Digital Literacy for St. Cloud State University
Congrats everyone https://t.co/auPV8Kp7VZ
— Audrey Watters (@audreywatters) December 31, 2019
http://hackeducation.com/2019/12/31/what-a-shitshow
14. inBloom. The Shared Learning Collaborative (2011)
at a session on the umbrella concept of “mixed reality” (abbreviated XR) here Thursday, attendees had some questions for the panel’s VR/AR/XR evangelists: Can these tools help students learn? Can institutions with limited budgets pull off ambitious projects? Can skeptical faculty members be convinced to experiment with unfamiliar technology?
All four — one each from Florida International University, Hamilton College, Syracuse University and Yale University — have just finished the first year of a joint research project commissioned by Educause and sponsored by Hewlett-Packard to investigate the potential for immersive technology to supplement and even transform classroom experiences.
Campus of the Future” report, written by Jeffrey Pomerantz
Yale has landed on a “hub model” for project development — instructors propose projects and partner with students with technological capabilities to tap into a centralized pool of equipment and funding. (My note: this is what I suggest in my Chapter 2 of Arnheim, Eliot & Rose (2012) Lib Guides)
Several panelists said they had already been getting started on mixed reality initiatives prior to the infusion of support from Educause and HP, which helped them settle on a direction
While 3-D printing might seem to lend itself more naturally to the hard sciences, Yale’s humanities departments have cottoned to the technology as a portal to answering tough philosophical questions.
institutions would be better served forgoing an early investment in hardware and instead gravitating toward free online products like Unity, Organon and You by Sharecare, all of which allow users to create 3-D experiences from their desktop computers.
+++++++++
Campus of the Future” report, written by Jeffrey Pomerantz
https://library.educause.edu/~/media/files/library/2018/8/ers1805.pdf?la=en
XR technologies encompassing 3D simulations, modeling, and production.
This project sought to identify
p. 5 Extended reality (XR) technologies, which encompass virtual reality (VR) and augmented reality (AR), are already having a dramatic impact on pedagogy in higher education. XR is a general term that covers a wide range of technologies along a continuum, with the real world at one end and fully immersive simulations at the other.
p. 6The Campus of the Future project was an exploratory evaluation of 3D technologies for instruction and research in higher education: VR, AR, 3D scanning, and 3D printing. The project sought to identify interesting and novel uses of 3D technology
p. 7 HP would provide the hardware, and EDUCAUSE would provide the methodological expertise to conduct an evaluation research project investigating the potential uses of 3D technologies in higher education learning and research.
The institutions that participated in the Campus of the Future project were selected because they were already on the cutting edge of integrating 3D technology into pedagogy. These institutions were therefore not representative, nor were they intended to be representative, of the state of higher education in the United States. These institutions were selected precisely because they already had a set of use cases for 3D technology available for study
p. 9 At some institutions, the group participating in the project was an academic unit (e.g., the Newhouse School of Communications at Syracuse University; the Graduate School of Education at Harvard University). At these institutions, the 3D technology provided by HP was deployed for use more or less exclusively by students and faculty affiliated with the particular academic unit.
p. 10 definitions
there is not universal agreement on the definitions of these
terms or on the scope of these technologies. Also, all of these technologies
currently exist in an active marketplace and, as in many rapidly changing markets, there is a tendency for companies to invent neologisms around 3D technology.
A 3D scanner is not a single device but rather a combination of hardware and
software. There are generally two pieces of hardware: a laser scanner and a digital
camera. The laser scanner bounces laser beams off the surface of an object to
determine its shape and contours.
p. 11 definitions
Virtual reality means that the wearer is completely immersed in a computer
simulation. Several types of VR headsets are currently available, but all involve
a lightweight helmet with a display in front of the eyes (see figure 2). In some
cases, this display may simply be a smartphone (e.g., Google Cardboard); in other
cases, two displays—one for each eye—are integrated into the headset (e.g., HTC
Vive). Most commercially available VR rigs also include handheld controllers
that enable the user to interact with the simulation by moving the controllers
in space and clicking on finger triggers or buttons.
p. 12 definitions
Augmented reality provides an “overlay” of some type over the real world through
the use of a headset or even a smartphone.
In an active technology marketplace, there is a tendency for new terms to be
invented rapidly and for existing terms to be used loosely. This is currently
happening in the VR and AR market space. The HP VR rig and the HTC Vive
unit are marketed as being immersive, meaning that the user is fully immersed in
a simulation—virtual reality. Many currently available AR headsets, however, are
marketed not as AR but rather as MR (mixed reality). These MR headsets have a
display in front of the eyes as well as a pair of front-mounted cameras; they are
therefore capable of supporting both VR and AR functionality.
p. 13 Implementation
Technical difficulties.
Technical issues can generally be divided into two broad categories: hardware
problems and software problems. There is, of course, a common third category:
human error.
p. 15 the technology learning curve
The well-known diffusion of innovations theoretical framework articulates five
adopter categories: innovators, early adopters, early majority, late majority, and
laggards. Everett M. Rogers, Diffusion of Innovations, 5th ed. (New York: Simon and Schuster, 2003).
It is also likely that staff in the campus IT unit or center for teaching and learning already know who (at least some of) these individuals are, since such faculty members are likely to already have had contact with these campus units.
Students may of course also be innovators and early adopters, and in fact
several participating institutions found that some of the most creative uses of 3D technology arose from student projects
p. 30 Zeynep Tufekci, in her book Twitter and Tear Gas
definition: There is no necessary distinction between AR and VR; indeed, much research
on the subject is based on a conception of a “virtuality continuum” from entirely
real to entirely virtual, where AR lies somewhere between those ends of the
spectrum. Paul Milgram and Fumio Kishino, “A Taxonomy of Mixed Reality Visual Displays,” IEICE Transactions on Information Systems, vol. E77-D, no. 12 (1994); Steve Mann, “Through the Glass, Lightly,” IEEE Technology and Society Magazine 31, no. 3 (2012): 10–14.
For the future of 3D technology in higher education to be realized, that
technology must become as much a part of higher education as any technology:
the learning management system (LMS), the projector, the classroom. New
technologies and practices generally enter institutions of higher education as
initiatives. Several active learning classroom initiatives are currently under
way,36 for example, as well as a multi-institution open educational resources
(OER) degree initiative.37
p. 32 Storytelling
Some scholars have argued that all human communication
is based on storytelling;41 certainly advertisers have long recognized that
storytelling makes for effective persuasion,42 and a growing body of research
shows that narrative is effective for teaching even topics that are not generally
thought of as having a natural story, for example, in the sciences.43
p. 33 accessibility
The experience of Gallaudet University highlights one of the most important
areas for development in 3D technology: accessibility for users with disabilities.
p. 34 instructional design
For that to be the case, 3D technologies must be incorporated into the
instructional design process for building and redesigning courses. And for that
to be the case, it is necessary for faculty and instructional designers to be familiar
with the capabilities of 3D technologies. And for that to be the case, it may
not be necessary but would certainly be helpful for instructional designers to
collaborate closely with the staff in campus IT units who support and maintain
this hardware.
Every institution of higher
education has a slightly different organizational structure, of course, but these
two campus units are often siloed. This siloing may lead to considerable friction
in conducting the most basic organizational tasks, such as setting up meetings
and apportioning responsibilities for shared tasks. Nevertheless, IT units and
centers for teaching and learning are almost compelled to collaborate in order
to support faculty who want to integrate 3D technology into their teaching. It
is necessary to bring the instructional design expertise of a center for teaching
and learning to bear on integrating 3D technology into an instructor’s teaching (My note: and where does this place SCSU?) Therefore,
one of the most critical areas in which IT units and centers for teaching and
learning can collaborate is in assisting instructors to develop this integration
and to develop learning objects that use 3D technology. p. 35 For 3D technology to really gain traction in higher education, it will need to be easier for instructors to deploy without such a large support team.
p. 35 Sites such as Thingiverse, Sketchfab, and Google Poly are libraries of freely
available, user-created 3D models.
ClassVR is a tool that enables the simultaneous delivery of a simulation to
multiple headsets, though the simulation itself may still be single-user.
p. 37 data management:
An institutional repository is a collection of an institution’s intellectual output, often consisting of preprint journal articles and conference papers and the data sets behind them.49 An
institutional repository is often maintained by either the library or a partnership
between the library and the campus IT unit. An institutional repository therefore has the advantage of the long-term curatorial approach of librarianship combined with the systematic backup management of the IT unit. (My note: leaves me wonder where does this put SCSU)
Sharing data sets is critical for collaboration and increasingly the default for
scholarship. Data is as much a product of scholarship as publications, and there
is a growing sentiment among scholars that it should therefore be made public.50
++++++++
more on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality+definition
White paper
https://formlabs.com/sla-3d-printing-for-educators-and-researchers/
+++++++++++++++
++++++++++++
more on 3d printing in this IMS blog
https://blog.stcloudstate.edu/ims?s=3d+print
9:00 a.m. – 12:00 p.m.
Library marketers crave media attention and coverage, but most don’t know how to get it. The first step is having a Press Room as part of your library’s website. This workshop, led by a member of the media who’s also a library marketing expert, shows you how to build a Press Room that works. It includes how your library benefits from having an online Press Room, even if you don’t have a marketing department; where it belongs in your website hierarchy; what content members of the press expect to find there; SEO basics and PR tactics to lead reporters to your online Press Room; why building relationships with the media is vital; how press coverage affects your library’s usage, funding, brand recognition, and position in the community. Help ensure positive coverage by adding this strategic tool to your website.
9:00 a.m. – 12:00 p.m.
In this half-day workshop, a former advertising executive and trainer of strategic storytelling in marketing shares secrets on how to create video that has an impact on your community. Join her to shoot, edit, and polish a video while gathering tips, techniques, and strategies to create your own video-a medium which grabs communities in exciting new ways!
9:00 a.m. – 12:00 p.m.
The Internet of Things (IoT) is becoming widespread in academia as well as industry. It refers to connecting smart objects with built-in unique identifiers and sensors to communicate with each other autonomously. This enables actionable insights and ultimately makes the environment around us smarter. This workshop looks at how libraries can incorporate the IoT and reviews different aspects of developing an IoT infrastructure and creating your own application. It is based on four layers of IoT application architecture: the physical layer, the communications layer, application and services layer, and data analytics. Speakers discuss the potentials and challenges of IoT applications, including the footprint of IoT applications, i.e., a high volume of sensory data, the tools and methods for data analytics. As a case study, they focus on location-aware applications using iBeacons and smartphone sensors to show how all the IoT elements work together. Gain a better understanding of the usefulness of IoT in libraries, learn the main elements and underlying technologies of IoT applications, and understand the difference between a wide range of IoT devices, protocols and technologies to choose the right ones for your IoT application. Get budget and resource estimates and more. Come with a basic understanding of JavaScript/ HTML5/ CSS and your laptop for hands-on development practice. An instruction document will be provided for the attendees to prepare their system before the workshop.
1:00 p.m. – 4:00 p.m.
Technology has changed the face of libraries and is continuing to change how we work and how we deliver services to customers. This workshop introduces emerging technology trends and shows how those trends are reshaping library services. Examples are provided of how to incorporate these evolving trends into libraries. Attendees learn what trends to look for, find out the difference between a technology trend and a fad, and get ideas on how their library can respond to technology as it emerges.
1:00 p.m. – 4:00 p.m.
While patrons have embraced using online technology to access their public library, most of these interactions are limited to borrowing transactions. If libraries are to be truly relevant in the digital world, we need to nudge patrons out of the well-worn pattern of log-in/transact /log-out and find ways to get them to linger long enough to discover the richness the library has to offer beyond borrowing items, while offering them opportunities to add their own voice to the library’s online community. This workshop explores design patterns and techniques for introducing content to patrons at appropriate moments in their learned workflows. It considers how to encourage patrons to add their voice to the library community and overcome concerns about privacy and security. It shares research and experience from BiblioCommons and Hennepin County Public Library’s efforts and looks at analogs from other domains. Workshop participants will be asked to participate actively in a hands-on session to solve a specific design challenge in teams.
My note: Ha. Even the public library understands that service goes beyond “borrowing items” and must have “patrons to add their voice.” Only in the academic library, prevails the opinion that librarians are those omnipotent and all-knowing lecturing types.
1:15 p.m. – 2:00 p.m.
Join three web experts to learn about tips, tools, and techniques for taking the pain out of website redesigns. Haugh provides advice on the visual design of your next site and shows some examples of library web redesigns. Degler takes a look at why many libraries are using popular, free, CSS-based frameworks such as Bootstrap; explains how the grid layout works; and shows how the built-in responsive design layouts can deliver a site that works on desktop, smartphones, and tablets. Often the biggest challenge in redesign isn’t the visual design, content management system or coding. It’s the people and politics. Everyone thinks they know what the library website should look like, but no two people—let alone groups—can ever agree. How do you move ahead with a library redesign when you’re facing conflicting demands from the administration, co-workers, users, and stakeholders? Mitchell tackles this challenge head on and points out the weapons that we have at hand—from data to documentation; and discusses how to wield those weapons effectively to win (almost) any fight in order to build a great website. Grab lots of insights and ideas from this experienced panel.
11:15 a.m. – 12:00 p.m.
This session looks at how one library created a technology class and programming model that spans a 21-branch, 844-square-mile library system. It discusses mobile classrooms and how Chromebooks, MacBooks, tablets, and other equipment are used to create “classrooms” throughout the system. It shares how the library is focusing on members and programming for the community, for instance, the development of Spanish language, 50+ and immigrant/refugee programming. It looks at developing new programs and instructors using the 3D model from printer to pens, from tablets to coding, from core expertise to everyone. NYPL speakers discuss how coding is the new black! They discuss how to launch a coding program at your library, how to expand the age range of current coding programs, how to promote events related to your program to gain participants, how to get staff buy-in, how to educate staff, and how to create partnerships with some of the biggest names in the game. The NYPL Tech- Connect program will help you plan out all your needs to take your existing or non-existing coding programs further.
My note: one more proof that digital literacy is not “information literacy dressed in the new verbal cloth” of “digital literacy,” but entails way more topics, skills and knowledge. Information Literacy is a 1990s concept. Time to upgrade to 2016 concepts and recognize that digital literacy requires skills beyond handling information. Moreover, information today is way more complex then the skills being taught, since information from social media is more complex then information from news media and it entails technology skills, which one does not have to preside upon for handling news media
2:15 p.m. – 3:00 p.m.
recent collaborative effort between a high school social studies teacher and a school librarian transformed a “same-old” unit on social movements in the 20th century into a dynamic study of effective social activism—and how students can become effective activists. Using both primary and secondary resources, students learned to analyze social issues, then to identify the type of activism that proved effective for those issues. Next, students selected social situations important to them, analyzed the changes they sought to effect, and determined a means of activism to effect that change in practical—and often surprising—ways. The project’s design and implementation is straightforward and replicable. This session provides concrete steps to follow, specific patterns for locating learning resources, and reproducible forms that educators can carry back to their own campuses.
11:45 a.m. – 12:30 p.m.
Sevec offers leaders at any level the opportunity to up their game by learning current management strategies for technology and innovation. Library leaders and constituents engage in the nearly constant interplay of enabling technology and innovations to explore a wealth of information and greater depth of data in the Information Age. A framework for managing this interplay is provided as well as an understanding of the dynamic lifecycle inherent in technological innovations and constituent demands. Williams provides an introduction to Wardley Value Chain Mapping, an innovative IT planning processes discussed by Simon Wardley on his blog Bits and Pieces. He shares specific examples of how this tool can be used by systems librarians, library administrators, and library IT decision makers.
1:45 p.m. – 2:30 p.m.
This session provides an in-depth look at how to speak in social media. Each institution and organization’s social media accounts has a personality. How you say something is just as important as what you say and why you say it. Your voice on social media says a lot to your followers. If done well, your tone will help to attract and keep an audience. The wrong kind of voice will turn people away. Finding the right voice can be difficult and involves a lot of trial and error. Speakers provide tips for finding the right voice and presenting the best personality for your intended followers. Social media is no longer the “new kid on the block,” and the panel highlights the best ways to communicate content, being real, tone, and more. They showcase what kinds of tones can be used and how to find the “real voice” for your accounts, why those voices are (or are not) successful for those accounts; and how to make your chosen voice sustainable and consistent across your accounts.
1:45 p.m. – 2:30 p.m.
Migrating to a new ILS system is not easy, and it is even more challenging when faced with a very tight deadline. Presenters share the recent experience of migrating from SirsiDynix Symphony to Alma within 5 months: what worked, what didn’t, lessons learned, and what to prepare in advance of the migration. They also share some insight about post migration work related to data cleanup, workflows review, etc. Zoby and Mathews share their development of the NIC micro-sites using Drupal, an open-source content management software, to create dynamic websites that make accessing material easy and user-friendly. Instead of having to download and shift through large PDF documents, users can access the content on easily searchable websites which can be edited by authorized users. See how the NIC Information Center is using these sites to help customers and the public access information in innovative ways.
11:45 a.m. – 12:30 p.m.
Discovering and deciphering guidelines for grant programs is a daunting and challenging process. This session provides an opportunity to directly hear from and ask questions about grant opportunities for digital libraries’ initiatives to program officers from different government and private funders. Following brief overviews of the relevant funding opportunities at their organizations, panelists discuss the kinds of projects that best fit their specific programs. Get suggestions on how to develop a competitive proposal and insights on the application and review process. Panelists consider themes and trends from the digital library projects that have received funding, such as digitization, open educational resources, linked data, crowdsourcing, open access publishing, emulation and virtualization, and data visualization. By bringing together representatives from different funders, this session offers a unique opportunity to connect directly with program officers and identify new opportunities and approaches for funding.
10:45 a.m. – 11:30 a.m.
Just when you thought the battle of augmented reality (AR) was over with Pokémon GO, libraries across the nation have been exploring additional AR options in order to meet the needs of the mobile learners walking through their doors. With the use of free AR software, four individuals team up to become the ultimate masters of AR. Hear from a panel of closely networked professionals, each with a unique story of embedding AR into specific library services directed for higher education. These stories range from embedding AR with liaison departments to incorporating AR into information literacy sessions (both online and face-to-face).
2:45 p.m. – 3:30 p.m.
Colleges, universities, and libraries are considering adding video making, or visual literacy, as a core skill. Preparing individuals for a highly visual communication landscape requires critical thinking to offset consumerism as well as multimodal learning and cognitive skills. Researching, creating, and sharing video playlists are important ways to create personalized learning pathways and promote continuous learning. Explore a number of case studies that demonstrate the positive learning outcomes of multimodal learning in academic and corporate settings and discover how to create playlists that can be annotated, edited, and shared across teams.
2:45 p.m. – 3:30 p.m.
Raspberry Pi is an inexpensive computing tool that is ideal for new projects within libraries. It’s a powerful single board computer that plays high-definition video, yet it’s only the size of a credit card. The Raspberry Pi 3 was released in February of 2016, and the built-in networking options make it an exciting fit for library applications. Learn how Raspberry Pi can be used as a people counter, a dedicated OPAC, a social media tool, and more.
11:45 a.m. – 12:30 p.m.
Be tech-smart and culture-savvy by using game-design thinking and gaming activities to connect with current users in a fun way and draw in new ones. Hear from a library communicator who literally wrote the book on this topic. Online games are incredibly popular; libraries, book apps, and learning institutions are leveraging this to bring in new audiences and engage with existing ones in new ways. Why are they doing this, what is the benefit, and how do you make it work to promote your library? Get the answers here!
1:45 p.m. – 2:30 p.m.
Video is a powerful, emotional storytelling medium that plays well in social media, and its use is still fast-growing. Video can spread your library’s story, and you can do it without hiring an expensive pro. A tech-savvy info pro shares basic video facts, along with her favorite tools, tips, and techniques that almost anyone can use for creating short, compelling videos to promote library services, staffers, and resources.
My note: my mouth ran dry to repeat this to the SCSU library. In vain. 1. make a low-cost social-media type of movie of 30 sec each week/month. 2. post on a prominent place on the library web page. 3. Have web form harvest info from patrons on the issu[s] reflected in the video 4. mirror video on the social media 5. aim as ultimate goal patrons (students, faculty, staff) furbishing the video footage instead of library staff
Why is it soooo difficult to comprehend?
11:45 a.m. – 12:30 p.m.
Invention literacy is not just about understanding how a thing is made or how it works; it is also the ability to use that knowledge to bring one’s own ideas into reality. China gives examples of how one public library is empowering children, teens, and adults to become “invention-literate” through its maker programming. Find out how a combination of high- and low-tech equipment, safe and accessible learning environments, and a unique community partnership is nurturing invention, creative confidence, innovation, and entrepreneurship. Sparked by the CIL 2016 Hawkins and Mears talk about personal digital archiving and the DCPL Memory Lab, Dearborn shares her library’s inexpensive journey to create a mobile memory lab program. She discusses the acquisition of equipment and technology, the demo classes, lesson plans about personal archiving, outreach to other community organizations, and providing classes on related topics, such as saving and uploading images, backing up files and using cloud storage, writing and self-publishing memoirs, conducting oral interviews with veterans and other family memories, coding and saving memories on a website, etc. Future plans include digitizing local history documents, a community website with links to these documents, as well as to our patrons’ digitized images, videos, interviews and memoirs.
+++++++++++++++++++++
more on technology in library in this IMS blog
https://blog.stcloudstate.edu/ims?s=technology+library
Who better to learn about incorporating 3D printing into instruction than from an instructor who taught the curriculum?
Join us on October 26th to hear directly from Assistant Professor Steve Chomyszak who used Stratasys 3D Printing Curriculum to teach a “Special Topics” 3D printing course at the Wentworth Institute of Technology.
During this complimentary webcast, you’ll gain valuable insight into the successes and lessons learned, including:
|
Project-Based Learning for 3D Printing.
Assistant Professor Steve Chomyszak at the Wentworth Institute of Technology inspired and impacted his students with his “Special Topics” 3D printing course.
Presentation available here
wentworth_projectbasedlearning_3d printing_20150815
All you need to do for your chance to win a new 3D printer and a $5k grant for your school or district is complete these two easy steps:
Step 1: Watch a brief video on what 3D printing can do for you
Step 2: Fill out our short survey and tell us what a 3D printer would mean for your school
Don’t miss your chance to win a 3D printer and $5k grant for your school or district, enter to win today!
Thank you and good luck!
T|H|E Journal Resources
#MNsummit2015
Main speaker
aaron doening
Engagement not completion
Design experience not product
Create change, not simply respond to it
He was a geography teacher : Dimitrina
Experience explore expand. Adventure based how to collaborate in ways we have not collaborated before pedagogical guidelines internet driven
Instructor – content – design
Today: first think is design, content, instructor. So how do we design learning environments is the most important one
Guide learners as designers. Constructivism. Design for meaning. Through the power of the story.
Geotetic design a learning environment learn geography using GIS
Situated movies (student-centered learning)
Grant Earthducation go to the most remote parts of the world to align their education with their culture, instead of what the government is downing as culture
Use of phone: whoever answers instructor’s question first, gets to pose the next question to the rest of the audience.
Design based research
Self-narrative, referencing the experience real world issues in real time
Geotetic not only how prepare teachers, but desing learning environmwer of the story.
we explore: https://www.we-explore.com/
9.5 design as a learner.
the U Media Lab.
The Changing Earth. App GoX (instagram on steroids. tell their story through the app). How is this different from Google Earth
Raptor Lab (rehabilitate a raptor).
adoering@umn.edi chasingseals.com @chasingseals
podcast pontification (audio version of blog self reflections)
WeVideo is the Google response to iMovie cloud
The U is on Google email and thus google drive and all other google tools
The Center for Digital Storytelling. short videos, 3-5 min incorporate photographs with the author narration, reflection
Assignment (verbal directions). process (write a 2 page script, every page is about a minute of video), gather images that support the story; edit the script (rewrite); record audio to the script (use an app on the phone instead of WeVideo), WeVideo can edit the audio recording; edit the story, edit the photos to match the story; YourTube and/or Google+
working with faculty: is the digital story a good fit for your course? two questions: does the course have many writing assignments? does everyone have to do the same type of assignment? do you want to offer choices? do you want your students to share their work outside of the class? to you want to explore opportunities for students to develop 21 century skills?
google communities for sharing
wewideo has a tutorial at Center for Digital Storytelling
students can use the digital story for their eportfolio
the entire exercise is entirely based on mobile devices
time frame: scaffolding options
3d printing products were the tangible result of the project and the digital storytelling just the format to present
Google Drive master folder for the phone images and video; iOS apps: MoviePro, FiLMc Pro, VoiceRecord Pro (including mp3); Android: WeVideo
Storyboard template
http://it.umn.edu/faculty-development-programs-digital-0
Poster sessions:
http://dha.design.umn.edu/faculty/BHokanson.html
iPAD video kit:
ISTE: http://conference.iste.org/2016/
Joe Lau critical thinking
apps: Popplet blog.popplet.com http://www.popplet.com/ (mindmapping)
into the book: http://reading.ecb.org/
Kahoot – the token system. Polleverywhere https://blog.stcloudstate.edu/ims/2015/05/21/polls-and-surveys-tools-for-education/
Symbaloo https://www.symbaloo.com/home/mix/13eOcK1fiV zotero, easybib, delicious, diigo depending on the grade
youth voices; http://youthvoices.net/ replace social media like teachertube is trying to replace youtube
quandary games in education. https://www.quandarygame.org/ sim city
citizen science alliance http://www.citizensciencealliance.org/
Toontastic https://itunes.apple.com/us/app/toontastic/id404693282?mt=8 now free storytelling
coding and programming: https://www.makewonder.com/robots/dashanddot scratch
Osmo : https://www.playosmo.com/en/ $79.99 + give a set for free Stride principle as a parental involvement
chainlink;
kickword; https://play.google.com/store/apps/details?id=com.makario.wordkick
red herring (four categories) https://play.google.com/store/apps/details?id=com.BlueOxTech.RedHerring&hl=en
http://www.mathplayground.com/logicgames.html
http://www.mathplayground.com/thinkingblocks.html
evaluation:
telestory https://itunes.apple.com/us/app/telestory/id915378506?mt=8
explain everything http://explaineverything.com/
http://pubs.lib.umn.edu/minnesota-elearning-summit/2015/program/23/
http://pubs.lib.umn.edu/cgi/viewcontent.cgi?article=1023&context=minnesota-elearning-summit
Jason Spartz, Saint Mary’s University of MinnesotaFollow
Lisa Truax, Saint Mary’s University of MinnesotaFollow
Karen Sorvaag, Saint Mary’s University of MinnesotaFollow
Brett Bodsgard, Saint Mary’s University of MinnesotaFollow
chemistry professor. 3D printing with different materials.
what else can be made (e.g. reaction vessel)
printing of atoms
crystalography dbase
Karen: pre-service teachers professor: how to use 3d printers and be comfortable with them. Steve Hoover. Thinkercad and Autodesk123D>
3D academy http://www.team3dacademy.com/index2.html. Pinterest board for3d Printing with resources
Lisa: graphic design. not intuitive. Rhinoceros (not free anymore). 123D strong learning curve. 3d printing will be incorporated in the curriculum. sculpture students and others don’t like fudging on the computer, but Adobe people love it. Some items takes up to 4 hours to print out. when working on the computer is difficult for some students to visualize the dimensionality.
collaborative learning opportunities.
no makerspace or fab lab. additional interest from the theater and business dept. 3d printing is connected to future work skills. new media ecology or media literacy set of skills.
the main presenter: build excitement and interest and gradually step back. how much material goes through and should we charge back. clean and maintenance involved; not too bad. better then a copier. plastic inexpensive. sizes with plastic – $25 and $50. how many project of a spool: depending on the size of the projects but considerable amount. two printers one art dept and one in the faculty dev area.
non profit visually impaired students. how 3d can make difference in special ed.
3d printing lab with access for everybody. ownership brings policy. where housed: neutral place.
only one printer is barely sufficient for faculty to figure out how to use it. purchasing two more if students and curricula to be involved.
https://www.google.com/search?q=tin+can&ie=utf-8&oe=utf-8
http://www.uwosh.edu/library/quizsmith
http://glickconsulting.com/resouce_brainegames
https://www.google.com/search?q=techers+skills&ie=utf-8&oe=utf-8
http://www.northeastern.edu/camd/gamedesign/people/sebastian-deterding/
https://www.duolingo.com/ Duolingo. App to learn languages using games
http://www.gamification.co/gabe-zichermann/
https://zebrazapps.com/ ZebraZapps
One year or less (2015–2016):
Two to three years (2017–2018):
Four to five years (2019–2020):
The NMC’s interim K–12 Horizon Report can be downloaded for free.
http://campustechnology.com/webcasts/2015/03/stratasys-integrate-3d-printing-033115.aspx
More on 3D printing in this IMS blog: