Archive of ‘learning’ category
10 Amazing Superpowers Humans Will Be Able To Get From Brain Implants
 |
1. Hear a conversation from across a room, or in a crowded club.
2. Give you the ability to see in the dark.
3. Give you sight that can zoom in on things that are far away.
4. Make you better at math and navigation.
5. Allow you to download skills like in “The Matrix.”
6. Restore damaged memories.
8. Enhance focus and energy, like stimulants without the drugs.
9. Control machines with your mind.
10. Search the web and translate languages. |
MANAGING ONLINE COURSE WORKLOAD
http://www.academicimpressions.com/PDF/pdf_serve.php?i=1804&q=24756q203944kR102
From: Ellyssa Kroski [mailto:ellyssakroski@yahoo.com]
Sent: Wednesday, April 23, 2014 2:31 PM
To: lita-l@ala.org
Subject: [lita-l] Write a book on mobile social mktg in libraries
Hi Everyone,
I’m working with Rowman and Littlefield Publishers to develop and serve as series editor for a new book series on technology and libraries, and I’m looking for one more author! If you’re interested in writing a book on Mobile Social Marketing in Libraries please email me at ellyssakroski@yahoo.com. I’d be happy to give you more information on the series, author compensation, etc. Here’s an idea of what I have in mind for this book:
- Mobile Social Marketing in Libraries
- Snapchat, a new photo and video sharing mobile app logs over 400 million messages every day. The similar Instagram mobile app boasts over 130 million users. And the 6-second video-making app Vine has skyrocketed to 40 million users within its first year. Discover how you can leverage the popularity of these new mobile social applications for your library by joining these social networks and creating engaging content. Learn how to encourage library patrons to create their own content and tag it with the library’s location. This practical handbook will walk you through the process of planning, creating, and sharing mobile social marketing content for your library.
Best,
Ellyssa
________________________
Ellyssa Kroski
Writer/Librarian/Instructor/Speaker
ellyssakroski@yahoo.com
http://www.ellyssakroski.com
http://oedb.org/blogs/ilibrarian
MOOC and Libraries
http://explore.tandfonline.com/content/bes/moocsandlibraries
New ACRL Discussion Group—Library Support for MOOCs
Libraries in the Time of MOOCs
http://www.educause.edu/ero/article/libraries-time-moocs
issues related to MOOCs, such as intellectual property rights, privacy issues, and state regulations.
MOOCs have arrived on the scene at a time when many institutions of higher learning are in extreme financial crisis
OCLC conference, “MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge? http://www.oclc.org/research/events/2013/03-18.html
The MOOC movement might change this copyright-ownership contract between university and faculty.
Stephens, M. m., & Jones, K. L. (2014). MOOCs as LIS Professional Development Platforms: Evaluating and Refining SJSU’s First Not-for-Credit MOOC. Journal Of Education For Library & Information Science, 55(4), 345-361.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d99055676%26site%3deds-live%26scope%3dsite
xMOOCs. Using centralized learning platforms (e.g., Coursera),they emphasize individual learning usingautomated assessment tools.In contrast, cMOOCs stress the relationship between course content and a community of learners. Social learning, in thecase of cMOOCs, is emphasized through uses of distributed tools (e.g., a combination of a course site, student blogs, andsocial etworking sites) to build networks of knowledge and learners. Unlike their xMOOC counterparts, the role of an in istructor in a cMOOC is to be a “guide on the side,” a facilitator of the knowledge making process who uses connectivist learning theory (Siemens, 2004; Siemens,2012)
Learning 2.0 programs, also known as“23 Things,” have offered online technology-focused professional development for library staff and could be considered an early version of LIS-focused MOOCs (Stephens, 2013a). Utilizing concepts such as self-directed learning, play, and an emphasis on lifelong learning, these programs have been offered for individual libraries as well as consortial and state level iterations to reach thousands of library staff.
The course structure of the MOOCversion of the HL incorporated content updated from the SLIS course by the coinstructors. Ten modules were scheduled over a twelve-week “semester.” Students
could earn a certificate of completion, if they finished three of five artifact-based assignments of their choosing, in addition to blogging and participating in an end-of-course virtual symposium. The weekly schedule is available in Appendix A, and assignment descriptions are available in Appendix B
utilizing concepts such as self-directed learning, play, and an emphasis on lifelong learning, these programs have been offered for individual libraries as well as consortial and state level iterations to reach thousands of library staff. Benefits to staff include increased comfort with emerging technologies and an increased desire to continue learning (p. 348).
10 technology hallmarks for every campus
http://www.ecampusnews.com/technologies/technology-hallmarks-campus-099
1. High-speed wireless broadband.
According to the Center for Digital Education’s recent “2013 Yearbook: Technology Innovation in Education,” over 80 percent of education institutions surveyed said that wireless broadband was their “top priority for IT investment.”
2. 24/7 IT support.
We have 24/7 support for emergencies and much of our staff, just like at a hospital, are on call. That’s not a perk for the campus, it’s a necessity.
3. The cloud.
The cloud can also: acquire and implement the latest software and application updates; streamline enrollment and admissions processes; and turn to subscriptions that are scalable and provide options, says Edudemic.
4. Digital textbooks.
Planning for digital textbooks means not only boosting mobile device capabilities on campus, but helping faculty learn to implement digital resources into their course.
5. 21st Century PD for faculty and admin.
From offering a MOOC on classroom management online solutions, to hosting a PD session on Twitter, campus admin should offer multiple options for PD delivery, just like how faculty should offer students multiple options for learning–there’s no better way to teach something than to model it first!
6. MOOCs.
[Read: “3 pros and 3 cons of MOOCs.”]
7. Online course management system.
From sending in-class emails to checking grades, course management systems, like Blackboard, offer faculty and students a fairly intuitive way to manage courses more efficiently.
8. Big Data…
Future-proofing universities are beginning to deploy storage solutions to help manage the unstructured data in physical, virtual and cloud environments. More modern storage solutions are also open source for a high learning curve but low cost.
9…security.
precautions can range from scanning existing databases on the university’s servers to determine where personal information is located and then, depending on the database, destroy the personal information or add more digital security; as well as put cybersecurity systems through a series of penetration tests to highlight security shortcomings.
[Read: “University data breach prompts ‘top-to-bottom’ IT review.”]
10. Social media done well.
of the major ways campuses use social media well is by serving up both “cake” and “broccoli,” or balancing the content that is important and good for the school (broccoli) and the content that is fun and delicious (cake). “If you share enough cake, your audience will consume the occasional broccoli,” she advises.
Why Teachers Should Be Trained Like Actors
http://blogs.kqed.org/mindshift/2013/07/teaching-as-acting-a-performance-profession/
From the blog entries discussing the article:
I prefer the student-centered approach, however, where the teacher is more a guide-on-the-side rather than sage-on-the-stage.
Others, too, agree that the trick is to become invisible; active but invisible!
E-learning missing pieces
http://www.designelearn.com/news/elearnings-missing-pieces-infographic/
Four Essential Principles of Blended Learning
http://blogs.kqed.org/mindshift/2013/08/four-essential-principles-of-blended-learning/
1. EVERY SCHOOL NEEDS A VISION.
2. ONE SIZE DOES NOT FIT ALL.
3. DON’T LET SOFTWARE DICTATE LEARNING GOALS.
4. SUPPORT TEACHERS AND INCLUDE THEM IN DECISION-MAKING PROCESS.
Need assistance with restructuring your F2F course to hybrid and online one? Please consider us:
InforMedia Services
informedia@stcloudstate.edu
pmiltenoff@stcloudstate.edu
trhergert@stcloudstate.edu
Contact us via social media:
IMS blog: https://blog.stcloudstate.edu/ims/
Twitter: https://twitter.com/SCSUtechinstruc
Facebook: https://www.facebook.com/InforMediaServices?ref=hl
Pinterest: http://www.pinterest.com/scsutechnology/
Instagram: http://instagram.com/scsutechinstruct
YouTube: https://www.youtube.com/channel/UC_UMIE5r6YB8KzTF5nZJFyA
Google +: https://plus.google.com/u/0/115966710162153290760/posts/p/pub
LinkedIn: https://www.linkedin.com/in/scsuinstructionaltechnology
Please join us in exploring our mobile devices.
Minutes from the April 23, 2014 meeting
Pamela, Greg, Rachel and Plamen met at 3pM in MC 205 and discussed:
- ebooks
- different OS and gadgets – iOS, Windows Surface, Android Galaxy, Kindle
the differences. We determined that it is up to the user which one she/he prefers.
- what can be frustrating
Android – more difficult to organize. For an novice it is more difficult
- WIndows Surface come with Office and Surface has a mouse pointer and USB port, which makes easy connect external mouse.
- Pamela will buy different types of dongles (USB, VGA) for iOS, Android Galaxy and WIndows and they will be available to loan from the dean’s office.
- Siri, consensus on the poor quality. Cortana on WIndows is to be seen. Somebody on campus using Siri to text. Google Now is the Siri equivalent.
- Google Glass. waste of money? it has potential thought. battery is very limited. we are not sure if it connects to iPAD
- meet once a month. ask what worked from the last group and what didn’t to determine what can be discussed. Carol Rose has an app for passwords. How many people do NOT have access to a mobile device. What people do here, work related stuff (email, notes, calendar). A coordinator of this group monitoring free apps and suggesting to be tested in LRS. List from the former group with the apps for iOS, Android, Windows.
Log in your questions, suggestions and helpful information.
Plamen Miltenoff and Tom Hergert
InforMedia Services
informedia@stcloudstate.edu
pmiltenoff@stcloudstate.edu
trhergert@stcloudstate.edu
Contact us via social media:
IMS blog: https://blog.stcloudstate.edu/ims/
Twitter: https://twitter.com/SCSUtechinstruc
Facebook: https://www.facebook.com/InforMediaServices?ref=hl
Pinterest: http://www.pinterest.com/scsutechnology/
Instagram: http://instagram.com/scsutechinstruct
YouTube: https://www.youtube.com/channel/UC_UMIE5r6YB8KzTF5nZJFyA
Google +: https://plus.google.com/u/0/115966710162153290760/posts/p/pub
LinkedIn: https://www.linkedin.com/in/scsuinstructionaltechnology
cheatsheet to Myer Briggs
http://myersbriggs.tumblr.com/post/31022087127
http://www.pinterest.com/pin/259379259763466552/
For Students, Why the Question is More Important Than the Answer
http://blogs.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/
It’s a bit like the Socratic method flipped on its head.
Rule 1: Ask As Many Questions as You Can (Gives License to Ask). There are a number of potential stumbling blocks related to this rule, including:
- Students struggle trying to produce the questions:
- Students ask for examples:
- Groups are working at different pace:
- Some students are not participating or one student is producing all the questions:
Rule 2: Do Not Stop to Discuss, Judge, or Answer Any Question (Creates Safe Space and Protection).
Rule 3: Write Down Every Question Exactly as It Is Stated (Levels the Playing Field So All Questions and Voices Are Respected.)
Rule 4: Change Any Statement into a Question (Insists on the Discipline of Phrasing, Asking, and Thinking in Questions, Not Statement). Potential challenges that may arise with rule 4 include:
- Students get off task and start talking:
- Students are confused about the instructions:
- The QFocus is not working: