Digital Literacy for St. Cloud State University
http://learning-reimagined.com/noam-chomsky-on-technology-learning/
As far as technology itself and education is concerned, technology is basically neutral. It’s like a hammer. The hammer doesn’t care whether you use it to build a house or whether on torture, using it to crush somebody’s skull, the hammer can do either.
A former SCSU faculty asked me to help her with literature regarding online learning; she is applying to teach complete online somewhere in the South.
Hey Plamen, Do you have any reading suggestions regarding teaching online? I am applying for a job at ?????? and the program is completely online. I want to be current with the literature if I happen to get an interview.
Hey ???,
It is a simple question, with ever growing complex answer. 2013 was announced as the “MOOC” year and that term literally killed the tag “online education.” Most of the literature on online teaching now is subdued one way or another under MOOC.
However, there are still authors, who are widely cited as “foundational.” E.g.: Susan Ko, Paloff and Pratt
Ko, S., & Rossen, S. (2010). Teaching Online: A Practical Guide. Taylor & Francis.
Palloff, R. M., & Pratt, K. (2010). Collaborating Online: Learning Together in Community. John Wiley & Sons.
Palloff, R. M., & Pratt, K. (2009). Assessing the Online Learner: Resources and Strategies for Faculty. John Wiley & Sons.
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont, CA: Thomson/Wadsworth. http://isites.harvard.edu/fs/docs/icb.topic541040.files/Moore%20Theoretical%20Basis%20for%20Distance%20Education.pdf
Moore, M. G. (2013). Handbook of Distance Education. Routledge.
There is a long list of articles, which I am collecting through the years. You can peruse them and choose any further readings, if you want…
Adolphus, M. (2009). USING THE WEB TO teach information literacy. Online, 33(4), 20-25.
Andersen, M. H. (2011). The world is my school: Welcome to the era of personalized learning. Futurist, 45(1), 12-17.
Borja, R. R. (2004). New player in online school market pursues profits. Education Week, 24(15), 8-8.
Brooks-Kirkland, A. (2006). Podcasting for learning. School Libraries in Canada (17108535), 25(4), 44-48.
Ćukušić, M., Alfirević, N., Granić, A., & Garača, Ž. (2010). e-learning process management and the e-learning performance: Results of a european empirical study. Computers & Education, 55(2), 554-565.
Ćukušić, M., Alfirević, N., Granić, A., & Garača, Ž. (2010). e-learning process management and the e-learning performance: Results of a european empirical study. Computers & Education, 55(2), 554-565.
Ćukušić, M., Alfirević, N., Granić, A., & Garača, Ž. (2010). e-learning process management and the e-learning performance: Results of a european empirical study. Computers & Education, 55(2), 554-565.
de Freitas, S., & Veletsianos, G. (2010). Editorial: Crossing boundaries: Learning and teaching in virtual worlds. British Journal of Educational Technology, 41(1), 3-9.
Department of education report: Its importance, one year later. (cover story).(2010). Distance Education Report, 15(12), 1-7.
Falloon, G. (2010). Using avatars and virtual environments in learning: What do they have to offer? British Journal of Educational Technology, 41(1), 108-122.
Hrastinski, S., Keller, C., & Carlsson, S. A. (2010). Design exemplars for synchronous e-learning: A design theory approach. Computers & Education, 55(2), 652-662.
Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and limitations. Educational Technology & Society, 8(1), 17-27.
Keengwe, J., Schnellert, G., & Miltenoff, P. (2011). Technology and globalization in higher education., 2535-2538.
Ketelhut, D. J., Nelson, B. C., Clarke, J., & Dede, C. (2010). A multi-user virtual environment for building and assessing higher order inquiry skills in science. British Journal of Educational Technology, 41(1), 56-68.
Kim, P., Ng, C. K., & Lim, G. (2010). When cloud computing meets with semantic web: A new design for e-portfolio systems in the social media era. British Journal of Educational Technology,41(6), 1018-1028.
Kolowich, S. (2009). MIT tops world ranking of university web sites. Chronicle of Higher Education, 55(24), A15-A15.
Leach, J. (2008). Do new information and communications technologies have a role to play in the achievement of education for all? British Educational Research Journal, 34(6), 783-805.
Levine, A., Levine, A., & Dean, D. R. (2012). Generation on a tightrope : A portrait of today’s college student. San Francisco: Jossey-Bass.
Mangu-Ward, K. (2010). Teachers unions vs. online education. Reason, 42(4), 44-50.
Nistor, N., & Neubauer, K. (2010). From participation to dropout: Quantitative participation patterns in online university courses. Computers & Education, 55(2), 663-672.
Ramig, R. (2009). Social media in the classroom. Multimedia & internet@schools, 16(6), 8-10.
Ramig, R. (2009). Social media in the classroom. Multimedia & internet@schools, 16(6), 8-10.
Schiller, K. (2009). Augmented reality comes to market. (cover story). Information Today, 26(11), 1-46.
Šumak, B., Heričko, M., & Pušnik, M. (2011). A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types. Computers in Human Behavior, 27(6), 2067-2077.
Tallent-Runnels, M., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., et al. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135.
Tallent-Runnels, M., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., et al. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135.
Tallent-Runnels, M., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., et al. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135.
Wang, H., & Shao, M. (2008). Desire2Learn for quality matters., 1335-1339.
College students experienced heightened connectivity in their left temporal cortexes after reading fiction.
blog entries under the article deserve attention
How it works: Businesses collect multiple data points, helping to create hyper-specific marketing for users, while making better predictions with more information from a larger data set.
Examples: You’ve already seen this when Target figured out a teen was pregnant before her dad did. Even though she didn’t buy diapers or formula, her purchasing habits correlated closely with other customers’ who were pregnant, and Target sent her coupons for her upcoming baby.
Factors: Big data is being powered by the reduction in costs of data storage, as well as an explosion in the ability of businesses to capture data points. Never before have retailers been able to capture as much data about purchases, never before has online tracking been so robust, nor have social platforms offered access to so much data about users.
How to Prepare: As a user, you can expect to see much more targeted marketing, and not necessarily what you may expect. By drawing conclusions from large sets of data, companies might be even a little creepy in being able to predict your life – like the Target pregnancy. For marketers, you can expect to find new ways to streamline your sales funnel and get more analytical data about customers through social networks, web analytics groups and at retail.
How it works: More and more third-party tools are springing up to help marketers and social network users make sense of multiple networks. Furthermore, networks themselves are offering ways of connecting to other apps and networks.
Examples: Tools like IFTTT and Zapier use social network APIs to trigger responses, while others like HootSuite allow users to aggregate multiple network communication into one tool. At the same time, tools like About.me allow a combined view of an individual’s social activity. Furthermore, networks themselves are beginning to integrate. Facebook allows cross posts from Instagram, Foursquare, Yelp and a variety of others.
Factors: It’s already taking too much time for individuals and marketers alike to keep up with just a couple social networks, and both the social networks and third-party tools know this. By consolidating social network interaction into a single place, users may be able to spend less time trying to make sense of the chaos.
How to Prepare: Users and marketers alike should keep an eye out for how this data is being used. What happens if you like Eminem on Facebook, but check into a venue during a Taylor Swift concert on Foursquare? What happens if you listen to the Glee channel on Pandora? What says more about who you really are? Do these networks share that information? Is it part of the authorization you okayed? The future may tell.
How it works: Social networks and tool providers are consolidating to remain competitive, both in creating a better offering for users, as well as buying market share.
Examples: Facebook has had nearly 40 different acquisitions since 2005 including technologies that help import contacts, manage photos, create mobile apps, and more, with their largest acquisition being Instagram for one beelion dollars (Doctor Evil style, of course.) Not to be outdone, LinkedIn has scored about 10 of their own acquisitions including Slideshare. Twitter has acquired tools like TweetDeck, platforms like Posterous and has created Vine, but acquisitions aren’t limited to social networks, they extend into social tools as well. Salesforce just had their largest couple years so far acquiring Radian6, Buddy Media and most recently, their largest, Exact Target. Adobe purchased Omniture, and Google bought YouTube and Wildfire Apps, and Oracle took over Involver social apps. Everyone is finding some value in social.
Factors: Not only is social the big thing, but it’s the logical next step after Social Aggregation. People want to be able to easily publish across social networks and marketers want to have the ability to create one true set of data. Rather than having multiple tools these companies are attempting to offer consolidated suites for data creation, storage and analysis.
How to Prepare: Marketers need to be aware of evolving tools and networks. When Twitter bought TweetDeck, it dropped many of the supported features for Facebook, LinkedIn, Myspace and others. Be aware of these types of changes so you can make plans for uninterrupted service.
How it works: Companies are offering bigger roles to consumers.
Examples: Small and medium business often resort to sites like DesignCrowd, who offers thousands of designers the opportunity to design a logo, print piece or something else. The customer picks the best designs, offers revisions and the winner gets about $200. Starbucks turned to crowdsourcing for coming up with new product ideas, with over 50,000 ideas coming through My Starbucks Idea. Doritos, Lincoln, Pepsi, Pizza Hut, Toyota and others have even crowdsourced Super Bowl ads.
Factors: Customers want to have a stake in companies. As more businesses go to greater and greater lengths to spotlight influential users or creative user-generated work, consumers are expecting to interact more and more with companies in these ways. Furthermore, consumers are expecting more unique messaging rather than traditional corporate marketing speak.
How to Prepare: Find new ways that you can incorporate customer feedback and ideas into marketing campaigns, product updates or other areas of the business.
How it works: Online networks, “peer-to-peer marketplaces” are set up to pay to use people’s spare assets – rent a bedroom, or car from, or even eat a meal with complete strangers.
Examples: Perhaps some of the first companies in this space followed the crowdfunding model – with Kickstarter and Indiegogo being the top two. Airbnb offers to rent out unoccupied living space from a bedroom to an entire island including 250,000 listings in 192 countries. Taskrabbit allows users to outsource small jobs such as picking up dog food and dropping it off at your door. RelayRides even offers unused personal vehicles to rent.
Factors: It could be the downturn in the economy making some folks want to rent out their cars and rooms for extra cash, or causing others to avoid committing to a car payment. Furthermore, people are increasingly aware of the toll on natural resources in manufacturing and the high costs of parking in major urban areas. Sharing based businesses help to alleviate these problems and make use of otherwise idle resources.
How to Prepare: See if there may be a natural fit in working with one of these sharing services or offering your services through one. Jeremiah Owyang offers an example where Marriott could work with a shared lodging hosts to offer a “stamp of approval” of sorts, where hosts could agree to abide by certain standards or receive certain training to become certified. Marriott could even offer bedding, linens or other materials that could both help guests feel more confident in their accommodations while helping guests distinguish themselves from competitors.
How it works: Individuals using devices or social networks to track information about themselves. This data can be cross referenced to identify some interesting trends about yourself.
Examples: FitBit tracks your physical activity, while foursquare tracks the types of businesses where you check in. It’s not too difficult to find out that when you go to movie theaters, you tend to eat poorly, and when you go to museums, you add an extra thousand steps to your routine. Apply that across other areas of life, music, work, love and you can some very interesting trends can turn out.
Factors: People are increasingly using technology to extrapolate information to work more efficiently. Furthermore, an increase in the scrutiny of the NSA and increased awareness of privacy have perhaps made people more interested in creating and storing their own information.
How to Prepare: Companies need to offer APIs and other ways for users to control and access their own information where possible. Connect to services like IFTTT and Zapier so users can import data and manipulate it, and make accommodations for people using personal technology like FitBits, Nike Fuelband, Jawbone Up, and others.
Overall, these mega shifts in social networking and social business can significantly affect the way that business will run in the future. Are you prepared? Have you seen these shifts or experienced them? Look for our future posts on the Micro-Trends within each of these larger trends and let us know your thoughts in the comments.
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Summary: Trends matter at CES. While there may not be major product announcements, trends will emerge to shape 2014. Here’s what to watch in business tech.
http://www.zdnet.com/ces-2014-four-mega-trends-for-the-professionals-7000024727/
blog under the articles holds good information
Stoodle is a web application which allows you, without any download or registration, to create a quick classroom space. By sharing the URL of the classroom you can invite other participants. You can use microphone or text based chat, and upload files (images) to discuss.
http://blogs.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/
creating a learner profile, a set of criteria the school district wanted students to learn while in school. That profile includes: seek knowledge and understanding; think critically and solve problems; listen, communicate, and interact effectively; exhibit strong personal qualities; and engage and compete in a global environment. The profile helps guide all approaches to learning in the district.
Kids already know how to use their devices, but they don’t know how to learn with their devices,” Clark said in an edWeb webinar. It’s the teacher’s role to help them discover how to connect to content, one another and learning with a device that they may have only used for texting and Facebook previously. “It’s about the kids being empowered in the classroom to make decisions about the ways that they are learning,”
http://blogs.kqed.org/mindshift/2012/11/four-smart-ways-to-use-cell-phones-in-class/
IN-CLASS POLLING/QUIZZING.
IN-CLASS BACK-CHANNELING: Backchanneling refers to the use of networks & social media to maintain an online, real-time conversation alongside spoken remarks.
IN-CLASS READINGS AND HANDOUTS. Smartphones can also be used productively in the classroom as eReaders for books and handouts. You can place all student handouts into DropBox folders (see “Dropbox A Multi-Tool for Educators”).
ORGANIZING RESEARCH.
http://www.educatorstechnology.com/2014/04/this-is-how-to-use-google-docs-to.html
10 ways to employ backchanneling in classroom instruction.
http://blogs.kqed.org/mindshift/2011/07/10-major-mobile-learning-trends-to-watch-for/
nSpire: iPAD app for math: evaluation
http://www.media4mathplus.com/Assets.aspx?search=nspire%20app
per LinkedIn discussion: http://www.linkedin.com/groupAnswers?viewQuestionAndAnswers=&discussionID=5822757351727316994&gid=2038260&goback=%2Enmp_*1_*1_*1_*1_*1_*1_*1_*1_*1_*1#commentID_null
Don Fitchett☆☆☆☆☆ Industrial Automation Training – Industrial Training software to Maintenance, Engineering, Manufacturing.Top Contributor
Schools and companies commonly use the word “Training” when actually all they are delivering is scholastic education. Our company clearly distinguishes between the two which increases our effectiveness and to differentiate what we deliver to customers (what most call students) from others like colleges. I thought it would be interesting to get this group’s members opinion on the difference between “Training” and “Education”, and to get group members thinking about it.
Director of the UPCEA Center for Online Leadership and Strategy – and – UIS Associate Vice Chancellor of Online Learning
This is one of those questions, the answers to which will be easy to pick apart. But, I will venture a beginning:
Training is task-oriented. It is circumscribed by circumstances such as location, goal, job, career. Training’s intent is to master a task, method or approach.
Education is a broader activity that spans locations, goals, careers. Education’s intent is life guiding, life changing and lasting.
Training can have lifelong import. But, the focus is on a specific task or goal.
Education often includes task-learning.
Enough. A more important task now demands my attention – breakfast – I have been trained well for this lifelong task.
-ray
Executive Director at SCI-EDUCATION SYSTEM,LONDON UK
Training direct develop skills for different profession but education reflects research and update knowledge.
Faculty at American InterContinental University
When asked the difference between education and training, a 4-star general replied…do you want your daughter to have sex training or sex education? Nearly everyone in the audience (1,000+) fell out of there seats. After the laughter subsided, the general went on to reply “fundamentally, education is focused on developing critical thinking skills (know why) that help enable creative solutions, whereas training is about developing specific skill sets (know how) for consistently reliable results.” That said, while there is a large grey area between training and education, per se, when does education stop and training begin, the outcome of both is learning. As a former Air Force flight instructor, I told my students they are educated in the aerodynamics of flight, but trained on how to fly.
Workplace Performance Improvement, Training, Instructional Design, Independent Writer
I just finished reading The Eden Conspiracy: Educating for Accomplished Citizenship by Joe Harless (1998). He explains (p. 157): “Training and education are often differentiated by saying education is to provide knowledge for unpredictable circumstances; training is for predictable circumstances.”
He also states education is provided in school, (K-college) and training is provided after school (knowledge and skills provided on-the-job). Since Harless published this book, the delivery options of education and training has changed, thanks to the Internet. Education and training can occur anywhere, and without proper context, someone can mix the labels and confuse being trained for a specific task with being educated about something they can use to determine if they should use the task they’ve been trained on.
Harless, J. (1998). The Eden Conspiracy: Educating for Accomplished Citizenship . Wheaton, IL: Guild V Publications.
