Archive of ‘mobile learning’ category
+++++Under EU law, citizen can demand a copy of all personal data that companies hold about them. However, more than one year after implementation of the new law, most Android and iPhone apps still completely ignore this right, a new study has found. from r/iphone
https://dl.acm.org/doi/epdf/10.1145/3407023.3407057
How do App Vendors Respond to Subject Access Requests? A Longitudinal Privacy Study on iOS and Android Apps
the results of a four-year undercover field study.
Besides a general lack of responsiveness, the observed problems range from malfunctioning download links and authentication mechanisms over confusing data labels and le structures to impoliteness, incomprehensible language, and even serious cases of carelessness and data leakage. It is evident from our results that there are no well-established and standardized processes for subject access requests in the mobile app industry. Moreover, we found that many vendors lack the motivation to respond adequately. Many of the responses we received were not only completely insucient, but also deceptive or misleading. Equally worrisome are cases of unsolicited dissolution of personal data, for instance, due to the
apparently widespread practice of deleting stale accounts without prior notice
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New lawsuit: Why do Android phones mysteriously exchange 260MB a month with Google via cellular data when they’re not even in use? from r/technology
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more on privacy data in this IMS blog
https://blog.stcloudstate.edu/ims?s=privacy+data
Elon Musk’s brain-computer startup is getting ready to blow your mind
Musk reckons his brain-computer interface could one day help humans merge with AI, record their memories, or download their consciousness. Could he be right?
https://www.zdnet.com/article/elon-musks-brain-computer-startup-is-getting-ready-to-blow-your-mind/
The idea is to solve these problems with an implantable digital device that can interpret, and possibly alter, the electrical signals made by neurons in the brain.
the latest iteration of the company’s hardware: a small, circular device that attaches to the surface of the brain, gathering data from the cortex and passing it on to external computing systems for analysis.
Several different types of working brain-computer interfaces already exist, gathering data on electrical signals from the user’s brain and translating them into data that can be interpreted by machines.
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If we put computers in our brains, strange things might happen to our minds
Using a brain-computer interface can fundamentally change our grey matter, a view of ourselves and even how fast our brains can change the world.
https://www.zdnet.com/article/if-we-put-computers-in-our-brains-strange-things-might-happen-to-our-minds/
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more on AI in this IMS blog
https://blog.stcloudstate.edu/ims?s=artificial+intelligence
House of Cards: Can the American university be saved?
Daniel Bessner Sept 8, 2929
https://www.thenation.com/article/society/gig-academy-meritocracy-trap-universities-crisis/
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Your Classes Are on Zoom and Your Teaching Staff Is Being Cut
FRANCO PALAZZI
https://jacobinmag.com/2020/04/academia-uk-essex-university-layoffs-higher-education/
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On the Current Situation: Normal Violences, Pandemics, Emergencies, Necropolitics, Zombies, and Creepy Treehouses?Jeremy Hunsinger
https://fastcapitalism.journal.library.uta.edu/index.php/fastcapitalism/article/view/386
https://www.facebook.com/groups/onlinelearningcollective/permalink/645518319412203/
https://ziteboard.com
https://idroo.com/
https://edu.google.com/products/jamboard/?modal_active=none
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more on white boards in this IMS blog
https://blog.stcloudstate.edu/ims?s=white+board
“A well-designed HyFlex class, with effective alternative participation modes
that all lead to the same learning outcomes, can provide meaningful learning opportunities for all students.” Brian Beatty
https://library.educause.edu/resources/2020/7/7-things-you-should-know-about-the-hyflex-course-model
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more on the HyFlex model in this IMS blog
https://blog.stcloudstate.edu/ims?s=hyflex
https://www.facebook.com/groups/onlinelearningcollective/permalink/599387467358622/
Hi everyone- my mom has been teaching Bio 101 with a lab for 39 years. I’m working with her to get ready for the fall semester online but Science isn’t my field. Any recommendations for online bio labs?
Stephanie Edelmann I’m still working on my lab, but here is an extensive list of online resources that was shared with faculty at our school.
https://docs.google.com/…/1Mv0EyCw2QeFIpW5P5qNR5EW…/edit
Rebecca Westphal Carolina has kits…. but they are mostly on back order and hard to get for fall (in US?). You could think of putting together your own kits for students to pick up. There are also many labs using “household” materials such as this spinach photosynthesis lab http://www2.nau.edu/…/photosynthesis/photosynthesis.html.
For introducing basic chemistry I really like the “Build an Atom” simulation on the PhET website, although it’s more of an activity than a “lab”. HHMI biointeractive has lots of free resources and data sets that you could build on, including lots for natural selection — try searching “rock pocket mouse natural selection” on the biointeractive website.
Rachel Scherer https://phet.colorado.edu/_m/ is one of my go to favorites. I have some instructors testing labster out this summer. I haven’t heard anything back so I am guessing it is working well for them. Also
https://docs.google.com/spreadsheets/d/18iVSIeOqKjj58xcR8dYJS5rYvzZ4X1UGLWhl3brRzCM/htmlview?fbclid=IwAR2h4vyLqHtXW6M80CXTHZ4eUrv-TY8ljCMMZ52zMRGCqqgxwNt6Qq8zpF0#gid=0
Cheryl DeWyer Lindeman https://www.biointeractive.org
Cheryl DeWyer Lindeman https://www.shapeoflife.org/
Sondra LoRe https://qubeshub.org/community/groups/quant_bio_online
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more on emergency teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=emergency+teaching
https://www.prweb.com/releases/gigxr_announces_new_immersive_learning_system_for_fall_2020_academic_year_with_remote_and_socially_distanced_learning/prweb17183361.htm
GIGXR, Inc., a provider of extended reality (XR) learning systems for instructor-led teaching and training, announced today the availability of its GIG Immersive Learning System for the Fall 2020 Northern Hemisphere academic year. The cloud-based System was created to dramatically enhance learning outcomes while simplifying complex, real-life teaching and training scenarios in medical and nursing schools, higher education, healthcare and hospitals.
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more on mixed reality in this IMS blog
https://blog.stcloudstate.edu/ims?s=mixed+reality
The EDUCAUSE XR (Extended Reality) Community Group Listserv <XR@LISTSERV.EDUCAUSE.EDU>
Greetings to you all! Presently, I am undertaking a masters course in “Instruction Design and Technology” which has two components: Coursework and Research. For my research, I would like to pursue it in the field of Augmented Reality (AR) and Mobile Learning. I am thinking of an idea that could lead to collaboration among students and directly translate into enhanced learning for students while using an AR application. However, I am having a problem with coming up with an application because I don’t have any computing background. This, in turn, is affecting my ability to come up with a good research topic.
I teach gross anatomy and histology to many students of health sciences at Mbarara University, and this is where I feel I could make a contribution to learning anatomy using AR since almost all students own smartphones. I, therefore, kindly request you to let me know which of the freely-available AR app authoring tools could help me in this regard. In addition, I request for your suggestions regarding which research area(s) I should pursue in order to come up with a good research topic.
Hoping to hear from you soon.
Grace Muwanga Department of Anatomy Mbarara University Uganda (East Africa)
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matthew.macvey@journalism.cuny.edu
Dear Grace, a few augmented reality tools which I’ve found are relatively easy to get started with:
For iOS, iPhone, iPad: https://www.torch.app/ or https://www.adobe.com/products/aero.html
To create AR that will work on social platforms like Facebook and Snapchat (and will work on Android, iOS) try https://sparkar.facebook.com/ar-studio/ or https://lensstudio.snapchat.com/ . You’ll want to look at the tutorials for plane tracking or target tracking https://sparkar.facebook.com/ar-studio/learn/documentation/tracking-people-and-places/effects-in-surroundings/
https://lensstudio.snapchat.com/guides/general/tracking/tracking-modes/
One limitation with Spark and Snap is that file sizes need to be small.
If you’re interested in creating AR experiences that work directly in a web browser and are up for writing some markup code, look at A-Frame AR https://aframe.io/blog/webxr-ar-module/.
For finding and hosting 3D models you can look at Sketchfab and Google Poly. I think both have many examples of anatomy.
Best, Matt
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“Beth L. Ritter-Guth” <britter-guth@NORTHAMPTON.EDU>
I’ve been using Roar. They have a 99$ a year license.
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I have recently been experimenting with an AR development tool called Zappar, which I like because the end users do not have to download an app to view the AR content. Codes can be scanned either with the Zappar app or at web.zappar.com.
From a development standpoint, Zappar has an easy to use drag-and-drop interface called ZapWorks Designer that will help you build basic AR experiences quickly, but for a more complicated, more interactive use case such as learning anatomy, you will probably need ZapWorks Studio, which will have much more of a learning curve. The Hobby (non-commercial) license is free if you are interested in trying it out.
You can check out an AR anatomy mini-lesson with models of the human brain, liver, and heart using ZapWorks here: https://www.zappar.com/campaigns/secrets-human-body/. Even if you choose to go with a different development tool, this example might help nail down ideas for your own project.
Hope this helps,
Brighten
Brighten Jelke Academic Assistant for Virtual Technology Lake Forest College bjelke@lakeforest.edu Office: DO 233 | Phone: 847-735-5168
http://www.lakeforest.edu/academics/resources/innovationspaces/virtualspace.php
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more on XR in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=xr+education
SYNCHRONOUS ONLINE INSTRUCTION RESOURCES
https://www.facebook.com/groups/onlinelearningcollective/permalink/577177872912915/
open google doc to start crowd-sourcing tools/activities/strategies for interactive synchronous online instruction
https://docs.google.com/document/d/1NL5jESubV_kuxrg227LFRdIGOBpwgJvAQkcnYuGpmGA/edit?fbclid=IwAR0Kx7m75wHiKKMai18cAz8gdqaNK3J9wzsIliMDsTrKVVcX7ej6bSTJO4E
https://www.facebook.com/groups/onlinelearningcollective/permalink/576092676354768/
Are Colleges Ready for a Different Kind of Teaching This Fall?
By Beth McMurtrie May 05, 2020
https://www.chronicle.com/article/Are-Colleges-Ready-for-a/248710
Skeptical students and their parents don’t seem willing to pay full price for an experience similar to what they lived through this semester. If virtual learning is mandatory this fall, one survey found, two-thirds of students will expect discounts on tuition and fees. Some may avoid enrolling altogether.
Education experts who have been following higher education’s transition to remote learning say that colleges need to act now if they want to be fully prepared for the fall.
Colleges should start by evaluating what went well, and poorly, this spring, so they can start identifying gaps in training, planning, and technology, he says. They should also assess their campus resources to begin preparing instructors for the fall. They may find that instructional designers, academic-technology experts, and faculty members familiar with online tools and teaching are less effective because they are spread thinly across campus, not centrally deployed.
Effective online teaching, Wade says, depends more on building engagement than on mastering complicated technology.
At the University of Central Florida, Thomas B. Cavanagh, vice provost for digital learning, estimates that more than 80 percent of its 1,600 faculty members had received some form of professional development for teaching online before the coronavirus hit, ranging from self-paced training on how to use the learning-management system to the university’s 10-week online-course-design program. Given the need to rapidly prepare hundreds of instructors, says Cavanagh, the university is in the process of developing a streamlined three-week course, “essentials of online teaching,” through which it expects to train around 200 instructors. About 350 instructors will also take a short course called “teaching through lecture capture — Zoom edition,” he says.