startups and Silicon Valley

FOUR YEARS IN STARTUPS

Life in Silicon Valley during the dawn of the unicorns.

“Ask forgiveness, not permission.”

Startups in New York were eager to create services for media and finance; software engineers in the Bay Area were building tools for other software engineers.

By the time I started looking for other jobs, I considered my blind faith in ambitious, aggressive, arrogant young men from America’s soft suburbs a personal pathology. But it wasn’t personal at all; it had become a global affliction.

Educators in VR

Info on all presentations: https://account.altvr.com/channels/1182698623012438188

Charlie Fink: Setting the Table for the Next Decade in XR

Translating Training Requirements into Immersive Experience

Virtual Reality Technologies for Learning Designers

Virtual Reality Technologies for Learning Designers Margherita Berti

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Technology Acceptance and Learning Process Victoria Bolotina part 1

Technology Acceptance and Learning Process Victoria Bolotina part 2

Assessment of Learning Activities in VR Evelien Ydo part 2

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VR: So Much More Than a Field Trip Shannon Putman, Graduate Assistant/PhD Student, University of Louisville SPED special education https://account.altvr.com/events/1406092840622096803

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VR and Health Professionals Rob Theriault

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Transform Your History Lessons with AR and VR Michael Fricano II

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Transform Your History Lessons with AR and VR Michael Fricano II, Technology Integration Specialist https://www.arvreduhub.com/transform-history

Qlone App for 3D scanning

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2020 Educators in VR International Summit

The 2020 Educators in VR International Summit is February 17-22. It features over 170 speakers in 150+ events across multiple social and educational platforms including AltspaceVRENGAGErumiiMozilla Hubs, and Somnium Space.

The event requires no registration, and is virtual only, free, and open to the public. Platform access is required, so please install one of the above platforms to attend the International Summit. You may attend in 2D on a desktop or laptop computer with a headphone and microphone (USB gaming headphone recommended), or with a virtual device such as the Oculus Go, Quest, and Rift, Vive, and other mobile and tethered devices. Please note the specifications and requirements of each platform.

The majority of our events are on AltspaceVR. AltspaceVR is available for Samsung GearSteam Store for HTC ViveWindows Mixed Reality, and the Oculus Store for RiftGo and Quest users. Download and install the 2D version for use on your Windows desktop computer.

Charlie Fink, author, columnist for Forbes magazine, and Adjunct Faculty member of Chapman University, will be presenting “Setting the Table for the Next Decade in XR,” discussing the future of this innovative and immersive technology, at the 2020 Educators in VR International Summit. He will be speaking in AltspaceVR on Tuesday, February 18 at 1:00 PM EST /

International Summit

Setting the Table for the Next Decade in XR 1PM, Tues, Feb 18 https://account.altvr.com/events/1406089727517393133

Finding a New Literacy for a New Reality 5PM, Tues, Feb 18

https://account.altvr.com/events/1406093036194103494 schedule for new literacy

Finding a New Literacy for a New Reality

Dr. Sarah Jones, Deputy Dean, De Montfort University

This workshop with Dr. Sarah Jones will focus on developing a relevant and new literacy for virtual reality, including the core competencies and skills needed to develop and understand how to become an engaged user of the technology in a meaningful way. The workshop will develop into research for a forthcoming book on Uncovering a Literacy for VR due to be published in 2020.

Sarah is listed as one of the top 15 global influencers within virtual reality. After nearly a decade in television news, Sarah began working in universities focusing on future media, future technology and future education. Sarah holds a PhD in Immersive Storytelling and has published extensively on virtual and augmented reality, whilst continuing to make and create immersive experiences. She has advised the UK Government on Immersive Technologies and delivers keynotes and speaks at conferences across the world on imagining future technology. Sarah is committed to diversifying the media and technology industries and regularly champions initiatives to support this agenda.

Inter-cognitive and Intra-cognitive Communication in Virtual Reality

Inter-cognitive and Intra-cognitive Communication in Virtual Reality

Michael Vallance, Professor, Future University Hakodate

Currently there are limited ways to connect 3D VR environments to physical objects in the real-world whilst simultaneously conducting communication and collaboration between remote users. Within the context of a solar power plant, the performance metrics of the site are invaluable for environmental engineers who are remotely located. Often two or more remotely located engineers need to communicate and collaborate on solving a problem. If a solar panel component is damaged, the repair often needs to be undertaken on-site thereby incurring additional expenses. This triage of communication is known as inter-cognitive communication and intra-cognitive communication: inter-cognitive communication where information transfer occurs between two cognitive entities with different cognitive capabilities (e.g., between a human and an artificially cognitive system); intra-cognitive communication where information transfer occurs between two cognitive entities with equivalent cognitive capabilities (e.g., between two humans) [Baranyi and Csapo, 2010]. Currently, non-VR solutions offer a comprehensive analysis of solar plant data. A regular PC with a monitor currently have advantages over 3D VR. For example, sensors can be monitored using dedicated software such as EPEVER or via a web browser; as exemplified by the comprehensive service provided by Elseta. But when multiple users are able to collaborate remotely within a three-dimensional virtual simulation, the opportunities for communication, training and academic education will be profound.

Michael Vallance Ed.D. is a researcher in the Department of Media Architecture, Future University Hakodate, Japan. He has been involved in educational technology design, implementation, research and consultancy for over twenty years, working closely with Higher Education Institutes, schools and media companies in UK, Singapore, Malaysia and Japan. His 3D virtual world design and tele-robotics research has been recognized and funded by the UK Prime Minister’s Initiative (PMI2) and the Japan Advanced Institute of Science and Technology (JAIST). He has been awarded by the United States Army for his research in collaborating the programming of robots in a 3D Virtual World.

Create Strategic Snapchat & Instagram AR Campaigns

Create Strategic Snapchat & Instagram AR Campaigns

Dominique Wu, CEO/Founder, Hummingbirdsday

Augmented Reality Lens is popular among young people thanks to Snapchat’s invention. Business is losing money without fully using of social media targeting young people (14-25). In my presentation, Dominique Wu will show how businesses can generate more leads through Spark AR (Facebook AR/Instagram AR) & Snapchat AR Lens, and how to create a strategic Snapchat & Instagram AR campaigns.

Domnique Wu is an XR social media strategist and expert in UX/UI design.She has her own YouTube and Apple Podcast show called “XReality: Digital Transformation,” covering the technology and techniques of incorporating XR and AR into social media, marketing, and integration into enterprise solutions.

Mixed Reality in Classrooms Near You

Mixed Reality in Classrooms Near You

Mark Christian, EVP, Strategy and Corporate Development, GIGXR

Mixed Reality devices like the HoloLens are transforming education now. Mark Christian will discuss how the technology is not about edge use cases or POCs, but real usable products that are at Universities transforming the way we teach and learn. Christian will talk about the products of GIGXR, the story of how they were developed and what the research is saying about their efficacy. It is time to move to adoption of XR technology in education. Learn how one team has made this a reality.

As CEO of forward-thinking virtual reality and software companies, Mark Christian employs asymmetric approaches to rapid, global market adoption, hiring, diversity and revenue. He prides himself on unconventional approaches to building technology companies.

Designing Educational Content in VR

Designing Educational Content in VR

Avinash Gyawali, VR Developer, Weaver Studio

Virtual Reality is an effective medium to impart education to the student only if it is done right.The way VR is considered gimmick or not is by the way the software application are designed/developed by the developers not the hardware limitation.I will be giving insight about the VR development for educational content specifically designed for students of lower secondary school.I will also provide insights about the development of game in unity3D game engine.

Game Developer and VR developer with over 3 years of experience in Game Development.Developer of Zombie Shooter, winner of various national awards in the gaming and entertainment category, Avinash Gyawali is the developer of EDVR, an immersive voice controlled VR experience specially designed for children of age 10-18 years.

8:00 AM PST Research Virtual Reality Technologies for Learning Designers Margherita Berti ASVR

Virtual Reality Technologies for Learning Designers

Margherita Berti

Virtual Reality (VR) is a computer-generated experience that simulates presence in real or imagined environments (Kerrebrock, Brengman, & Willems, 2017). VR promotes contextualized learning, authentic experiences, critical thinking, and problem-solving opportunities. Despite the great potential and popularity of this technology, the latest two installations of the Educause Horizon Report (2018, 2019) have argued that VR remains “elusive” in terms of mainstream adoption. The reasons are varied, including the expense and the lack of empirical evidence for its effectiveness in education. More importantly, examples of successful VR implementations for those instructors who lack technical skills are still scarce. Margherita Berti will discuss a range of easy-to-use educational VR tools and examples of VR-based activity examples and the learning theories and instructional design principles utilized for their development.

Margherita Berti is a doctoral candidate in Second Language Acquisition and Teaching (SLAT) and Educational Technology at the University of Arizona. Her research specialization resides at the intersection of virtual reality, the teaching of culture, and curriculum and content development for foreign language education.

Wed 11:00 AM PST Special Event Gamifying the Biblioverse with Metaverse Amanda Fox VR Design / Biblioverse / Training & Embodiment ASVR

Gamifying the Biblioverse with Metaverse

Amanda Fox, Creative Director of STEAMPunks/MetaInk Publishing, MetaInk Publishing

There is a barrier between an author and readers of his/her books. The author’s journey ends, and the reader’s begins. But what if as an author/trainer, you could use gamification and augmented reality(AR) to interact and coach your readers as part of their learning journey? Attend this session with Amanda Fox to learn how the book Teachingland leverages augmented reality tools such as Metaverse to connect with readers beyond the text.

Amanda Fox, Creative Director of STEAMPunksEdu, and author of Teachingland: A Teacher’s Survival Guide to the Classroom Apolcalypse and Zom-Be A Design Thinker. Check her out on the Virtual Reality Podcast, or connect with her on twitter @AmandaFoxSTEM.

Wed 10:00 AM PST Research Didactic Activity of the Use of VR and Virtual Worlds to Teach Design Fundamentals Christian Jonathan Angel Rueda VR Design / Biblioverse / Training & Embodiment ASVR

Didactic Activity of the Use of VR and Virtual Worlds to Teach Design Fundamentals

Christian Jonathan Angel Rueda, research professor, Autonomous University of Queretaro (Universidad Autónoma de Querétaro)

Christian Jonathan Angel Rueda specializaes in didactic activity of the use of virtual reality/virtual worlds to learn the fundamentals of design. He shares the development of a course including recreating in the three-dimensional environment using the fundamentals learned in class, a demonstration of all the works developed throughout the semester using the knowledge of design foundation to show them creatively, and a final project class scenario that connected with the scenes of the students who showed their work throughout the semester.

Christian Jonathan Angel Rueda is a research professor at the Autonomous University of Queretaro in Mexico. With a PhD in educational technology, Christian has published several papers on the intersection of education, pedagogy, and three-dimensional immersive digital environments. He is also an edtech, virtual reality, and social media consultant at Eco Onis.

Thu 11:00 AM PST vCoaching Closing the Gap Between eLearning and XR Richard Van Tilborg XR eLearning / Laughter Medicine ASVR

Closing the Gap Between eLearning and XR

Richard Van Tilborg, founder, CoVince

How we can bridge the gap between eLearning and XR. Richard Van Tilborg discusses combining brain insights enabled with new technologies. Training and education cases realised with the CoVince platform: journeys which start on you mobile and continue in VR. The possibilities to earn from your creations and have a central distribution place for learning and data.

Richard Van Tilborg works with the CoVince platform, a VR platform offering training and educational programs for central distribution of learning and data. He is an author and speaker focusing on computers and education in virtual reality-based tasks for delivering feedback.

 

Thu 12:00 PM PST Research Assessment of Learning Activities in VR Evelien Ydo Technology Acceptance / Learning Assessment / Vaping Prevention ASVR
Thu 6:00 PM PST Down to Basics Copyright and Plagiarism Protections in VR Jonathan Bailey ASVR

 

Thu 8:00 PM PST Diversity Cyberbullying in VR John Williams, Brennan Hatton, Lorelle VanFossen ASVR

IM 690 VR and AR lab

IM 690 Virtual Reality and Augmented Reality. short link: http://bit.ly/IM690lab

IM 690 lab plan for Feb. 18, MC 205:  Experience VR and AR

What is an “avatar” and why do we need to know how it works?

How does the book (and the movie) “Ready Player One” project the education of the future

Peter Rubin “Future Present” pictures XR beyond education. How would such changes in the society and our behavior influence education.

Readings:

each group selected one article of this selection: https://blog.stcloudstate.edu/ims/2020/02/11/immersive-reality-and-instructional-design/
to discuss the approach of an Instructional Designer to XR

Announcements:
https://blog.stcloudstate.edu/ims/2020/02/07/educators-in-vr/

https://blog.stcloudstate.edu/ims/2020/01/30/realities360-conference/

Translating Training Requirements into Immersive Experience

Virtual Reality Technologies for Learning Designers

Virtual Reality Technologies for Learning Designers

Inter

Inter-cognitive and Intra-cognitive communication in VR: https://slides.com/michaelvallance/deck-25c189#/

https://twitter.com/eco_onis/status/1230142463593123846

https://www.youtube.com/channel/UCGHRSovY-KvlbJHkYnIC-aA

People with dementia

https://docs.google.com/presentation/d/e/2PACX-1vSVNHSXWlcLzWZXObifZfhrL8SEeYA59IBdatR1kI7Q-Hry20AHtvLVTWQyH3XxBQ/pub?start=false&loop=false&delayms=60000&slide=id.p1

Free resources:
https://blog.stcloudstate.edu/ims?s=free+audio, free sound, free multimedia

Lab work:

  1. Video 360 as VR entry level
    1. During Lab work on Jan 28, we experienced Video 360 cardboard movies
      let’s take 5-10 min and check out the following videos (select and watch at least three of them)

      1. F2F students, please Google Cardboard
      2. Online students, please view on your computer or mobile devices, if you don’t have googles at your house (you can purchase now goggles for $5-7 from second-hand stores such as Goodwill)
      3. Both F2F and online students. Here directions how to easily open the movies on your mobile devices:
        1. Copy the URL and email it to yourself.
          Open the email on your phone and click on the link
          If you have goggles, click on the appropriate icon lower right corner and insert the phone in the goggles
        2. Open your D2L course on your phone (you can use the mobile app).
          Go to the D2L Content Module with these directions and click on the link.
          After the link opens, insert phone in the goggles to watch the video
      4. Videos:
        While watching the videos, consider the following objectives:
        – Does this particular technology fit in the instructional design (ID) frames and theories covered, e.g. PBL, CBL, Activity Theory, ADDIE Model, TIM etc. (https://blog.stcloudstate.edu/ims/2020/01/29/im-690-id-theory-and-practice/ ). Can you connect the current state, but also the potential of this technology with the any of these frameworks and theories, e.g., how would Google Tour Creator or any of these videos fits in the Analysis – Design – Development – Implementation – Evaluation process? Or, how do you envision your Google Tour Creator project or any of these videos to fit in the Entry – Adoption – Adaptation – Infusion – Transformation process?

– how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
– what models and ideas from the videos you will see seem possible to be replicated by you?

Assignment: Use Google Cardboard to watch at least three of the following options
YouTube:
Elephants (think how it can be used for education)
https://youtu.be/2bpICIClAIg
Sharks (think how it can be used for education)
https://youtu.be/aQd41nbQM-U
Solar system
https://youtu.be/0ytyMKa8aps
Dementia
https://youtu.be/R-Rcbj_qR4g
Facebook
https://www.facebook.com/EgyptVR/photos/a.1185857428100641/1185856994767351/

From Peter Rubin’s Future Presence: here is a link https://blog.stcloudstate.edu/ims/2019/03/25/peter-rubin-future-presence/ if you want to learn more
Empathy, Chris Milk, https://youtu.be/iXHil1TPxvA
Clouds Over Sidra, https://youtu.be/mUosdCQsMkM

  1. Assignment: Group work
    1. Find one F2F and one online peer to form a group.
      Based on the questions/directions before you started watching the videos:
      – Does this particular technology fit in the instructional design (ID) frames and theories covered. e.g. PBL, CBL, Activity Theory, ADDIE Model, TIM etc. (https://blog.stcloudstate.edu/ims/2020/01/29/im-690-id-theory-and-practice/ ). Can you connect the current state, but also the potential of this technology with the any of these frameworks and theories, e.g., how would Google Tour Creator or any of these videos fits in the Analysis – Design – Development – Implementation – Evaluation process? Or, how do you envision your Google Tour Creator project or any of these videos to fit in the Entry – Adoption – Adaptation – Infusion – Transformation process?
      – how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
      – what models and ideas from the videos you will see seem possible to be replicated by you?
      exchange thoughts with your peers and make a plan to create similar educational product
    1. Post your writing in the following D2L Discussions thread: https://stcloudstate.learn.minnstate.edu/d2l/le/4819732/discussions/threads/43483637/View
  1. Lenovo DayDream as VR advanced level
    1. Recording in DayDream
      https://skarredghost.com/2018/08/17/how-to-shoot-cool-screenshots-videos-lenovo-mirage-solo-and-save-them-on-pc/
    2. Using the controller
      https://support.google.com/daydream/answer/7184597?hl=en
    3. Using the menu
    4. Watching 360 video in YouTube
      1. Using keyboard to search
      2. Using voice command to search
    5. Using Labster. https://www.labster.com/
      1. Record how far in the lab you managed to proceed
    6. Playing the games
      1. Evaluate the ability of the game you watched to be incorporated in the educational process

Assignment: In 10-15 min (mind your peers, since we have only headset), do your best to evaluate one educational app (e.g., Labster) and one leisure app (games).
Use the same questions to evaluate Lenovo DayDream:
– Does this particular technology fit in the instructional design (ID) frames and theories covered, e.g. PBL, CBL, Activity Theory, ADDIE Model, TIM etc. (https://blog.stcloudstate.edu/ims/2020/01/29/im-690-id-theory-and-practice/ ). Can you connect the current state, but also the potential of this technology with the any of these frameworks and theories, e.g., how would Google Tour Creator or any of these videos fits in the Analysis – Design – Development – Implementation – Evaluation process? Or, how do you envision your Google Tour Creator project or any of these videos to fit in the Entry – Adoption – Adaptation – Infusion – Transformation process?
– how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
– what models and ideas from the videos you will see seem possible to be replicated by you?

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Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

IM 690 Intro to AR merge cube

IM 690 Virtual Reality and Augmented Reality

A little bit of humor, before we start: Actual Reality Goggles:

View this post on Instagram

A post shared by Scholarly Communication (@bg_research_vr)

Merge Cube: Intro to AR (Augmented Reality)

    1. What is Merge Cube
    2. Why do we need to know it

The Mobile Future of Augmented Reality from Qualcomm Wireless Evolution
  1. How does it work

View this post on Instagram

A post shared by Scholarly Communication (@bg_research_vr)

6 min video explaining how to start the cube

Mark Gill merge cube workshop of October 22, 2019:
https://minnstate.zoom.us/rec/share/_-FwEpGh_ElJR4XBtG3US4M7Ranreaa80yZI__sMnk-vRzQElwtvUlSuWY7tTT22

Creating Merge Cube objects, Mark Gill video tutorial (password in your D2L course

https://blog.stcloudstate.edu/ims/2019/10/17/mark-gill-how-to-mergecube/

More information on Merge Cube and comparison with other AR devices:

https://blog.stcloudstate.edu/ims/2019/08/08/sources-to-intro-vr/

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  1. AR with a telephone

Mark Gill explains creation of AR objects to students in an Unity workshop

SCSU AR Library Tour:

  1. Microsoft Hololens
    SCSU SOE graduate students’ experience with Hololens:



Seeing it through Hololens:

  1. Microsoft Hololens 2

How to setup a Hololens

Advanced Hololens with Unity:

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More resources (advanced):

  1. Introduction to AR with Unity3D from Andreas Blick

I
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Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

TopHat and textbook publishers

https://www.edsurge.com/news/2020-02-04-top-hat-raises-55-million-to-take-on-big-textbook-publishers

Mike Silagadze isn’t shy about his desire to take market share from the largest college textbook publishers through his classroom software company Top Hat. He believes his company’s brand of digital textbooks beats anything Pearson, McGraw-Hill and their ilk can provide.

Founded in 2009, Top Hat claims that 2.7 million students access its digital course materials, including those at 750 of the top 1,000 higher education institutions in North America.

Silagadze believes younger faculty members and future generations of college students will help drive institutions to adopt digital materials instead of print.

Top Hat has challenged tangible goods for a long time now. Its first offering was a digital version of clickers to measure student responses in the classroom. In 2017, the company launched a marketplace for e-textbooks, working with authors and offering openly licensed content from the likes of OpenStax as well.

Last year, the company ceased sales of individual assessment tools to instead offer a bundle of its products. Students pay $48 for one year of Top Hat’s products. Interactive textbooks on Top Hat cost an average of $35.

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more on Top Hat in this IMS blog
https://blog.stcloudstate.edu/ims?s=tophat

Library Instruction Chem 151

Library Instruction delivered by Plamen Miltenoff, pmiltenoff@stcloudstate.edu

Dr. Kannan Sivaprakasam,
CHEM 151. Feb 10, 8-8:50PM.
Link to this tutorial in PDF format: library instruction tutorial

Short link to this tutorial: http://bit.ly/chem151

QR code

  1. Badges for library instruction

Link to the video tutorial regarding microcredentials (badges)

My name is Plamen Miltenoff (https://web.stcloudstate.edu/pmiltenoff/faculty/)  and I am the InforMedia Specialist with the SCSU Library (https://blog.stcloudstate.edu/ims/free-tech-instruction/).

Dr. Sivaprakasam and I are developing a microcredentialing system for your class.

The “library” part has several components:

  • One badge for your ability to use the databases and find reliable scientific information in your field (required)
    submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
  • One badge for completing the quiz based on the information from this library instruction (required)
    a badge will be issued to you automatically after successful completion of the quizz
  • One badge for your ability to use social media for a serious, reliable, scientific research (required)
    submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
  • One badge for using the D2L “embedded librarian” widget to contact the librarian with questions regarding your class research (one of two optional)
    A badge will be issued to you after your post with your email or any other contact information is submitted
  • One badge for helping class peer with his research (one of two optional)
    submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded

Collecting two of the required and one of the optional badges let you earn the superbadge “Mastery of Library Instruction.”

The superbadge brings points toward your final grade.

Master of Library Instruction badge

 

how to collect badges

 

 

 

 

Once you acquire the badges, Dr. Sivaprakasam will reflect your achievement in D2L Grades.

If you are building a LinkedIn portfolio, here are directions to upload your badges in your LinkedIn account using Badgr:

https://community.brightspace.com/s/article/Sharing-Badges-in-Brightspace

chem 151 Social Media accounts

Please do remember we are still developing the system and we will appreciate your questions and feedback; do not hesitate to contact us, if any…

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LIBRARY INSTRUCTION – Information, Digital and Media Literacy

  1. How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
    1. Last year, researchers at Oxford Universityfound that 70 countries had political disinformation campaigns over two years.
      https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
    2. according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
      results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.

https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/

News and Media Literacy (and the lack of) is not very different from Information Literacy

An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.

How does information literacy help me?

Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?

The content of the tutorial is based on the Information Literacy Competency Standards for Higher Education as approved by the Board of Directors of the Association of College and Research Libraries (ACRL).

The standards are:

Standard 1. The information literate student determines the nature and extent of the
information needed

Standard 2. The information literate student accesses needed information effectively
and efficiently

Standard 3. The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge
base and value system

Standard 4. The information literate student, individually or as a member of a group,
uses information effectively to accomplish a specific purpose

Standard 5. The information literate student understands many of the economic, legal,
and social issues surrounding the use of information and accesses and uses
information ethically and legally

Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on how college students seek and use information.

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  1. Developing Your Research Topic/Question

Research always starts with a question.  But the success of your research also depends on how you formulate that question.  If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

  • Is my question one that is likely to have been researched and for which data have been published?  Believe it or not, not every topic has been researched and/or published in the literature.
  • Be flexible.  Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
  • Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.

  1. Getting Ready for Research
    Library Resources vs. the Internet
    How (where from) do you receive information about your professional interests?
    Advantages/disadvantages of using Web Resources

chem 151 databases

Evaluating Web Resources

  1. Google or similar; Yahoo, Bing
  2. Google Scholar
  3. Reddit, Digg, Quora
  4. Wikipedia
  5. Become a member of professional organizations and use their online information
  6. Use the SCSU library page to online databases
  1. Building Your List of Keywords
    1. Why Keyword Searching?
      Why not just type in a phrase or sentence like you do in Google or Yahoo!?

      1. Because most electronic databases store and retrieve information differently than Internet search engines.
      2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings.  Search engines search web content which is typically the full text of sources.
    1. The bottom line: you get better results in a database by using effective keyword search strategies.
    2. To develop an effective search strategy, you need to:
      1. determine the key concepts in your topic and
      2. develop a good list of keyword synonyms.
    1. Why use synonyms?
      Because there is more than one way to express a concept or idea.  You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
    2. Consider: Will an author use:
      1. Hypertension or High Blood Pressure?
      2. Teach or Instruct?
      3. Therapy or Treatment?

Don’t get “keyword lock!”  Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.

Keyword worksheet

  1. Library Resources

chem 151 results libsearch
How to find the SCSU Library Website
SCSU online databases

    1. SCSU Library Web page

lib web page

  1. Basic Research Skills

Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search

Simple vs Advanced Search

  1. Identifying a Scholarly Source

scholarly sources

  1. Boolean operators

  1. Databases:
    CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition

Psychology:
PsychINFO

General Science
ScienceDirect
Arts & Humanities Citation Index

  1. How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use.  There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
    1. ACCURACY
      1. Does the author cite reliable sources?
      2. How does the information compare with that in other works on the topic?
      3. Can you determine if the information has gone through peer-review?
      4. Are there factual, spelling, typographical, or grammatical errors?
    2.  AUDIENCE
      1. Who do you think the authors are trying to reach?
      2. Is the language, vocabulary, style and tone appropriate for intended audience?
      3. What are the audience demographics? (age, educational level, etc.)
      4. Are the authors targeting a particular group or segment of society?
    3.  AUTHORITY
      1. Who wrote the information found in the article or on the site?
      2. What are the author’s credentials/qualifications for this particular topic?
      3. Is the author affiliated with a particular organization or institution?
      4. What does that affiliation suggest about the author?
    1. CURRENCY
      1. Is the content current?
      2. Does the date of the information directly affect the accuracy or usefulness of the information?
    1. OBJECTIVITY/BIAS
      1. What is the author’s or website’s point of view?
      2. Is the point of view subtle or explicit?
      3. Is the information presented as fact or opinion?
      4. If opinion, is the opinion supported by credible data or informed argument?
      5. Is the information one-sided?
      6. Are alternate views represented?
      7. Does the point of view affect how you view the information?
    1. PURPOSE
      1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
      2. Does the purpose affect how you view the information presented?
  1. InterLibrary Loan

  1. Copyright and Fair Use
    Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals

    1. Plagiarism, academic honesty
  2. Writing Tips
  3. Dissemination of Research

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Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

 

Teaching and Learning + Student Success

EDUCAUSE Academic Communities: Teaching and Learning + Student Success

https://events.educause.edu/webinar/2020/educause-academic-communities-teaching-and-learning-student-success

Tuesday, February 25, 2020, at 12:00 pm,
Miller Center, MC 205, the SCSU Professional Development Room
(how to get there? https://youtu.be/jjpLR3FnBLI  )

You will receive an email from Canvas Catalog when you have been granted access to the event website. This site includes live event login details, program and speaker information, and technical requirements.

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My notes from the Adobe Connect webinar

Malcolm Brown (MB) and Kathe Pelletier (KP)campus outcomes

 

 

John Martin, UW-Madison: Interesting that “Student Success” = retention. I feel retention = org success.

Cindy Auclair: Cindy Auclair – ASU – Retention is important that goes hand in hand with well-being.

Kathy Fernandes, CSU Chico: Not sure how one would measure Becoming a Citizen? We do have public Debates, Town Hall, etc. to engage with community.

Lisa Durff: I thought of digital citizenship

assessment

Jim J – MiraCosta: “as a part of teaching and learning” is a real gray area –

Jim J – MiraCosta: We may measure all of these, but there is very little formality around “teaching and learning”

Lisa Durff: very few measure instructor satisfaction

work together

 

student success after 2017 shifts from SS and technology to SS and other issues

digital transformation

why tech adoption doesn’t equal digital transformation. article from Forbes. MB: it is not for sale, cannot buy. not a product, but deep and coordinated shifts: culture, workforce, technology.

student success

 

 

ask for EDUCAUSE Academic Communities PDF document

Malcolm Brown: 2019 Horizon Report https://library.educause.edu/resources/2019/4/2019-horizon-report

Malcolm Brown: Transforming Higher Ed blog https://er.educause.edu/columns/transforming-higher-ed

Malcolm Brown: EDUCAUSE Student Success https://library.educause.edu/topics/information-technology-management-and-leadership/student-success

https://www.educause.edu/research-and-publications/research/core-data-service

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

mindfulness not entirely inherent

Researchers find that mindfulness — purposefully paying attention to everything going on around you in the present moment — is not entirely inherent within people but is partly elicited and shaped by situations. from r/science

https://www.news.vcu.edu/article/Researchers_studying_motivational_aspects_of_mindfulness_find

While metacognitive beliefs aid individuals in higher levels of self-regulation, mental fatigue draws resources away from self-regulation. Meanwhile, how individuals appraise a situation influence how much self-regulation is needed to maintain mindfulness.

“Despite the increasing prevalence of mindfulness in organizational research, we have yet to seriously consider its antecedents: how and why people become more or less mindful from one situation to the next.” In other words, while researchers have previously explored what mindfulness predicts, little to no research has studied what predicts mindfulness, which represents the core contribution of Reina’s study.

“Mindfulness is often assumed to be something that people bring with them into situations, some stable psychological property that is inherent to them,” the study concludes. “The present research helps nuance this assumption. If we instead see mindfulness as arising from the coming together of people and their situations, we can better conceptualize mindfulness and design organizational situations that enhance it.

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

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