Archive of ‘student-centered learning’ category
this article was published in 2006
Mcdonald, R., & Thomas, C. (2006). Disconnects Between Library Culture and Millennial Generation Values. Retrieved from
http://er.educause.edu/articles/2006/1/disconnects-between-library-culture-and-millennial-generation-values
disconnects into three categories—technology, policy, and unexploited opportunities—and discuss ways academic libraries can create next-generation landscapes to address these gaps.
Most library information systems and discovery tools are not easy to customize and remain substantially limited by an enduring library obsession with individual privacy and copyright.
Technology Disconnects
Some of the key technology disconnects between libraries and current online communities include:
- Libraries lack tools to support the creation of new-model digital scholarship and to enable the use of Web services frameworks to support information reformatting (for example, RSS) and point-of-need Web-based assistance (multimedia tutorials or instant messaging assistance).
- Dogmatic library protection of privacy inhibits library support for file-sharing, work-sharing, and online trust-based transactions that are increasingly common in online environments, thus limiting seamless integration of Web-based services.
- Ubiquitous handheld access is more prominent thanks to digital lifestyle devices such as smart phones and iPods, yet libraries still focus on digital content for typical desktop PCs.
Policy Disconnects
Drawing a clear line between technology and policy can be difficult. For example, how many of the characteristics of current libraries (identified by the list below) are driven purely by technology or by policy? These traits include:
- Mainly electronic text-based collections with multimedia content noticeably absent
- Constructed for individual use but requires users to learn from experts how to access and use information and services
- Library presence usually “outside” the main online place for student activity (MySpace, iTunes, Facebook, the campus portal, or learning management system)
Similarly, a policy solution might be required to address the following types of disconnects between libraries and online users:
- Deliberately pushing library search tools into other environments such as learning management systems or social network infrastructure and, conversely, integrating popular external search tools into library frameworks (such as Google Scholar and MS Academic Live Search or LibX.org)
- Libraries linking and pointing to larger sets of open-access data that add context to their local collections
- Restructuring access to reflect use instead of library organizational structure
Opportunity Disconnects
What is your library doing to:
- Support the user’s affinity for self-paced, independent, trial-and-error methods of learning?
- Create opportunities to make library information look and behave like information that exists in online entertainment venues?
- Explore alternative options for delivering information literacy skills to users in online environments and alternate spaces?
- Apply the typical user’s desire for instant gratification to the ways that libraries could be using technology for streamlined services?
- Redefine administrative, security, and policy restrictions to permit online users an online library experience that rivals that of a library site visit?
- Preserve born-digital information?
The promise of seamlessness that stems from ubiquitous computing access and instantly available networked information is, unfortunately, stifled significantly within the libraries of today.
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more on millennials in this IMS blog
https://blog.stcloudstate.edu/ims?s=millennial
Google Phones
the media of this morning is filled with reports about google phones:
New Leak Reveals Everything About Google’s Pixel And Pixel XL Phones
http://www.forbes.com/sites/ianmorris/2016/10/03/new-leak-reveals-everything-about-googles-pixel-and-pixel-xl-phones
Everything there is to know about Google’s new Pixel phones just leaked
http://bgr.com/2016/10/03/google-pixel-specs-pixel-xl-specs-release-date/
http://bgr.com/2016/10/03/google-pixel-specs-pixel-xl-specs-release-date/
and much more on Twitter:
https://twitter.com/search/google+phones
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more on mobile devices for education in this IMS blog
https://blog.stcloudstate.edu/ims?s=mobile+devices
How Mindfulness and Storytelling Help Kids Heal and Learn
https://ww2.kqed.org/mindshift/2016/09/26/how-mindfulness-and-storytelling-help-kids-heal-and-learn/
In an attempt to offer more psychological support, they reached out to Grossman who is a teacher and co-founder of Mindful Schools. The definition of mindfulness, says Grossman, is to “pay attention, on purpose, to the present moment.”
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more on mindfulness and storytelling in this IMS blog
https://blog.stcloudstate.edu/ims?s=mindfulness
https://blog.stcloudstate.edu/ims?s=storytelling
Data Can Help Schools Confront ‘Chronic Absence’
By Dian Schaffhauser 09/22/16
https://thejournal.com/articles/2016/09/22/data-can-help-schools-confront-chronic-absence.aspx
The data shared in June by the Office for Civil Rights, which compiled it from a 2013-2014 survey completed by nearly every school district and school in the United States. new is a report from Attendance Works and the Everyone Graduates Center that encourages schools and districts to use their own data to pinpoint ways to take on the challenge of chronic absenteeism.
The first is research that shows that missing that much school is correlated with “lower academic performance and dropping out.” Second, it also helps in identifying students earlier in the semester in order to get a jump on possible interventions.
The report offers a six-step process for using data tied to chronic absence in order to reduce the problem.
The first step is investing in “consistent and accurate data.” That’s where the definition comes in — to make sure people have a “clear understanding” and so that it can be used “across states and districts” with school years that vary in length. The same step also requires “clarifying what counts as a day of attendance or absence.”
The second step is to use the data to understand what the need is and who needs support in getting to school. This phase could involve defining multiple tiers of chronic absenteeism (at-risk, moderate or severe), and then analyzing the data to see if there are differences by student sub-population — grade, ethnicity, special education, gender, free and reduced price lunch, neighborhood or other criteria that require special kinds of intervention.
Step three asks schools and districts to use the data to identify places getting good results. By comparing chronic absence rates across the district or against schools with similar demographics, the “positive outliers” may surface, showing people that the problem isn’t unstoppable but something that can be addressed for the better.
Steps five and six call on schools and districts to help people understand why the absences are happening, develop ways to address the problem.
The report links to free data tools on the Attendance Works website, including a calculator for tallying chronic absences and guidance on how to protect student privacy when sharing data.
The full report is freely available on the Attendance Works website.
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more on big data in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=data
We know that many of you have been interested in exploring Turnitin in the past, so we are excited to bring you an exclusive standardized price and more information on the roll out of Feedback Studio, replacing the Turnitin you have previously seen. We would like to share some exciting accessibility updates, how Feedback Studio can help faculty deliver formative feedback to students and help students become writers. Starting today thru December 31st non-integrated Feedback Studio will be $2.50 and integrated Feedback Studio will be $3 for new customers! Confused by the name? Don’t be! Turnitin is new and improved! Check out this video to learn about Feedback Studio!
Meet your exclusive Turnitin Team!
Ariel Ream – Account Executive, Indianapolis aream@turnitin.com – 317.650.2795
Juliessa Rivera – Relationship Manager, Oakland jrivera@iparadigms.com – 510.764.7698
Juan Valladares – Account Representative, Oakland
jvalladares@turnitin.com – 510.764.7552
To learn more, please join us for a WebEx on September 21st. We will be offering free 30 day pilots to anyone who attends!
Turnitin Webinar
Wednesday, September 21, 2016
11:00 am | Central Daylight Time (Chicago) | 1 hr
Meeting number (access code): 632 474 162
https://mnscu.webex.com/mnscu/j.php?MTID=mebaec2ae9d1d25e6774d16717719008d
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my notes from the webinar
I am prejudiced against TI and I am not hiding it; that does not mean that I am wrong.
For me, TurnitIn (TI) is an anti-pedagogical “surfer,” using the hype of “technology” to ride the wave of overworked faculty, who hope to streamline increasing workload with technology instead of working on pedagogical resolutions of not that new issues.
Low and behold, Juan, the TI presenter is trying to dazzle me with stuff, which does not dazzle me for a long time.
WCAG 2.0 AA standards of the W3C and section 508 of the rehabilitation act.
the sales pitch: 79% of students believe in feedback, but only %50+ receive it. HIs source is TurnitIn surveys from 2012 to 2016 (very very small font size (ashamed of it?))
It seems to me very much like “massaged” data.
Testimonials: one professor and one students. Ha. the apex of qualitative research…
next sales pitch: TurnitIn feedback studio. Not any more the old Classic. It assesses the originality. Drag and drop macro-style notes. Pushing rubrics. but we still fight for rubrics in D2L. If we have a large amount of adjuncts. Ha. another gem. “I know that you are, guys, IT folks.” So the IT folks are the Trojan horse to get the faculty on board. put comments on
This presentation is structured dangerously askew: IT people but no faculty. If faculty is present, they will object that they ARE capable of doing the same which is proposed to be automated.
More , why do i have to pay for another expensive software, if we have paid already Microsoft? MS Word can do everything that has been presented so far. Between MS Word and D2L, it becomes redundant.
why the heck i am interested about middle school and high school.
TI was sued for illegal collection of paper; paper are stored in their database without the consent of the students’ who wrote it. TI goes “great length to protect the identity of the students,” but still collects their work [illegally?}
November 10 – 30 day free trial
otherwise, $3 per student, prompts back: between Google, MS Word and D2L (which we already heftily pay for), why pay another exuberant price.
D2L integration: version, which does not work. LTI.
“small price to pay of such a beauty” – it does not matter how quick and easy the integration is, it is a redundancy, which already can be resolved with existing tools, part of which we are paying hefty price for
https://d2l.custhelp.com/app/answers/detail/a_id/1668/
10 Big Hurdles to Identifying and Educating the Nation’s Smartest Kids
https://ww2.kqed.org/mindshift/2015/08/24/10-big-hurdles-to-identifying-and-educating-the-nations-smartest-kids/
1. Just 8.8 percent of U.S. students are classified as “high achievers” in mathematics, according to the most recent international assessments. That’s well below the average of 12.6 percent for affluent nations.
2. No Child Left Behind, the 2001 federal law, incentivizes “just getting kids over a bar,” Finn says. “In the public policies affecting our schools — state and federal — there’s almost no incentive to boost a smart kid up the scale or take someone who’s ‘proficient’ and push them to ‘advanced.’ ” [We’ve written before about proficiency and the tendency, under high-stakes testing, for schools to focus resources on kids who are “on the bubble.”]
7. One promising practice from overseas is screening all kids at third or fourth grade — after they’ve had a few years of school — and directing special resources to the top scorers. Here in the U.S., all third-graders are tested, but the high scorers don’t get anything. Meanwhile, screening for gifted programs usually happens in kindergarten, which creates a heavy bias toward those who come from more affluent homes.
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more on gifted education in this IMS blog
https://blog.stcloudstate.edu/ims?s=gifted
What to Watch on Sunday: ‘Building Star Trek’ tracks show’s tech influence
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more on blended and flipped learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=blended
https://blog.stcloudstate.edu/ims?s=flipped
26 Critical Thinking Tools Aligned With Bloom’s Taxonomy
by GDC Team
https://globaldigitalcitizen.org/26-critical-thinking-tools-aligned-with-blooms-taxonomy
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more on the bloom digital taxonomy in this IMS blog
https://blog.stcloudstate.edu/ims?s=bloom
Virtual Reality to Drive Rapid Adoption of 360 Degree Cameras
By David Nagel
https://campustechnology.com/articles/2016/08/31/virtual-reality-to-drive-rapid-adoption-of-360-degree-cameras.aspx
VR’s applications for education have been much lauded, and tech heavyweights have begun investing in the technology, in part to both enable and capitalize on educational opportunities. Google, for example, has been offering its low-cost Google Cardboard kits, which, coupled with the Google Expeditions service, provides VR-based educational experiences and learning activities.
according to market research firm ABI Research, some 6 million consumer and prosumer cameras are expected to ship by 2021. (That’s out of a total of 70 million VR devices that are forecast to ship by then.)