Your reflexes are shot and your hand-eye coordination is dodgy – so how do you keep up with the kids in the world’s biggest video game? Here are the 13 rules of survival
Fortnite is a “battle royale” game in which 100 players land on an island, run around collecting weapons, resources and items from abandoned houses, build forts for protection, and then attempt to blast each other right back into the starting menu. The last player standing wins.
If you’re thinking of dipping your toe in, here are 13 tips to get you started.
1. Stay on the battle bus until the end
2. Land on a roof when you eject from the battle bus
3. Prioritise weapons over resources in the opening seconds
4. Learn about weapon grading
5. Learn to make a basic fort
6. An assault rifle and a shotgun are your must-have weapons
7. If you want to practise shooting, go to Tilted Towers
Over the past year, interest in eXtended reality (XR) technologies (such as virtual, augmented, immersive, and mixed reality) has surged. New and more affordable XR technologies, along with voice activation and sophisticated visual display walls, provide promising directions and opportunities to immerse learners in the curriculum, offering deeper and more vivid learning experiences and extending the learning environment. But what’s the curricular reality with respect to these technologies? What is hype and what is substance? Specifically:
What practical applications do “XR technologies” have for teaching, learning, and research?
How are these technologies being applied to engage learners as consumers and creators of XR experiences?
What evidence is there to support XR technologies as effective tools in the learning environment?
How can these technologies be integrated into learning spaces?
What are the ethical questions we should consider as we explore XR?
The Best Learning Management Systems based on Customer Experience
This Top 20 LMS list has been created using a holistic approach and is based on input from actual LMS users.
The order of appearance depends on Customer Satisfaction (CSAT Score), Customer Effort (CEF Score) & Customer Expectation (CEX Score).
We invite you to an upcoming session in the 2017-18 CIDER Sessions series on Wednesday, May 2, 2018. This free, online session will feature David Mykota from the University of Saskatchewan.
Title: Social Presence in Online Learning: A Scoping Study
This presentation reports the findings of a scoping review of the construct social presence. The methodology follows the design for scoping reviews as advocated by Arksey and O’Malley (2005).
A scoping study is desirable because by synthesizing the research literature the opportunity to identify practical guidelines for the development of social presence is facilitated. A two-stage screening process resulted in 105 studies identified for inclusion with data extracted using a standardized form. A descriptive numerical analysis and qualitative content analysis for those studies included was undertaken. Results from the manuscripts, screened for inclusion and synthesized from the data extracted in the scoping review, provide strategies for the structuring of social presence; the potential benefits of effective affective communication in an online environ; and an overview of the evolution of the construct social presence. Future research that links both the theoretical and empirical frameworks that validate social presence across a variety of online and e-learning environs is recommended so that best practices for excellence in higher education can continue to be made possible.
When: Wednesday, May 2, 2018 – 11am to 12noon Mountain Time (Canada)
Registration is not required; all are welcome. CIDER Sessions are recorded and archived for later viewing through the CIDER website. For more information on CIDER and our Sessions, please visit us at: http://cider.athabascau.ca
Please note that it is important to set up your system prior to the event. Make sure your Mac or PC is equipped with a microphone and speakers, so that you can use the audio functionality built into the conferencing software. The Adobe Connect platform may require an update to your Flash Player; allow time for this update by joining the session 10 minutes prior to the scheduled presentation.
CIDER sessions are brought to you by the International Review of Research in Open and Distributed Learning (IRRODL) and the Centre for Distance Education, Athabasca University: Canada’s Open University and leader in professional online education. The Sessions and their recordings are open and available to all, licensed under a Creative Commons Attribution 4.0 International License.
Our mailing address is:
International Review of Research in Open and Distributed Learning (IRRODL)
Digital storytelling uses video, audio, social media, blogging and other tools to convey ideas and information effectively. The emphasis is on empowering students to create authentic products that they can share with others beyond the classroom walls, and to allow for audience interaction and feedback.
why should we inspire students to be digital storytellers?
Requires critical thinking: Creating an interdisciplinary product from scratch requires high level thinking skills like evaluating evidence, editing and curation, and production timelines. Digital stories often use multiple skills like writing, public speaking, photography, design and collaboration in a single project which makes them ideal for practicing skills learned other units or classes.
Authentic projects have impact: Creating real-world, impactful products that students share with an audience beyond the classroom is one of the best ways to enhance motivation and increase quality.
Places focus on writing: A picture is worth a thousand words, and video is 30 photos a second. It has its own grammar and style, but concepts of content, structure, tone and audience impact are just as important in multimedia as they are for an essay. Scripts, voiceovers and interview questions emphasize traditional writing skills and are the backbone of all multimedia projects.
Develops digital citizens: What to post online, when and how are all important questions for our students to learn to answer. Require them to comment on others’ work and develop etiquette for online posts and feedback. Rather than being afraid of the internet, embrace it to teach digital citizenship.
Students can add to digital portfolios: All student work can be compiled into a digital portfolio that they can use to promote themselves for jobs/internships
How to Educate Digital Storytellers
1. Focus on content, not the tools
2. Take it to the next “SAMR level.” The SAMR model is a way to gauge how deeply and effectively you use technology (Salvador Dali)
The brain is actually three brains: the ancient reptilian brain, the limbic brain, and the cortical brain. This article will focus on the limbic brain, because it may be most important to successfully using interactive video or web-based video. The limbic brain monitors the external world and the internal body, taking in information through the senses as well as body temperature and blood pressure, among others. It is the limbic brain that generates and interprets facial expressions and handles emotions, while the cortical brain handles symbolic activities such as language as well as action and strategizing. The two interact when an emotion is sent from the limbic to the cortical brain and generates a conscious thought; in response to a feeling of fear (limbic), you ask, “what should I do?” (cortical).
The importance of direct eye contact and deciphering body language is also important for sending and picking up clues about social context.
The loss of social cues is important because it may affect the quality of the content of the presentation (by not allowing timely feedback or questions) but also because students may feel less engaged and become frustrated with the interaction, and subsequently lower their assessment of the class and the instructor (Reeves & Nass, 1996). Fortunately, faculty can provide such social cues verbally, once they are aware of the importance of helping students use these new media.
Attachment theory also supports the importance of physical and emotional connections.
As many a struggling teacher knows, students are often impervious to learning new concepts. They may replay the new information for a test, but after time passes, they revert to the earlier (and likely wrong) information. This is referred to as the “power of mental models.” As explained in Marchese (2000), when we view a tree, it is not as if we see the tree in our head, as in photography.
The coping strategies of the two hemispheres are fundamentally different. The left hemisphere’s job is to create a belief system or model and to fold new experiences into that belief system. If confronted with some new information that doesn’t fit the model, it relies on Freudian defense mechanisms to deny, repress or confabulate – anything to preserve the status quo. The right hemisphere’s strategy is to play “Devil’s Advocate,” to question the status quo and look for global inconsistencies. When the anomalous information reaches a certain threshold, the right hemisphere decides that it is time to force a complete revision of the entire model and start from scratch (Ramachandran & Blakeslee, 1998, p. 136).
While much hemispheric-based research has been repudiated as an oversimplification (Gackenbach, 1999), the above description of how new information eventually overwhelms an old world view may be the result of multiple brain functions – some of which work to preserve our models and others to alter – that help us both maintain and change as needed.
Self-talk is the “the root of empathy, understanding, cooperation, and rules that allow us to be successful social beings. Any sense of moral behavior requires thought before action” (Ratey, 2001, p. 255).
Healy (1999) argues that based on what we know about brain development in children, new computer media may be responsible for developing brains that are largely different from the brains of adults. This is because “many brain connections have become specialized for . . . media” (p. 133); in this view, a brain formed by language and reading is different from a brain formed by hypermedia. Different media lead to different synaptic connections being laid down and reinforced, creating different brains in youngsters raised on fast-paced, visually-stimulating computer applications and video games. “Newer technologies emphasize rapid processing of visual symbols . . . and deemphasize traditional verbal learning . . . and the linear, analytic thought process . . . [making it] more difficult to deal with abstract verbal reasoning” (Healy, 1999, p. 142).
Patches is a free online tool for creating virtual reality scenes. Patches offers animated characters, animals, buildings, and common objects that you can place inside a virtual reality scene. Just drag and drop objects and animations
By creating engaging 360° tours, students are not only learning these new tools for themselves but are also helping local organizations see the possibility of VR for marketing and public relations.
some key takeaways from the projects that we have seen:
Let the students lead: In all of these projects, students are taking the initiative. The institutions are providing the technology, the space, organizational vision, and in some cases, academic credit. At NYU Tandon, students organized the entire conference, doing publicity, registration, catering, and scheduling (see figure 4). They brought in a diverse group of speakers from academic, tech, and startup backgrounds. The event included TED-style spotlights, talks, workshops, and demos.
Don’t compromise on space: Brown University’s Granoff Center for the Creative Arts is designed to encourage cross-discipline collaboration. The Tandon event used the main auditorium and the flagship NYU MakerSpace. Space influences behavior and is crucial in driving collaboration and active participation. In addition, to produce VR and AR/MR experiences students need access to high-end technology and, in some cases, motion-capture studios and 360° cameras.
Create opportunities for social impact: Many of these programs are open to the local community or have been designed to have an impact outside higher education. At Emporia State, students are using VR and 360° video to help local businesses. The Gaspee Affair VR experience at Brown University will become a resource for teaching middle and high school students.
Showcase student work: So often in education, the work students do in a course is only seen by others in the same class. Like the example at Texas A&M, all of these experiences have a connection with their campus or larger community. VR and AR engender a level of excitement that gets students engaged with each other and encourage peer learning. It’s worth it to seek out opportunities to bring this work to community events.
more on VR in education in this IMS blog
This case study of Indiana University’s e-text initiative reports on students’ actual use of and engagement with digital textbooks.
In a typical semester, students read more in the first four weeks and less in later weeks except during major assessment times; in a typical week, most reading occurs between 5:00 p.m. and 2:00 a.m. from Monday to Thursday, indicating that students use e-texts mainly as a self-study resource.
Highlighting was the markup feature most used by students, whereas use of the other interactive markup features (shared notes, questions, and answers) was minimal, perhaps because of students’ lack of awareness of these features.
Research found that higher engagement with e-texts (reading and highlighting) correlated with higher course grades.
Although cost savings is often cited as a key advantage of electronic textbooks (aka, e-textbooks or simply e-texts), e-texts also provide powerful markup and interaction tools. For these tools to improve student learning, however, their adoption is critically important.
The Indiana University e-texts program, which began in 2009, has four primary goals:
Drive down the cost of materials for students
Provide high-quality materials of choice
Enable new tools for teaching and learning
Shape the terms of sustainable models that work for students, faculty, and authors
To date, student savings on textbooks amount to $21,673,338. However, we recognize that many students do not pay the full list price for paper textbooks when they purchase online, buy used copies, or recoup some of their costs when they resell their texts after the semester is over.
herefore, we divide the calculated savings by two and report that total as a more accurate representation of student savings. Consequently, we claim that students have saved about $11 million since IU’s e-texts program started in spring 2012.
In addition to printing through the e-text platform, students can purchase a print-on-demand (PoD) copy of an e-text for an additional fee.
One downside of e-texts is that students lease their textbook for a limited time instead of owning it. This lease generally lasts a semester or six months, and students lose their access afterwards. However, with IU’s e-text model, students get access to the textbook before the first day of class and maintain their access until they graduate from Indiana University. That is, students can go back to the e-texts after their course to review or reference the content in the book. This could be especially important if the e-text course is a prerequisite for another course.