Archive of ‘technology literacy’ category

immersive learning

VR and AR: Learners as Creators and World Builders of Our Immersive Future

Friday, December 15, 2017https://er.educause.edu/blogs/2017/12/vr-and-ar-learners-as-creators-and-world-builders-of-our-immersive-future

By creating engaging 360° tours, students are not only learning these new tools for themselves but are also helping local organizations see the possibility of VR for marketing and public relations.

some key takeaways from the projects that we have seen:

  • Let the students lead: In all of these projects, students are taking the initiative. The institutions are providing the technology, the space, organizational vision, and in some cases, academic credit. At NYU Tandon, students organized the entire conference, doing publicity, registration, catering, and scheduling (see figure 4). They brought in a diverse group of speakers from academic, tech, and startup backgrounds. The event included TED-style spotlights, talks, workshops, and demos.
  • Don’t compromise on space: Brown University’s Granoff Center for the Creative Arts is designed to encourage cross-discipline collaboration. The Tandon event used the main auditorium and the flagship NYU MakerSpace. Space influences behavior and is crucial in driving collaboration and active participation. In addition, to produce VR and AR/MR experiences students need access to high-end technology and, in some cases, motion-capture studios and 360° cameras.
  • Create opportunities for social impact: Many of these programs are open to the local community or have been designed to have an impact outside higher education. At Emporia State, students are using VR and 360° video to help local businesses. The Gaspee Affair VR experience at Brown University will become a resource for teaching middle and high school students.
  • Showcase student work: So often in education, the work students do in a course is only seen by others in the same class. Like the example at Texas A&M, all of these experiences have a connection with their campus or larger community. VR and AR engender a level of excitement that gets students engaged with each other and encourage peer learning. It’s worth it to seek out opportunities to bring this work to community events.

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more on VR in education in this IMS blog

https://blog.stcloudstate.edu/ims?s=virtual+reality+education

top ten speech recognition APIs

https://www.quora.com/What-are-the-top-ten-speech-recognition-APIs

Online short utterance

1) Google Speech API – best speech technology, recently announced to be available for commercial use. Currently in beta status. Google also has separate APIs for Android OS and Javascript API for Chrome.

2) Microsoft Cognitive Services – Bing Speech API same from Microsoft, many different nice addons like voice authentication

3) API.AI – analyses intent, not simply recognizes speech. Useful to build command applications, belongs to Google.

There are also offerings from Amazon, Facebook and many others.

Online large files

4) Speechmatics – large vocabulary transcription in the cloud, US and UK English, high accuracy.

5) Vocapia Speech to Text API – not very user friendly, but a good technology

Offline Proprietary

6) Speech Engine_IFLYTEK CO.,LTD. not very well known Chinese company, but it continuously excels in competitions.

7) UWP Speech recognition from Microsoft for Universal Windows Platform

Open Source

8) CMU Sphinx – Speech Recognition Toolkit – offline speech recognition, due to low resource requirements can be used on mobile. OpenEars – Pocketsphinx on iOS, there are also APIs for Node.js, Ruby, Java, Android bindings.

9) Kaldi – speech recognition toolkit for research. UFAL-DSG/cloud-asr – Kaldi-based cloud platform, alumae/kaldi-gstreamer-server – another kaldi-based cloud platform. iOS Speech Recognition – kaldi adopted for offline recognition on iOS from Keen Research.

Bulgarian police Bitcoins

Bitcoins Bulgarian police seized from an ‘organised crime gang’ would now pay off a FIFTH of the country’s national debt after value rises by 600% in six months

  • Officers seized hundreds of thousands of units of the virtual currency in May
  • It was worth $500million at the time but the value of Bitcoin has since surged
  • The haul of 213,519 units is now worth a staggering $3.3billion
  • Thta is enough to pay off almost a quarter of Bulgaria’s national debt

http://www.dailymail.co.uk/news/article-5163209/Bulgaria-Bitcoins-pay-FIFTH-debt.html#ixzz50rvA3d4d
Follow us: @MailOnline on Twitter | DailyMail on Facebook

That is enough to pay off almost a quarter of Bulgaria’s national debt, although it is not known what the authorities have done with the currency. 

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more on Bitcoin in this IMS blog
https://blog.stcloudstate.edu/ims?s=bitcoin

K12 technology preparation

Better teaching through technology? Only with thoughtful preparation

Nov. 30, 2017

https://www.educationdive.com/news/better-teaching-through-technology-only-with-thoughtful-preparation/511896/

Dive Brief:

  • Research from the Yale Center of Teaching and Learning highlights the ups and downs of classroom tech use, including the juxtaposition of increased engagement from using familiar platforms for assignments and decreased motivation and grades from limitless internet exposure, eSchool News reports.
  • Educators must ensure a cautious approach to tech use that doesn’t make students overly reliant upon it to complete tasks and solve problems, using social networking and collaborative platforms as a means to an end rather than the be-all solution.
  • Before adopting and implementing it, educators should consider how any given piece of classroom technology will improve studying, what the possible pitfalls are and how to avoid them, how it will help meet goals or close gaps, and how it will improve workflow, according to eSchool News.

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more on K12 technology in this IMS blog
https://blog.stcloudstate.edu/ims?s=k12+technology

cloud terminology

https://www.cloudwards.net/understanding-cloud-terminology-what-does-iaas-paas-and-saas-mean/

  • IaaS, Infrastructure-as-a-Service
  • PaaS, Platform-as-a-Service

Linux Server

Apache/nginx web server

MySQL database

WordPress

  • SaaS, Software-as-a-Service
  • UCaaS, Unified-Communications-as-a-Service
  • GaaS, Gaming-as-a-Service

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more on SAAS in this IMS blog
https://blog.stcloudstate.edu/ims?s=saas

more on cloud computing in this IMS blog
https://blog.stcloudstate.edu/ims?s=cloud+computing

 

library web page and heat map

Usability of the library web page

From: <lita-l-request@lists.ala.org> on behalf of Amy Kimura <amy.kimura@rutgers.edu>
Subject: [lita-l] Qualitative analytics tools

Hi everyone,

Is anyone out there using CrazyEgg, Hotjar, Mouseflow or the like as a source of analytic data?

If so, I’d love to hear about what you’re using, how you’re using it, what you’ve been able to get out of it. I’m convinced that it will be useful for informing content contributors about how their content is being (or more likely not being) consumed by users — but I’m particularly interested in other ways to utilize the tools and the data they provide.

Thanks so much! Amy

————
Amy Kimura
Web Services Librarian, Shared User Services
Rutgers University Libraries
amy.kimura@rutgers.edu
p: 848.932.5920

My response to Amy:

In my notes: https://blog.stcloudstate.edu/ims/2017/03/07/library-technology-conference-2017/

Here is the 2016 session and contact information to the three fellows, who did an excellent presentation not only how, but why exactly these tools:  http://sched.co/69f2

Here is the link to the 2017 session, which seems closest to your question. http://sched.co/953o Again, the two presenters most probably will be able to help you with your questions, if they have not seen already your posting on the LITA listserv and responded.

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CrazyEgg, Hotjar, Mouseflow




academic library collection data visualization

Finch, J. f., & Flenner, A. (2016). Using Data Visualization to Examine an Academic Library Collection. College & Research Libraries77(6), 765-778.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d119891576%26site%3dehost-live%26scope%3dsite

p. 766
Visualizations of library data have been used to: • reveal relationships among subject areas for users. • illuminate circulation patterns. • suggest titles for weeding. • analyze citations and map scholarly communications

Each unit of data analyzed can be described as topical, asking “what.”6 • What is the number of courses offered in each major and minor? • What is expended in each subject area? • What is the size of the physical collection in each subject area? • What is student enrollment in each area? • What is the circulation in specific areas for one year?

libraries, if they are to survive, must rethink their collecting and service strategies in radical and possibly scary ways and to do so sooner rather than later. Anderson predicts that, in the next ten years, the “idea of collection” will be overhauled in favor of “dynamic access to a virtually unlimited flow of information products.”  My note: in essence, the fight between Mark Vargas and the Acquisition/Cataloguing people

The library collection of today is changing, affected by many factors, such as demanddriven acquisitions, access, streaming media, interdisciplinary coursework, ordering enthusiasm, new areas of study, political pressures, vendor changes, and the individual faculty member following a focused line of research.

subject librarians may see opportunities in looking more closely at the relatively unexplored “intersection of circulation, interlibrary loan, and holdings.”

Using Visualizations to Address Library Problems

the difference between graphical representations of environments and knowledge visualization, which generates graphical representations of meaningful relationships among retrieved files or objects.

Exhaustive lists of data visualization tools include: • the DIRT Directory (http://dirtdirectory.org/categories/visualization) • Kathy Schrock’s educating through infographics (www.schrockguide.net/ infographics-as-an-assessment.html) • Dataviz list of online tools (www.improving-visualisation.org/case-studies/id=5)

Visualization tools explored for this study include Plotly, Microsoft Excel, Python programming language, and D3.js, a javascript library for creating documents based on data. Tableau Public©

Eugene O’Loughlin, National College of Ireland, is very helpful in composing the charts and is found here: https://youtu.be/4FyImh2G7N0.

p. 771 By looking at the data (my note – by visualizing the data), more questions are revealed,  The visualizations provide greater comprehension than the two-dimensional “flatland” of the spreadsheets, in which valuable questions and insights are lost in the columns and rows of data.

By looking at data visualized in different combinations, library collection development teams can clearly compare important considerations in collection management: expenditures and purchases, circulation, student enrollment, and course hours. Library staff and administrators can make funding decisions or begin dialog based on data free from political pressure or from the influence of the squeakiest wheel in a department.

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more on data visualization for the academic library in this IMS blog
https://blog.stcloudstate.edu/ims?s=data+visualization

Software Carpentry Workshop

Minnesota State University Moorhead – Software Carpentry Workshop

https://www.eventbrite.com/e/minnesota-state-university-moorhead-software-carpentry-workshop-registration-38516119751

Reservation code: 680510823  Reservation for: Plamen Miltenoff

Hagen Hall – 600 11th St S – Room 207 – Moorhead

pad.software-carpentry.org/2017-10-27-Moorhead

http://www.datacarpentry.org/lessons/

https://software-carpentry.org/lessons/

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Friday

Jeff – certified Bash Python, John

http://bit.do/msum_swc

https://ntmoore.github.io/2017-10-27-Moorhead/

what is shall and what does it do. language close to computers, fast.

what is “bash” . cd, ls

shell job is a translator between the binory code, the middle name. several types of shells, with slight differences. one natively installed on MAC and Unix. born-again shell

bash commands: cd change director, ls – list; ls -F if it does not work: man ls (manual for LS); colon lower left corner tells you can scrool; q for escape; ls -ltr

arguments is colloquially used with different names. options, flags, parameters

cd ..  – move up one directory .      pwd : see the content      cd data_shell/   – go down one directory

cd ~  – brings me al the way up .        $HOME (universally defined variable

the default behavior of cd is to bring to home directory.

the core shall commands accept the same shell commands (letters)

$ du -h .     gives me the size of the files. ctrl C to stop

$ clear . – clear the entire screen, scroll up to go back to previous command

man history $ history $! pwd (to go to pwd . $ history | grep history (piping)

$ cat (and the file name) – standard output

$ cat ../

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how to edit and delete files

to create new folder: $ mkdir . – make directory

text editors – nano, vim (UNIX text editors) .      $ nano draft.txt .  ctrl O (save) ctr X (exit) .
$ vim . shift  esc (key)  and in command line – wq (write quit) or just “q”

$ mv draft.txt ../data . (move files)

to remove $ rm thesis/:     $ man rm

copy files       $cp    $ touch . (touches the file, creates if new)

remove $ rm .    anything PSEUDO is dangerous   Bash profile: cp -i

*- wild card, truncate       $ ls analyzed      (list of the analyized directory)

stackoverflow web site .

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head command .  $head basilisk.day (check only the first several lines of a large file

$ for filename in basilisk.dat unicorn.dat . (making a loop = multiline)

> do (expecting an action) do

> head -n 3 $filename . (3 is for the first three line of the file to be displayed and -n is for the number)

> done

for doing repetitive functions

also

$ for filename in *.dat ; do head -n 3$x; done

$ for filename in *.dat ; do echo $filename do head -n 3$x; done

$ echo $filename (print statement)

how to loop

$ for filename in *.dat ; do echo $filename ; echo head -n 3 $filename ; done

ctrl c or apple comd dot to get out of the loop

http://swcarpentry.github.io/shell-novice/02-filedir/

also

$ for filename in *.dat

> do

> $filename

> head -n  10 (first ten files ) $filename | tail  -n 20 (last twenty lines)

$ for filename  in *.dat

do
>> echo  $filename
>> done

$ for filename in *.dat
>> do
>> cp $filename orig_$filename
>>done\

history > something else

$ head something.else

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another function: word count

$ wc *.pdb  (protein databank)

$ head cubane.pdb

if i don;t know how to read the outpun $ man wc

the difference between “*” and “?”

$ wc -l *.pdb

$

wc -l *.pdb > lenghts.txs

cat lenghts.txt

$ for fil in *.txt
>>> do
>>> wc -l $fil

by putting a $ sign use that not the actual text.

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nano middle.sh . The entire point of shell is to automate

$ bash (exectubale) to run the program middle.sh

rwx – rwx – rwx . (owner – group -anybody)

bash middle.sh

$ file middle.sh

$path .

$ echo $PATH | tr “:” “\n”

/usr/local/bin

/usr/bin

/bin

/usr/sbin

/sbin

/Applications/VMware Fusion.app/Contents/Public

/usr/local/munki

$ export PATH=$PWD:$PATH

(this is to make sure that the last version of Python is running)

$ ls ~ . (hidden files)        

$ ls -a ~

$ touch .bach_profile .bashrc

$history | grep PATH

   19   echo $PATH

   44  echo #PATH | tr “:” “\n”

   45   echo $PATH | tr “:” “\n”

   46   export PATH=$PWD:$PATH

   47  echo #PATH | tr “:” “\n”

   48   echo #PATH | tr “:” “\n”

   55  history | grep PATH

 

wc -l “$@” | sort -n ($@  – encompasses eerything. will process every single file in the list of files

 

$ chmod (make it executable)

 

$ find . -type d . (find only directories, recursively, ) 

$ find . -type f (files, instead of directories)

$ find . -name ‘*.txt’ . (find files by name, don’t forget single quotes)

$ wc -l $(find . -name ‘*.txt’)  – when searching among direcories on different level

$ find . -name ‘*.txt’ | xargs wc -l    –  same as above ; two ways to do one and the same

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Saturday

Python

Link to the Python Plotting : https://swcarpentry.github.io/python-novice-gapminder

C and C++. scripting purposes in microbiology (instructor). libraries, packages alongside Python, which can extend its functionality. numpy and scipy (numeric and science python). Python for academic libraries?

going out of python $ quit () .      python expect beginning and end parenthesis

new terminal needed after installation. anaconda 5.0.1

python 3 is complete redesign, not only an update.

http://swcarpentry.github.io/python-novice-gapminder/setup/

jupyter crashes in safari. open in chrome. spg engine maybe

https://swcarpentry.github.io/python-novice-gapminder/01-run-quit/

to start python in the terminal $ python

>> variable = 3

>> variable +10

several data types.

stored in JSON format.

command vs edit code.  code cell is the gray box. a text cell is plain text

markdown syntax. format working with git and github .  search explanation in https://swcarpentry.github.io/python-novice-gapminder/01-run-quit/

hackMD https://hackmd.io/ (use your GIthub account)

PANDOC – translates different data formats. https://pandoc.org/

print is a function

in what cases i will run my data trough Python instead of SPSS?

python is a 0 based language. starts counting with 0 – Java, C, P

atom_name = ‘helium ‘
print(atom_name[0])                  string slicing and indexing is tricky

atom_name = ‘helium ‘
print(atom_name[0:6])
vs
atom_name = ‘helium ‘
print(atom_name[7])                python does not know how to slice it
synthax of python is        start : end : countby/step
string versus list .   string is in a single quote, list will have brakets
strings allow me to work not only w values, revers the string
atom_name = ‘helium lithium beryllium’
print(atom_name[::-1])
muillyreb muihtil muileh
Atom_name = ‘helium’
len (atom_name)                                     6 .             case sensitive
to clean the memory, restart the kernel
objects in Python have different types. adopt a class, value may have class inherent in its defintion
print (type(’42’)) .   Python tells me that it is a string
print (type(42)) .    tells e it is a string
LaTex
to combine integer and letter: print (str(1) + ‘A’)
converting a string to integer . : print (1 + int(’55’)) .    all the same type
translation table. numerical representation of a string
float
print (‘half is’, 1 / 2.0)
built in functions and help
print is a function, lenght is a function (len); type, string, int, max, round,
Python does not explain well why the code breaks
ASCI character set – build in Python conversation
libraries – package: https://swcarpentry.github.io/python-novice-gapminder/06-libraries/
function “import”
 Saturdady afternoon
reading .CSV in Python
http://swcarpentry.github.io/python-novice-gapminder/files/python-novice-gapminder-data.zip
**For windows users only: set up git https://swcarpentry.github.io/workshop-template/#git 
python is object oriented and i can define the objects
python creates its own types of objects (which we model) and those are called “DataFrame”
method applied it is an attribute to data that already exists. – difference from function
data.info() . is function – it does not take any arguments
whereas
data.columns . is a method
print (data.T) .  transpose.  not easy in Excel, but very easy in Python
print (data.describe()) .
/Users/plamen_local/anaconda3/lib/python3.6/site-packages/pandas/__init__.py
%matplotlib inline teling Jupyter notebook

import pandas

data = pandas.read_csv(‘/Users/plamen_local/Desktop/data/gapminder_gdp_oceania.csv’ , index_col=’country’)
data.loc[‘Australia’].plot()
plt.xticks(rotation=10)

GD plot 2 is the most well known library.

xelatex is a PDF engine.  reST restructured text like Markdown.  google what is the best PDF engine with Jupyter

four loops .  any computer language will have the concept of “for” loop. In Python: 1. whenever we create a “for” loop, that line must end with a single colon

2. indentation.  any “if” statement in the “for” loop, gets indented

teaching and learning spaces for VR and AR

Planning a Teaching and Learning Space for Virtual and Augmented Reality

Tuesday, November 14, 2017 1:00 – 2:00 p.m. EST

Planning a Teaching and Learning Space for Virtual and Augmented Reality

Dr. James P. Frazee is the Senior Academic Technology Officer and Director of Instructional Technology Services (ITS) at San Diego State University.

  • The “What”: Defining the Space
  • The “Why”: Making a Case
    • Incubator for research
    • Promotes experimentation
    • Leveraging partnerships with industry players
    • Opportunity to highlight technology
  • The “How”: Designing and Implementing
    • Designing the space

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more on VR in this IMS blog

https://blog.stcloudstate.edu/ims?s=virtual+reality

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