LinkedIn acquired by Microsoft
categories: LinkedIn, social media
library presentation
categories: announcement, information literacy
Gergana Martinova, MLIS, Radostina Todorova, MLIS and Plamen Miltenoff, MLIS, Ph.D. will be presenting on June 10, 5:30AM local time, 12:30PM Central European time at the Western Balkan Information Literacy Conference.
http://www.slideshare.net/aidemoreto/greening-information-literacy-through-games
link to the conference proceedings here: Proceedings_WBILC2016
Neurofeedback
categories: announcement
Neurofeedback (NFB)
what is?
https://en.wikipedia.org/wiki/Neurofeedback
http://www.eegspectrum.com/intro-to-neurofeedback/
http://www.npr.org/templates/story/story.php?storyId=130896102
Mindfulness and Neurofeedback:
Special Ed:
Protected: security and education
school leadership and digital storytelling
Guajardo, M., Oliver, J. A., Rodríguez, G., Valadez, M. M., Cantú, Y., & Guajardo, F. (2011). Reframing the Praxis of School Leadership Preparation through Digital Storytelling. Journal of Research on Leadership Education, 6(5), 145–161. http://doi.org/10.1177/194277511100600504
p. 149-150. Digital storytelling applies techniques that cross disciplines, fields, and subject matter. Digital storytelling pioneer Dana Atchley used the varied techniques such as case study, personal experience, introspection, life story, interviews, artifacts, cultural texts, observations, historical interaction, visual texts, and others (Lambert, 2002, 2006). Atchley’s techniques are firmly rooted in research methodology and collectively describe routine and problematic moments and meanings in individuals’ lives (Denzin & Lincoln, 2000; Lambert, 2006). Qualitative researchers often refer to this process as a bricolage, or the creation or construction from a variety of things. This bricolage helps Downloaded from jrl.sagepub.com at SAINT CLOUD STATE UNIV on June 8, 2016 Guajardo et. al./REFRAMING THE PRAXIS OF SCHOOL LEADERSHIP 150 to clarify our ontologies and inform epistemologies. Ladson-Billings (2000) explained epistemologies as more than the traditional way of knowing. Instead, epistemologies are a system of knowing that has both internal logic and external validity. The assortments of experiences used to inform our way of knowing then become the deliberate choices between hegemony and liberation. This process allows individuals to move beyond a traditional epistemological stance, or what Stanley (2007) has called the master narrative. Shujaa (1997) has called it a worldview epistemology that looks at knowledge as a symbiotic interaction of how we view the world, the knowledge we possess, and the knowledge we are capable of passing on to others.
p. 156 digital storytelling has been found to help organizations understand themselves (Militello & Guajardo, 2011). When organizations delve into introspective practices through the use of digital media, small and large organizations alike invite the opportunity to learn from deep, digital reflection.
instructional designers and tech adoption
Survey: Instructional Designers ‘Pivotal’ in Tech Adoption
By Dian Schaffhauser 05/09/16
Managing projects is the most common task instructional designers undertake during their days, followed by technology and pedagogical training. Their biggest obstacle to success on the job is faculty resistance. The most important expertise they possess as a whole is the ability to learn new technologies, followed by project management and learning science or theory. Their favorite tools to work with are Camtasia and Adobe products; their least-favorite are Blackboard and learning management systems in general.
- Consider adding more resources in the area of instructional design. If that isn’t possible, at least consider involving instructional designers “early” and “often” during technology transitions.”
- “Incentivize” faculty to work with instructional designers “from the get-go” in order to help them learn how to engage with their students and expand class time through the use of online tools.
- Technology providers should work closely with instructional designers in the selection of digital tools.
The report, “Instructional Design in Higher Education,” is freely available on the Intentional Futures website here.
Instructional Design in Higher Education
http://intentionalfutures.com/reports/instructional_design/
p. 4 Graph: median number of instructional designers by type of institution. According to the graph, SCSU must have between 3 and 16 instructional designers.
p. 10.“While a ‘jack-of-all-trades’ can get by in instructional design, the best instructional designers are ‘aces-of-many-trades’,with authentic experience and training in all aspects of the process.”
p. 12“Management choose[s] tools that are cheap and never ask[s] about integration or accessibility.Then we spend enormous amounts of time trying to get them to work.”
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more in this IMS blog on instructional design
storytelling with data
categories: digital storytelling
Storytelling with data
http://get.tableau.com/asset/storytelling-data.html
more on storytelling in this IMS blog:
cables
categories: technology literacy, video editing
10 old cables you should keep around (and 6 to toss)
http://www.cnet.com/pictures/should-you-keep-or-toss-these-old-cables/6/
digital humanities workshop
categories: announcement
***”Culture & Technology” – European Summer University in Digital
Humanities (ESU DH C & T) 19th to 29th of July, University of Leipzig*
http://www.culingtec.uni-leipzig.de/ESU_C_T/
As ESU DH C & T is a member of the International Digital Humanities
Training Network courses taken at the Summer University are eligible for
transfer credit towards the University of Victoria Graduate Certificate
in DH (see http://www.uvic.ca/humanities/english/graduate/graduate-certificates/dhum-certificate/index.php).
The Summer University takes place across 11 whole days. The intensive
programme consists of workshops, public lectures, regular project
presentations, a poster session, and a panel discussion.
The *workshop programme* is composed of the following thematic strands:
– XML-TEI encoding, structuring and rendering
– Compilation, Annotation und Analysis of Written Text Corpora. Introduction to Methods and Tools
– Comparing Corpora
– Digital Editions and Editorial Theory: Historical Texts and Documents
– Searching Linguistic Patterns in Large Text Corpora for Digital Humanities Research
– Lexicometric text analysis using CLARIN-D Webservices and R
– Stylometry
– Spoken Language and Multimodal Corpora
– Digital Lexica, Terminological Databases and Encyclopaedias: Contents, Structures and Formats
– Exploring art and technology within contemporary network culture. A close look at net art, digital art curation and its impact on the culture heritage sector
– From Text to Map. Modeling Historical Humanities Data in Mapping
Environments
– Project Management
– Data management for the humanities: from data warehousing to legal and ethical implication
– Digital Research Infrastructures in the Humanities: How to Use, Build and Maintain Them
Workshops are normally structured in such a way that participants can either take the two blocks of one workshop or two blocks from different workshops. The number of participants in each workshop is limited to 10. For more information see:
http://www.culingtec.uni-leipzig.de/ESU_C_T/node/621
The Summer University is directed at 60 participants from all over Europe and beyond. It wants to bring together (doctoral) students, young scholars and academics from the Arts and Humanities, Library Sciences, Social Sciences, Engineering and Computer Sciences as equal partners to an interdisciplinary exchange of knowledge and experience in a multilingual and multicultural context and thus create the conditions for future project-based cooperations and network-building across the borders of disciplines, countries, languages and cultures.
The Summer University seeks to offer a space for the discussion and acquisition of new knowledge, skills and competences in those computer technologies which play a central role in Humanities Computing and which determine every day more and more the work done in the Humanities and Cultural Sciences, as well as in publishing, libraries, and archives, to name only some of the most important areas. The Summer University aims at integrating these activities into the broader context of the Digital Humanities, which pose questions about the consequences and implications of the application of computational methods and tools to cultural artefacts of all kinds.
In all this the Summer University aims at confronting the so-called Gender Divide , i.e. the under-representation of women in the domain of Information and Communication Technologies (ICT) in Germany and Europe. But, instead of strengthening the hard sciences as such by following the way taken by so many measures which focus on the so-called STEM disciplines and try to convince women of the attractiveness and importance of Computer Science or Engineering, the Summer University relies on the challenges that the Humanities with their complex data and their wealth of women represent for Computer Science and Engineering and
the further development of the latter, on the overcoming of the boarders between the so-called hard and soft sciences and on the integration of Humanities, Computer Science and Engineering.
As the Summer University is dedicated not only to the acquisition of knowledge and skills, but wants also to foster community building and networking across disciplines, languages and cultures, countries and continents, the programme of the Summer School features also communal coffee breaks, communal lunches in the refectory of the university, and a rich cultural programme (thematic guided tours, visits of archives, museums and exhibitions, and communal dinners in different parts of Leipzig).
For all relevant information please consult the Web-Portal of the European Summer School in Digital Humanities “Culture & Technology”: http://www.culingtec.uni-leipzig.de/ESU_C_T/ which will be continually updated and integrated with more information as soon as it becomes available.
For questions about the European Summer University please use esu_ct@uni-leipzig.de
With best regards, Elisabeth Burr
—
Prof. Dr. Elisabeth Burr
Lehrstuhl Französische / frankophone und italienische Sprachwissenschaft
Institut für Romanistik
Universität Leipzig
Beethovenstr. 15
D-04107 Leipzig
http://home.uni-leipzig.de/burr/
http://www.dhd2016.de/
http://www.culingtec.uni-leipzig.de/ESU_C_T/
http://www.culingtec.uni-leipzig.de/quebec/
http://www.uni-leipzig.de/gal2010
http://www.uni-leipzig.de/~burr/JISU
peer review in class
categories: student-centered learning
Frame Your Feedback: Making Peer Review Work in Class
By: Christina Moore
Instruct students to include a brief memo of guidance with the work they would like others to review. The memo includes two components: a context paragraph and a list of questions.
Recommendations for Revitalizing the Student Peer Review Process
- Have a candid discussion about students’ experiences with peer review.
- Emphasize the broad range of peer review.
- Make students accountable for accurate, useful feedback.
- Model these practices in your feedback to students.
- Require students to write memos when they ask for your feedback.
- Every professional needs feedback to succeed in their work. These skills can set the foundation for how to ask for, receive, and provide useful feedback.
References
Simmons, J. (May 2003). Responders are taught, not born. Journal of Adolescent and Adult Literacy 46(8), 684–693.
VanDeWeghe, R. (September 2004). “Awesome, dude!”: Responding helpfully to peer writing. English Journal 94(1), 95–99.