VR in education
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more on virtual reality in this IMS blog
Digital Literacy for St. Cloud State University
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more on virtual reality in this IMS blog
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more on personality in this IMS blog:
https://blog.stcloudstate.edu/ims?s=briggs
The reputations of Asian universities, and Chinese universities in particular, are on the rise. China’s World Class 2.0 project, announced in August 2015, aims to strengthen the research performance of China’s nine top-ranked universities, with the goal of having six of those institutions ranked within the world’s top 15 universities by 2030.
After two decades in which China has been largely an exporter of students to Australia, Canada, the US and the UK, it is now increasingly attracting international students to study at its universities. And what is true of China is true of other countries too. Global flows of students are an increasing feature of the world’s higher education systems.
You can see the recruitment of international students as an exercise in soft power, in global engagement , in global citizenship, a great exercise in language learning , the practical application of a challenge thrown down by the great American social anthropologist Clifford Geertz.
Certainly, my friends who lead universities in Australia, Canada and New Zealand are delighted when they read politicians’ rhetoric about making it harder for international students to come to the UK.(my note, this is a Guardian article, but applies perfectly with Bush Junior politics and with the rhetoric of Trump)
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more on globalization in this IMS blog:
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more on collaboration in education in this IMS blog:
https://blog.stcloudstate.edu/ims?s=collaboration+tools
An excellent example of practical approach to a real digital storytelling case:
https://plus.google.com/+GeorgeCohn/posts/XfaXtgp5amA
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more on digital storytelling in this IMS blog:
https://blog.stcloudstate.edu/ims?s=digital+storytelling
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more on VR and AR in this IMS blog
Mark your calendars:
The International Journal of Mobile and Blended Learning (IJMBL) provides a forum for researchers in this field to share their knowledge and experience of combining e-learning and m-learning with other educational resources. Providing researchers, practitioners, and academicians with insight into a wide range of topics such as knowledge sharing, mobile games for learning, collaborative learning, and e-learning, this journal contains useful articles for those seeking to learn, analyze, improve, and apply technologies in mobile and blended learning. The journal spans theoretical, technical, and pedagogical issues in mobile and blended learning. These embrace comprehensive or critical reviews of the current literature, relevant technologies and applications, and important contextual issues such as privacy, security, adaptivity, and resource constraints.
The primary mission of the International Journal of Mobile and Blended Learning (IJMBL) is to provide comprehensive coverage and understanding of the role of innovative learning theory and practice in an increasingly mobile and pervasive technological environment. As technology enables a more seamless experience of device supported learning worlds that may integrate mobile, embedded, augmented, and immersive technologies, we may expect to see increasing interest and activity in blended approaches to learning. IJMBL brings together researchers at the forefront of this field, in both technology and pedagogical practice and assists them in the development and dissemination of new approaches to both mobile and blended learning.
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More on mobile and blended learning in this IMS blog:
https://blog.stcloudstate.edu/ims?s=mobile+learning
https://blog.stcloudstate.edu/ims?s=blended+learning
The International Journal of Game-Based Learning (IJGBL) is devoted to the theoretical and empirical understanding of game-based learning. To achieve this aim, the journal publishes theoretical manuscripts, empirical studies, and literature reviews. The journal publishes this multidisciplinary research from fields that explore the cognitive and psychological aspects that underpin successful educational video games. The target audience of the journal is composed of professionals and researchers working in the fields of educational games development, e-learning, technology-enhanced education, multimedia, educational psychology, and information technology. IJGBL promotes an in-depth understanding of the multiple factors and challenges inherent to the design and integration of Game-Based Learning environments.
The mission of the International Journal of Game-Based Learning (IJGBL) is to promote knowledge pertinent to the design of Game-Based Learning environments, and to provide relevant theoretical frameworks and the latest empirical research findings in the field of Game-Based Learning. The main goals of IJGBL are to identify, explain, and improve the interaction between learning outcomes and motivation in video games, and to promote best practices for the integration of video games in instructional settings. The journal is multidisciplinary and addresses cognitive, psychological and emotional aspects of Game-Based Learning. It discusses innovative and cost-effective Game-Based Learning solutions. It also provides students, researchers, instructors, and policymakers with valuable information in Game-Based Learning, and increases their understanding of the process of designing, developing and deploying successful educational games. IJGBL also identifies future directions in this new educational medium.
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more on gaming and gamification in this IMS blog:
https://blog.stcloudstate.edu/ims?s=gaming+and+gamification
10/25/16
https://campustechnology.com/Articles/2016/10/25/A-Return-to-Best-Practices-for-Teaching-Online.aspx
Judith Boettcher book, The Online Teaching Survival Guide (second edition, Jossey-Bass 2016). In chapter three, “Best Practices for Teaching Online: Ten Plus Four,” you and your co-author Rita-Marie Conrad provide a list of 14 best practices for teaching online. How can these best practices help faculty?
when faculty are first asked to teach online, most do not have a lot of time to prepare. They are seldom given much coaching, mentoring, or support — often they are just kind of thrown into it,
Personalized learning means that while all students master core concepts, students ideally practice increasingly difficult use of those core concepts in contexts and settings desired by individual students.
we really need to step up to much more effective use of rubrics. Rubrics can define intellectual outcomes in several key areas, such as critical thinking, for example.
great course design is at the core of creating great online learning experiences. We need to ensure that the desired learning outcomes, the course experiences, and the ways we gather evidences of learning are all congruent, one with the other. Course experiences should help students develop the knowledge and expertise that they desire, and the evidences of learning we require of students should be meaningful and purposeful and where possible, personalized and customized.
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more on online teaching in this IMS blog: