When: Friday, September 28, 8:30am-3:00pm Where: Wilson Research Collaboration Studio, Wilson Library Cost: Free; advanced registration is required
1968 was one of the most turbulent years of the 20th century. 2018 marks the 50th anniversary of that year’s landmark political, social and cultural events–events that continue to influence our world today.
Focusing on the importance of this 50 year anniversary we are calling out to all faculty, staff, students, and community partners to participate the workshop ‘Mapping 1968, Conflict and Change’. This all-day event is designed to bring people together into working groups based on common themes. Bring your talent and curiosity to apply an interdisciplinary approach to further explore the spatial context of these historic and/or current events. Learn new skills on mapping techniques that can be applied to any time in history. To compliment the expertise that you bring to the workshop, working groups will also have the support of library, mapping, and data science experts to help gather, create, and organize the spatial components of a given topic.
Workshop sponsors: Institute for Advanced Studies (IAS), U-Spatial, Liberal Arts Technologies & Innovation Services (LATIS), Digital Arts, Science & Humanities (DASH), and UMN Libraries.
Henneping County scanned the deeds, OCR, Python script to search. Data in an open source. covenant data. Local historian found microfishes, the language from the initial data. e.g. eugenics flavor: arian, truncate.
storymaps.arcgis.com/en/gallery https://storymaps.arcgis.com/en/gallery/#s=0 cloud-based mapping software. ArcGIS Online. organizational account for the U, 600 users. over 700 storymaps creates within the U, some of them are not active, share all kind of data: archive data on spreadsheet, but also a whole set of data within the software; so add the data or use the ArcGIS data and use templates. web maps into the storymap app, Living Atlas: curated set of data: hunderd sets of data, from sat images, to different contents. 846 layers of data, imagery, besides org account, one can create maps within the free account with limited access. data browser to use my own data – Data Enrichment to characterized my data. census data from 2018 and before,
make plan, create a storyboard, writing for the web, short and precise (not as writing for a journal), cartographic style, copyright, citing the materials, choosing the right map scale for each page. online learning materials, some only thru org account ESRI academy has course catalogue. Mapping 101, Dekstop GIS 101, Collector 101, Imagery 101, SQL 101, Story Maps 101,
The “Mapping 1968, Conflict and Change” planning committee is very pleased with the amount of interest and the wonderful attendance at Friday’s gathering. Thank you for attending and actively participating in this interdisciplinary workshop!
To re-cap and learn more on your thoughts and expectations of the workshop we would be grateful if you can take a few moments to complete the workshop evaluation. Please complete the evaluation even if you were unable to attend last Friday, there are questions regarding continued communication and the possibility for future events of this kind.
My note: Email is for old people (https://www.chronicle.com/article/E-Mail-is-for-Old-People/4169) compare with Trello + Slack
“The idea behind us using Slack [last fall] was to kill internal email,” says Green. That’s a common refrain in pro-Slack headlines, with good reason. Users can drop links and files into any Slack conversation.
documented here how educators use Trello to manage project-based learning activities that involve group work and peer review.
Slack has been described as “ a private Twitter on steroids.” At first glance, the tool looks like a chat room—but it’s got more going on inside.
Like Twitter, Slack features hashtags that denote specific “channels” dedicated to topics, but each channel operates like its own chat room. Users can send messages to a channel or directly to one another (one-to-one), and also create private groups for focused discussions (one-to-few).
connected Trello to Slack so that he receives a notification whenever his students make edits on a Trello card. He turns to Slack to communicate directly with students and groups, often leaving feedback on assignments. “It hasn’t been effective as a way to broadcast information to the entire class,” Green admits. “But it’s become a very important tool for us to share resources for kids, and have 1-on-1 conversations with students.”
Other educators are exploring how to use Slack as a professional learning network.
Simply put, a podcast is an audio file posted on a website that people can download and listen to. Businesses use them to establish themselves as experts in their field or to share information about their product or service.
Why are podcasts so popular for businesses?
1. Podcasts are readily available.
2. Your audience can listen to them anywhere.
3. You get to share your expertise.
What are the advantages of webinars?
Webinars are an increasingly popular way to build relationships with current and potential clients. They are multi-media meetings, seminars or classes held over the Internet and done in real time.
1. Webinars allow you to interact with your audience.
Paid Webinars allow you to monetize your expertise. Y
The Call to Action feature allows you to provide a customized call to action button during your webinar
Still wondering which is best for your business?
1. Do you want to cast a wide net to find new audiences?
If so, podcasts are a great way to do that. Your audience has easy access to you and they can listen anywhere to learn more about you and your expertise in your field.
2. Are you looking to go deeper and turn contacts into clients?
Then webinars are for you. They allow you to build relationships through thoughtful interaction.
On this week’s Future Trends Forum, Bryan Alexander and Jennifer Sparrow, the Senior Director of Teaching and Learning with Technology at Penn State University, will explore the significance of media and digital literacy, especially in the era of fake news.
Jennifer and Bryan will further dissect how digital literacy and fluency differ, and why this difference is important.
It will be eons before AI thinks with a limbic brain, let alone has consciousness
AI programmes themselves generate additional computer programming code to fine-tune their algorithms—without the need for an army of computer programmers. In AI speak, this is now often referred to as “machine learning”.
An AI programme “catastrophically forgets” the learnings from its first set of data and would have to be retrained from scratch with new data. The website futurism.com says a completely new set of algorithms would have to be written for a programme that has mastered face recognition, if it is now also expected to recognize emotions. Data on emotions would have to be manually relabelled and then fed into this completely different algorithm for the altered programme to have any use. The original facial recognition programme would have “catastrophically forgotten” the things it learnt about facial recognition as it takes on new code for recognizing emotions. According to the website, this is because computer programmes cannot understand the underlying logic that they have been coded with.
Irina Higgins, a senior researcher at Google DeepMind, has recently announced that she and her team have begun to crack the code on “catastrophic forgetting”.
As far as I am concerned, this limbic thinking is “catastrophic thinking” which is the only true antipode to AI’s “catastrophic forgetting”. It will be eons before AI thinks with a limbic brain, let alone has consciousness.
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Stephen Hawking warns artificial intelligence could end mankind
By Rory Cellan-JonesTechnology correspondent,2 December 2014
the Fourth Industrial Revolution, or Industry 4.0. The adoption of cyber-physical systems, the Internet of Things and the Internet of Systems
While in some ways it’s an extension of the computerization of the 3rd Industrial Revolution (Digital Revolution), due to the velocity, scope and systems impact of the changes of the fourth revolution, it is being considered a distinct era. The Fourth Industrial Revolution is disrupting almost every industry in every country and creating massive change in a non-linear way at unprecedented speed.
In his book,The Fourth Industrial Revolution, professor Klaus Schwab, founder and executive chairman of the World Economic Forum, describes the enormous potential for the technologies of the Fourth Industrial Revolution as well as the possible risks.
Our workplaces and organizations are becoming “smarter” and more efficient as machines, and humans start to work together, and we use connected devices to enhance our supply chains and warehouses. The technologies of the Fourth Industrial Revolution might even help us better prepare for natural disasters and potentially also undo some of the damage wrought by previous industrial revolutions.
There might be increased social tensions as a result of the socioeconomic changes brought by the Fourth Industrial Revolution that could create a job market that’s segregated into “low-skill/low-pay” and “high-skill/high-pay” segments.
We need to develop leaders with the skills to manage organizations through these dramatic shifts.
“Social media is the future of customer service,” says Anna Yates, a content marketer for The Social Reach, a digital marketing agency. “Not only are consumers turning to social media more and more to learn about products and services, but new tools are available to make customer service faster, easier, and smarter.”
the three Ps — be patient, persistent, and polite. Companies tend to flip into “crisis” mode when you send angry messages that threaten lawsuits, bodily harm, or the end of civilization.
From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of Robert, Jenay <jrr296@PSU.EDU> Sent: Wednesday, September 5, 2018 9:58:49 AM
Dear colleagues,
I am collaborating on a project comparing the efficacy of two types of instructional videos. We are looking for literature that describes similar research. For example, a study might compare students who have watched voice-over ppt slides and students who have watched Khan-style videos, examining students’ content knowledge and/or some affective constructs. Alternatively, a study might compare the lengths or speeds of only one type of video.
Given the dearth of literature addressing these variables, I am hoping this community can help us uncover some additional research for our literature review. I am happy to compile and share everything that is shared with me over the coming days.
Jenay Robert, Ph.D. Research Project Manager Teaching and Learning with Technology The Pennsylvania State University
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Clossen, A. S. (2018). Trope or Trap? Roleplaying Narratives and Length in Instructional Video. Information Technology & Libraries, 37(1), 27-38.
It is impossible to please everyone all the time—at least that is what survey results suggest. There are several takeaways to this study: Video length matters, especially as a consideration before the video is viewed. Timestamps should be included in video creation, or it is highly likely that the video will not be viewed. The video player is key here, as some video players include video length, while others do not. Videos that exceed four minutes are unlikely to be viewed unless they are required. Voice quality in narration matters. Although preference in type of voice inevitably varies, the actor’s voice is noticed over production value. It is important that the narrator speaks evenly and clearly. For brief how-to videos, there is a small preference for screencast instructional videos over a narrative roleplay scenario. The results of the survey indicate that roleplay videos should be wellproduced, brief, and high quality. However, what constitutes high quality is not very well established.15 Finally, screencast videos should include an example scenario, however brief, to ground the viewer in the task.
Lin, S., Aiken, J. M., Seaton, D. T., Douglas, S. S., Greco, E. F., Thoms, B. D., & Schatz, M. F. (2017). Exploring Physics Students’ Engagement with Online Instructional Videos in an Introductory Mechanics Course. Physical Review Physics Education Research, 13(2), 020138-1.
Kruse, N. B., & Veblen, K. K. (2012). Music teaching and learning online: Considering YouTube instructional videos. Journal Of Music, Technology & Education, 5(1), 77-87. doi:10.1386/jmte.5.1.77_1
Buzzetto-More, N. A. (2014). An Examination of Undergraduate Student’s Perceptions and Predilections of the Use of YouTube in the Teaching and Learning Process. Interdisciplinary Journal Of E-Learning & Learning Objects, 1017-32.
Chekuri, C., & Tiecheng, L. (2007). Extracting content from instructional videos by statistical modelling and classification. Pattern Analysis & Applications, 10(2), 69-81.
My note; too old as data but interesting as methodology