize learning, charting learning pathways, support self-reflection and planning
Workshop on Kahoot and Edpuzzle, Tuesday, March 21, 2PM, MC 205
Matt Barton delivers Edpuzzle:
more on Edpuzzle in this blog:
Future Trends Forum with Special Guest Paul Signorelli
February 23, 2:00 – 3:00pm (EST)
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.
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 email@example.com.
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.
more on Bryan Alexander in this IMS blog
Videos in the classroom: fast and easy.
Feb. 10, 10-10:45PM. MC 205. attendees cap is 5.
List of other instruction sessions available here: http://blog.stcloudstate.edu/ims/free-tech-instruction/
more on video editing in this IMS blog
Netflix and HBO launch virtual reality apps on Google Play
More on on VR in this IMS blog
5 ways virtual reality is being used in education right now
October 17th, 2016
Stansbury, M. (2016, October 17). 5 ways virtual reality is being used in education right now. Retrieved January 26, 2017, from http://www.eschoolnews.com/2016/10/17/5-ways-virtual-reality-used-education-right-now/
A new survey from Extreme Networks
aimed to answer this question by polling nearly 350 schools within higher ed and K-12. According to the results, 23 percent of respondents have tested VR, while 77 percent have not (40 percent of schools polled still aren’t sure if they’ll use the technology in the future). Meaning that although virtual reality has an important and growing role in education, it may take several years to get all institutions on board.
The survey notes that one challenge to implementation is that nearly two-thirds of schools are “somewhat or not sure” their IT infrastructure can currently support VR technology.
Respondents also had concerns about the lack of VR content available, as well as a lack of student resources, with 43 percent of respondents saying that VR is too expensive or difficult to implement. However, one respondent is taking this approach to providing VR to students at low or no cost: “We are putting out a call for old smartphone donations in our [community for those] who no longer need them. With the donations, we’re making sets of Google Cardboard and phones to create traveling VR stations for classes in all of our buildings.”
1. For new research: According to the Wall Street Journal
, Professor Jeremy Bailenson, founding director of the Virtual Reality Human Interaction Lab at Stanford University, is using a state-of-the-art “haptic” floor of aeronautic metal that vibrates and moves to stimulate the physical world for research on how VR has the potential to change the way users feel and behave. For example, spending time flying around the world like Superman in virtual reality has been shown to increase participants’ altruistic actions outside of the lab. There may also be implications for confronting racism, sexism, and aiding in empathy and humanitarian efforts
, says Bailenson. (see more in about empathy and VR
in this IMS blog: http://blog.stcloudstate.edu/ims/2015/11/18/immersive-journalism/
2. For coding and 3D design:
a class on virtual reality that gives students the opportunity to design their own interactive world, work with 3D audio and experiment with immersive technology through a combination of hands-on learning and case studies. Also, the University of Georgia is offering similar classes where students design and explore applications for VR.
3. For anatomy and dissection:
4. For engagement: A whopping 68 percent of survey respondents said the major benefit of using VR in education is to excite students about the subject matter. 39 percent said it’s great for encouraging creativity.
July 26th, 2016
Sixty percent of surveyed teachers said they would like virtual reality to become a part of their students’ learning experience, according to the study from Samsung Electronics America, Inc. and GfK.
Virtual reality helping Calif. students overcome learning barriers | eSchool News. (2016, June). Retrieved January 26, 2017, from http://www.eschoolnews.com/2016/06/21/virtual-reality-helping-calif-students-overcome-learning-barriers/
more on VR in education in this IMS blog
Credly Badges Now Available Through Canvas
By Rhea Kelly 01/09/17
Students can now earn digital badges when they complete modules in Canvas, thanks to a new partnership between Credly and the learning management system from Instructure.
“Digital badges are a powerful and employer-friendly complement to grades and other information traditionally found on a college transcript,” said Brenda Perea, instructional design project manager at Colorado Community College System, which deployed an early pilot of Credly Learning Edition for Canvas.
more on badges in this IMS blog
From the The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Can you recommend a peer-reviewed research article that addresses the learning outcomes/learning effectiveness of asynchronous vs. synchronous teaching approaches in online courses?
We have a program that has required weekly synchronous sessions (held via Bb Collaborate) that support the otherwise asynchronous courses in the program. The department is considering making that requirement optional to accommodate worldwide learners, but there are faculty who are concerned about the impact to the learning and transfer of knowledge to the students.
Any research that addresses the differences in these teaching modalities when it comes to learning outcomes?
Thanks in advance, Kristen Kristen Brown Assistant Director, Online Learning Delphi Center for Teaching and Learning
I am happy to share my own dissertation research which specifically focused on this topic as well. Please email me and I will share. firstname.lastname@example.org
My note: I emailed Andy and will attach his dissertation to this blog, if interest
On Behalf Of Henri Moser
Sent: Friday, January 06, 2017 8:35 AM
Here is a link to my dissertation which centered on synchronous academic support for online graduate students.Best,Henri
more on synchronous online learning in this IMS blog