The Amazing Human Body – Winner of the 2015 Prezi Awards – Best Educational Prezi
More on effective presentations, rules for presentations and free visual resources in this IMS blog:
Humanities need convincing data to demonstrate their value, says expert
Humanities scholars have always been good at conveying the importance of their work through stories, writes Paula Krebs for Inside Higher Ed, but they have been less successful at using data to do so. This need not be the case, adds Krebs, who recounts a meeting with faculty members, local employers, and public humanities representatives to discuss how to better measure the impact of a humanities education on graduates. Krebs offers a list of recommendations and concrete program changes, such as interviewing employers about their experiences with hiring graduates, that might help humanities programs better prepare students for postgraduate life.
Academica Group <firstname.lastname@example.org>
Adding Good Data to Good Stories
a list of the skills that we think graduates have cultivated in their humanities education:
- Critical thinking
- Communications skills
- Writing skills, with style
- Organizational skills
- Listening skills
- Cultural competencies, intercultural sensitivity and an understanding of cultural and historical context, including on global topics
- Empathy/emotional intelligence
- Qualitative analysis
- People skills
- Ethical reasoning
- Intellectual curiosity
As part of our list, we also agreed that graduates should have the ability to:
- Meet deadlines
- Construct complex arguments
- Provide attention to detail and nuance (close reading)
- Ask the big questions about meaning, purpose, the human condition
- Communicate in more than one language
- Understand differences in genre (mode of communication)
- Identify and communicate appropriate to each audience
- Be comfortable dealing with gray areas
- Think abstractly beyond an immediate case
- Appreciate differences and conflicting perspectives
- Identify problems as well as solving them
- Read between the lines
- Receive and respond to feedback
Then we asked what we think our graduates should be able to do but perhaps can’t — or not as a result of anything we’ve taught them, anyway. The employers were especially valuable here, highlighting the ability to:
- Use new media, technologies and social media
- Work with the aesthetics of communication, such as design
- Perform a visual presentation and analysis
- Identify, translate and apply skills from course work
- Perform data analysis and quantitative research
- Be comfortable with numbers
- Work well in groups, as leader and as collaborator
- Take risks
- Identify processes and structures
- Write and speak from a variety of rhetorical positions or voices
- Support an argument
- Identify an audience, research it and know how to address it
- Know how to locate one’s own values in relation to a task one has been asked to perform
Clemson University’s Centralized Proctoring Story
e-Campus news offers a proctoring model: http://www.ecampusnews.com/whitepapers/5-step-guide-to-how-clemson-university-online-is-centralizing-online-proctoring/ conveniently presented in a 5-step outline, webinar and “case study” paper.
According to them, you just “Follow their story and learn how the team at Clemson Online implemented RPNow, and how they’re planning to centralize remote proctoring to increase student convenience, faculty efficiency and reduce the costs of exam administration.”
It is, of course, sponsored by the company, who will be paid for the proctoring
Here are my issues with the proposal:
- step 5 of the five-step outline: “Take control of the payment model. Institutional payment (as opposed to student pay) creates a better experience for the student and cost savings for all.”
so, if the institution pays, then student don’t pay? I find this and illusion, since the institution pays by using students’ tuition. which constantly grows. so, the statement is rather deceptive.
- As with the huge controversy around Turnitin (e.g., this 2009 article, and this 2012 article), “mechanizing” the very humane process evaluation is outright wrong. The attempt to compensate the lack of sufficient number of faculty by “outsourcing” to machines is en vogue with the nationwide strive of higher ed administration to create an “assembly line” type of education, which makes profit, but it is dubious if it teaches [well].
- Pedagogically (as per numerous discussions in the Chronicle of Higher Education and similar sources), if the teaching materials and exams are structured in an engaging way, students cheat much less. The “case study” paper claims reduction of cheating, but it is reduction based on fear to be caught, not based on genuine interest in learning.
Microsoft kills off Xbox 360 after more than a decade
more about game consoles in this IMS blog:
Making the Case for WordPress in Education webinar on Tuesday, April 26 at 10:00am – 11:00am PT | 1:00pm – 2:00pm ET.
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Jeff Pfeluger, Director of Agencies and Alliances, Pantheon
Shane Pearlman, CEO, Modern Tribe
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Research: Social media has negative impact on academic performance
By Denny Carter, Managing Editor
April 17th, 2013
My note: very weak article by the managing editor
- first: link to the Hospital Center, but not to the study; difficult to check the facts, which are discussed in the editorial.
- title talks about “social media,” but it is not about social media, it is about texting. danah boyd and Eszter Hargittai are apparently not household names in the house of the managing editor
- then the author jumps from one issue to another: mindfulness or contemplative computing, but h/she has no clue about these issues also.
the research, which claims that social media (which is not social media, but more like BYOD + texting) has a negative impact on academic performance is no different the research that shows very positive impact of learning with social media. It is NOT about social media, it is about how it is used (methodology).
More on contemplative computing in this IMS blog
Also on the connection of mobile devices and sleep:
Technology tools for history lessons
HSTRY Timeline Creator.
HSTRY is a multimedia timeline creation tool that will work on your laptop, Chromebook, iPad, or tablet. With a HSTRY account you can build timelines in a vertical scroll format similar to that of a Facebook feed. To start the process pick a topic and upload a cover photo. To add events to the timeline just click the “+” symbol and select the type of media that you want to add to your timeline. You can add videos, images, audio, and text to the events on your timeline.
There are two features of HSTRY that make it stand-out from the crowd. First, as a teacher you can create an online classroom in which you can view all of your students’ timelines. Second, as a teacher you can build questions into timelines that you share with your students. You can even build-in explanations of the answers to your questions.
For other timeline creation tools, check out this chart.
My note: HSTRY could be a great tool, if the organizers were not that greedy. Their plan + kicks in way to early and does not allow participants to collaborate. E.g., Zaption allows teachers / students to “share” their presentations, but HSTRY asks right away to upgrade. Thumb down!
5 Timeline Creation Tools Compared – Chart
Free Online Tools for Creating Timelines – Richard Byrne – FreeTech4Teachers.com
||iPad/ tablet compatibility
|Text Images Videos
||Yes, if you collaborate through Google Spreadsheets***
||Google Account required.
||Display: yes Creation: no
||Embed code for posting on blog / website.
||iPad app bitly.com/1vMTI7C Android app bitly.com/1vOcZEB Web app bitly.com/1ym46nY
Image saved on camera roll.
||Display: yes Creation: yes
||Embed code for posting on blog / website. Direct link to TG page.
|Text Images Videos
||Display: yes Creation: no
||Embed code for posting on blog / website.
|Text Images Videos
||Display: yes Creation: iOS
*TimeGlider’s basic plan is free for students. A paid subscription is required to activate collaboration tools.
**Dipity’s basic plan is free for students. The basic account is limited to three timelines.
***Timeline JS utilizes Google Spreadsheets as the basis of timeline event creation. Students collaborate on a spreadsheet to build timelines. A video of the process is available at http://bitly.com/1zRLdr5
More on the use of technology in history in this IMS blog:
5 Things to Consider in Your BYOD School
1. Can you find apps and sites suitable for all students’ devices?
2. Can your network handle the number of devices that will be added to it?
3. Are you going BYOD to save money by not providing computers to students?
4. How are your students going to share files and or print files?
5. How will you handle inappropriate use of mobile phones?
Facebook, Twitter Engagement Done Best at Baylor and UW-Madison
By Dian Schaffhauser 04/11/16
Want to know how to do Twitter or Facebook right at your institution? You might want to study the practices used by the University of Wisconsin-Madison for the first and Baylor University for the second. Those two institutions have been deemed the “top users” of the those social media sites by Engagement Labs, which develops technology for measuring online social engagement.
Using its eValue Analytics service, the company said it can measure social media performance based on an aggregate of engagement, impact and responsiveness.
My note: let me repeat: engagement, impact and responsiveness. Whereas the environment where I am at is using Facebook as “easy to create” Web 1.0 page; namely to “announce.”
And recently, mimicking what other libraries are doing (NYPB), although even novices know that social media is about “branding,” AKA finding your own voice. Measurement being “how many people “follow.” Which three years ago was proved as futile.
And most most recently, since stumbling like blind man in the darkness of new ideas, they dropped everything on a student to “resolve” innovations for them.
No wonder that I am ostracized from the social media process, since I repeatedly insist that Web 2.0 is NOT about broadcasting but about dialog and insisted from the beginning to do start activities, which are a circle in a squared thinking.
New Model Lets Students Rent Textbooks on Pay-as-You-Go Basis
By Michael Hart 04/12/16
Once students register with iFlipd, they can rent digital textbooks for as little as a week. Once they finish using a book, they can move it back into the digital catalogue, making it available to other students. There is a loyalty program that gives points toward free rentals.
iFlipd is also integrated with Datalogics and its interactive Active Textbook e-book system so that students have sharing capabilities. They can share notes on the texts through the platform and access notes made by previous users of the same textbooks. The note-sharing platform allows for highlighting, annotations, audio, video and search.