Archive of ‘learning’ category

#DLFteach Toolkit Volume 2: Lesson Plans on Immersive Pedagogy

The Digital Library Federation’s recently published #DLFteach Toolkit Volume 2: Lesson Plans on Immersive Pedagogy may be of interest to some of you.

“The #DLFteach Toolkit 2.0 focuses on lesson plans to facilitate disciplinary and interdisciplinary work engaged with 3D technology. As 3D/VR technology becomes relevant to a wide range of scholarly disciplines and teaching context, libraries are proving well-suited to coordinating the dissemination and integration of this technology across the curriculum. For our purposes, 3D technology includes, but is not limited to Augmented Reality (AR) and Virtual Reality (VR) technologies, 3D modeling and scanning software, 3D game engines and WebGL platforms, as well as 3D printers and extruders. While 3D/VR/AR technologies demonstrate real possibilities for collaborative, multidisciplinary learning, they are also fraught with broader concerns prevalent today about digital technologies.”

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Dalton, C. (2021). 3D Modeling for Historical Reconstruction. #DLFteach. Retrieved from https://dlfteach.pubpub.org/pub/vol2-dalton-3d-modeling-for-historical-reconstruction

https://dlfteach.pubpub.org/pub/vol2-dalton-3d-modeling-for-historical-reconstruction/release/1

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Clark, J. L. (2021). Creating an Equally Effective Alternative Action Plan for Immersive Technologies. #DLFteach. Retrieved from https://dlfteach.pubpub.org/pub/vol2-clark-creating-an-equally-effective-alternative-action-plan

https://dlfteach.pubpub.org/pub/vol2-clark-creating-an-equally-effective-alternative-action-plan/release/1

trustworthiness of science

Is Scientific Communication Fit for Purpose?

problems is scientific misconduct and fraud, which, it is important to note, is perpetuated by scientists themselves. This category includes scientists who use fraudulent datainappropriately manipulate images, and otherwise fake experimental results. Publishers have been investing increasingly to block bad contributions at the point of submission through editorial review and more is almost certainly needed, likely a combination of automated and human review. Another form of misconduct is the failure to disclose conflicts of interest, which, notwithstanding efforts by publishers to strengthen disclosure guidelines, have continued to be disclosed “too little too late,”

Beyond individual misconduct, there are also organized and systematic challenges. We are seeing “organized fraud” and “industrialized cheating” to manipulate the scientific record to advance self-interests. These choreographed efforts include citation malpracticepaper millspeer review rings, and guest editor frauds. And, even if it does not rise to the level of misconduct, we have seen the use of methods and practices that make substantial portions of at least some fields impossible to reproduce and therefore of dubious validity. Whether individual, organized, or systematic, all these are threats to scientific integrity.

male college crisis is the lack of completion

In 1972, when the U.S. government passed the landmark Title IX laws to promote gender equality in education, there was a 12 percentage-point gap in the proportion of bachelor’s degrees going to men compared to women. By 1982, the gap had closed. Nobody predicted what happened next: the gap started to widen rapidly in the opposite direction. By 2019, the gender gap in bachelor awards was wider, at 14 points, than it had been in 1972 — but the other way round. (We are not claiming here that Title IX had much impact, however).

To Hanna Rosin, author of The End of Men, it is “the strangest and most profound change of the century, even more so because it is unfolding in a similar way pretty much all over the world.”

Importantly, there is a gender gap not only in rates of college enrollment, as we described earlier in the year, and recently highlighted in the Wall Street Journal and The Atlantic, but also in rates of completion among those who do enroll.

College enrollment is falling, mostly among men

the gender gap widened significantly in 2020.

College enrollment has steadily declined following the Great Recession, with total enrollment among both men and women decreasing each year from 2012 to 2020. But many more women than men were enrolling in college when rates began to fall in 2012 (11.6 million women were enrolled at the time, compared to 8.6 million men). If the relative decline among men and women had been similar, we would expect the gender gap in enrollment rates to remain constant. Instead, the fall 2020 decline in male enrollment eclipsed the decline in female enrollment for the fifth year in a row and the gender gap in enrollment is widening. COVID-19 accelerated this trend.

Women graduate high school and college at higher rates

Education gaps across the lifecycle

Men born from 1955 to 1974 (ages 45-64 in 2019) who likely wrapped up their postsecondary education decades ago, attained bachelor’s and graduate degrees at a similar rate to women in their age group. By contrast, older men born before 1955 had higher educational attainment than women, and younger men born after 1974 seem to be consistently outpaced by women their age.

Class, gender and the education gap

84% of students from the top income quintile enroll in any college in the fall after high school graduation compared to 72% of students in the middle class and 63% of students in the bottom income quintile.

Analog Video Digitization

Reconsidering Technical Labor in Information Institutions: The Case of Analog Video Digitization
Zack Lischer-Katz
Library Trends, Volume 68, Number 2, Fall 2019, pp. 213-251 (Article)

https://muse.jhu.edu/article/746746/pdf?fbclid=IwAR3MIKRogQmLSLkIDxFIqzbmndnqWNXoUePHqc3NCmilyFm-YJT0sBWSdRI

empirical study conducted by the author from 2015–2017 that used qualitative-interpretive methods to study the discursive and material practices of professional media preservationists as they worked to digitize analog video recordings in small-scale, high-quality (“artisanal”) digitization projects

p. 215 Furthermore, understanding technical work in li-braries can contribute to ongoing debates in information studies and the digital humanities on the relationship between “doing” and “signifying” in terms of scholarly production (Cecire 2011)

CMI5

CMI5: A Call to Action

Robert “Bob” Bilyk Robert “Bob” Bilyk

https://lodestarlearn-wordpress-com.cdn.ampproject.org/c/s/lodestarlearn.wordpress.com/2021/10/29/cmi5-a-call-to-action/amp/

SCORM still remains the standard for how we describe, package, and report on eLearning.

CMI5 can generate a statement on virtually any kind of learner experience as well as the traditional data elements such as score, time on task, quiz questions and student answers. In this sense, CMI5 supports both openness and structure.

With CMI5, you can place a learning activity in a repository, in GitHub, on a web server, in a Site44 drop box site, in SharePoint, in a distributed network, wherever….without restricting its ability to connect with a learning management system. CMI5 content does not need to be imported. A CMI5 package can contain as little as one XML file, which among other things, tells the LMS where to find the content.

 

Online cheating

Online Cheating Isn’t Going Away. Use It as a Teachable Moment for Students and Educators

By Wade Tyler Millward     Jul 27, 2020

https://www.edsurge.com/news/2020-07-27-online-cheating-isn-t-going-away-use-it-as-a-teachable-moment-for-students-and-educators

my note:
Nothing new in this article. It has been wildly known for a long time that the larger part of students commit academic dishonesty because they are not educated on that issue.

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More on Online cheating the same as blog
https://blog.stcloudstate.edu/ims?s=cheating

changes in DRM

https://en.wikipedia.org/wiki/Digital_rights_management

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More on copyright in this blog
https://blog.stcloudstate.edu/ims?s=copyright

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