Posts Tagged ‘webinar’

digital microcredentials

Designing and Developing Digital Credentials

Part 1: September 13, 2017 | 1:00–2:30 p.m. ET
Part 2: September 19, 2017 | 1:00–2:30 p.m. ET
Part 3: September 28, 2017 | 1:00–2:30 p.m. ET

https://events.educause.edu/eli/courses/2017/digging-into-badges-designing-and-developing-digital-credentials

Digital badges are receiving a growing amount of attention and are beginning to disrupt the norms of what it means to earn credit or be credentialed. Badges allow the sharing of evidence of skills and knowledge acquired through a wide range of life activity, at a granular level, and at a pace that keeps up with individuals who are always learning—even outside the classroom. As such, those not traditionally in the degree-granting realm—such as associations, online communities, and even employers—are now issuing “credit” for achievement they can uniquely recognize. At the same time, higher education institutions are rethinking the type and size of activities worthy of official recognition. From massive open online courses (MOOCs), service learning, faculty development, and campus events to new ways of structuring academic programs and courses or acknowledging granular or discrete skills and competencies these programs explore, there’s much for colleges and universities to consider in the wide open frontier called badging.

Learning Objectives

During this ELI course, participants will:

  • Explore core concepts that define digital badges, as well as the benefits and use in learning-related contexts
  • Understand the underlying technical aspects of digital badges and how they relate to each other and the broader landscape for each learner and issuing organization
  • Critically review and analyze examples of the adoption of digital credentials both inside and outside higher education
  • Identify and isolate specific programs, courses, or other campus or online activities that would be meaningfully supported and acknowledged with digital badges or credentials
  • Consider the benefit of each minted badge or system to the earner, issuer, and observer
  • Develop a badge constellation or taxonomy for their own project
  • Consider forms of assessment suitable for evaluating badge earning
  • Learn about design considerations around the visual aspects of badges
  • Create a badge-issuing plan
  • Issue badges

NOTE: Participants will be asked to complete assignments in between the course segments that support the learning objectives stated above and will receive feedback and constructive critique from course facilitators on how to improve and shape their work.

Jonathan Finkelstein, CEO, Credly

Jonathan Finkelstein is founder and CEO of Credly, creator of the Open Credit framework, and founder of the open source BadgeOS project. Together these platforms have enabled thousands of organizations to recognize, reward, and market skills and achievement. Previously, he was founder of LearningTimes and co-founder of HorizonLive (acquired by Blackboard), helping mission-driven organizations serve millions of learners through online programs and platforms. Finkelstein is author of Learning in Real Time (Wiley), contributing author to The Digital Museum, co-author of a report for the U.S. Department of Education on the potential for digital badges, and a frequent speaker on digital credentials, open badges, and the future of learning and workforce development. Recent speaking engagements have included programs at The White House, U.S. Chamber of Commerce, Smithsonian, EDUCAUSE, IMS Global, Lumina Foundation, ASAE, and the Federal Reserve. Finkelstein is involved in several open standards initiatives, such as the IMS Global Learning Consortium, Badge Alliance, American Council on Education (ACE) Stackable Credentials Framework Advisory Group, and the Credential Registry. He graduated with honors from Harvard.

Susan Manning, University of Wisconsin-Stout

In addition to helping Credly clients design credential systems in formal and informal settings, Susan Manning comes from the teaching world. Presently she teaches for the University of Wisconsin at Stout, including courses in instructional design, universal design for learning, and the use of games for learning. Manning was recognized by the Sloan Consortium with the prestigious 2013 Excellence in Online Teaching Award. She has worked with a range of academic institutions to develop competency-based programs that integrate digital badges. Several of her publications specifically speak to digital badge systems; other work is centered on technology tools and online education.

EDUC-441 Mobile Learning Instructional Design


(3 cr.)
Repeatable for Credit: No
Mobile learning research, trends, instructional design strategies for curriculum integration and professional development.

EDUC-452 Universal Design for Learning


(2 cr.)
Repeatable for Credit: No
Instructional design strategies that support a wide range of learner differences; create barrier-free learning by applying universal design concepts.

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

back to school discussion

Bryan Alexander (BA) Future Trends of Sept. 7

Are you seeing enrollments change? Which technologies hold the most promise? Will your campus become politically active? What collaborations might power up teaching and learning?

  • the big technological issues for the next year?
    robotics? automation in education? big data / analytics?

organizational transformation. David Stone (Penn State) – centralization vs decentralization. technology is shifting everywhere, even the registrar. BA – where should be the IT department? CFO or Academic Department.

difference between undergrads and grad students and how to address. CETL join center for academic technologies.

faculty role, developing courses and materials. share these materials and make more usable. who should be maintaining these materials. life cycle, compensation for development materials. This is in essence the issues of the OER Open Education Resources initiative in MN

BA: OER and Open Access to Research has very similar models and issues. Open access scholarship both have a lot of impact on campus finances. Library and faculty budges.

Amanda Major is with Division of Digital Learning as part of Academic Affairs at UCF: Are there trends in competency-based learning, assessing quality course and programs, personalized adaptive learning, utilizing data analytics for retention and student success?  BA: CBL continue to grow at state U’s and community colleges.

BA for group discussions: what are the technological changes happening this coming year, not only internally on campus, but global changes and how thy might be affecting us. Amazon Dash button, electric cars for U fleet, newer devices on campus

David Stone: students are price-sensitive. college and U can charge whatever they want and text books can raise prices.

http://hechingerreport.org/ next week

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more on future trends in this IMS blog

https://blog.stcloudstate.edu/ims/2017/05/30/missionu-on-bryan-alexanders-future-trends/

flipped classroom without technology

The Technology-Free Approach to Flipping the Classroom

Wednesday, September 13, 2017 | 1:00 PM Central | 60 Minutes

https://www.magnapubs.com/online-seminars/the-technology-free-approach-to-flipping-the-classroom-14539-1.html

Active learning techniques have been shown to improve the classroom experience, leading to higher student success rates and greater student engagement.

As an increasing number of higher education faculty apply the flipped classroom model to their courses, they’re discovering that although the idea of a flip is straightforward, the model is easy to get wrong.

BENEFITS

The flipped model puts greater responsibility for learning on the students while providing them with more room to experiment in the classroom. This leads to a shift in priorities, allowing classroom time to move from merely covering material to working toward mastery of it.

As a result of this presentation, you gain a new perspective on what it means to flip the classroom, leading to revitalized teaching. This seminar not only explores concrete strategies for engaging students in the flipped classroom, but it also delves into why technology-free approaches are important. You will better understand how to do the following:

  • Organize student-led activities to encourage greater communication in the classroom
  • Create a dynamic session devoted to learning through hands-on work
  • Integrate unplugged methods of student engagement into flipped and active classroom learning environments
  • Lean on tools such as sticky notes, flip charts, whiteboards, and dice to inspire new ways of thinking

LEARNING GOALS

The flipped classroom model challenges instructors to create learning experiences in which students have the freedom to apply, analyze, and evaluate course content during class time.

The question is: How do you continue finding innovative teaching strategies and tools to engage students in this way?

Although some creativity is required to plan a flip, the process doesn’t have to be intimidating. This seminar demonstrates a number of simple strategies that motivate students to interact with the material and engage with one another. You will learn the following:

  • Discover a range of “unplugged” teaching strategies used to engage students
  • Learn to identify opportunities for unplugging devices and creating a tech-free learning experience in the classroom
  • Master simple ways to integrate unplugged flipped methods into your course
  • Understand the benefits to including unplugged teaching and learning strategies in flipped course design

TOPICS COVERED

  • Developing new strategies and ideas for the flipped classroom
  • Increasing student engagement with unplugged methods
  • Integrating unplugged methods into flipped and active learning classrooms
  • Using everyday tools to inspire higher-level thinking
  • Expanding the definition of the flipped classroom

AUDIENCE

This seminar is intended for faculty and instructors interested in a role change in the classroom. The flipped learning environment requires teachers to give up their front-of-class position in favor of a more collaborative and cooperative contribution to the teaching process. Are you ready to make a change?

Presenter: https://www.magnapubs.com/bios/barbi-honeycutt-850.html

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

analytics on demand

Free Webinar: Driving Decisions With Data

with Analytics On Demand, you can add value to your library’s existing data and unlock key insights about your community.

Monday, July 24, 2017 12 p.m. Central

Tune in to this free 60-minute webcast Joining us for this webinar are:

  • Jason Kucsma, deputy director, Toledo Lucas County (Ohio) Public Library
  • Liz Bondie, education sales consultant, Gale, a Cengage company

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

Privacy & Security in Today’s Library

Privacy & Security in Today’s Library by Amigos Library Services

The virtuality of privacy and security on the from Plamen Miltenoff

From: Jodie Borgerding [mailto:Borgerding@amigos.org]
Sent: Wednesday, July 05, 2017 3:07 PM
To: Miltenoff, Plamen <pmiltenoff@stcloudstate.edu>
Cc: Nicole Walsh <WALSH@AMIGOS.ORG>
Subject: Proposal Submission for Privacy & Security Conference

Hi Plamen,

Thank you for your recent presentation proposal for the online conference, Privacy & Security in Today’s Library, presented by Amigos Library Services. Your proposal, The role of the library in teaching with technology unsupported by campus IT: the privacy and security issues of the “third-party,” has been accepted. I just wanted to confirm that you are still available to present on September 21, 2017 and if you have a time preference for your presentation (11 am, 12 pm, or 2 pm Central). If you are no longer able to participate, please let me know.

Nicole will be touch with you shortly with additional details and a speaker’s agreement.

Please let me know if you have any questions.

Thanks!
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Jodie Borgerding Consulting & Education Services Manager Amigos Library Services 1190 Meramec Station Road, Suite 207 | Ballwin, MO  63021-6902 800-843-8482 x2897 | 972-340-2897(direct) http://www.amigos.org | borgerding@amigos.org

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Bio

Dr. Plamen Miltenoff is an Information Specialist and Professor at St. Cloud State University. His education includes several graduate degrees in history and Library and Information Science and terminal degrees in education and psychology.

His professional interests encompass social media, multimedia, Web development and design, gaming and gamification, and learning environments (LEs).

Dr. Miltenoff organized and taught classes such as LIB 290 “Social Media in Global Context” (http://web.stcloudstate.edu/pmiltenoff/lib290/) and LIB 490/590 “Digital Storytelling” (http://web.stcloudstate.edu/pmiltenoff/lib490/) where issues of privacy and security are discussed.

Twitter handle @SCSUtechinstruc

Facebook page: https://www.facebook.com/InforMediaServices/

The virtuality of privacy and security on the modern campus:

The role of the library in teaching with technology unsupported by campus IT: the privacy and security issues of the “third-party software” teaching and learning

Abstract/Summary of Your Proposed Session

The virtualization reality changes rapidly all aspects of learning and teaching: from equipment to methodology, just when faculty have finalized their syllabus, they have to start a new, if they want to keep abreast with content changes and upgrades and engagement of a very different student fabric – Millennials.

Mainframes are replaced by microcomputers, microcomputers by smart phones and tablets, hard drives by cloud storage and wearables by IoT. The pace of hardware, software and application upgrade is becoming unbearable for students and faculty. Content creation and methodology becomes useless by the speed of becoming obsolete. In such environment, faculty students and IT staff barely can devote time and energy to deal with the rapidly increasing vulnerability connected with privacy and security.

In an effort to streamline ever-becoming-scarce resources, campus IT “standardizes” campus use of applications. Those are the applications, which IT chooses to troubleshoot campus-wide. Those are the applications recommended to faculty and students to use.

In an unprecedented burgeoning amount of applications, specifically for mobile devices, it is difficult to constraint faculty and students to use campus IT sanctioned applications, especially considering the rapid pace of such applications becoming obsolete. Faculty and students often “stray” away and go with their own choice. Such decision exposes faculty and students, personally, and the campus, institutionally, at risk. In a recent post by THE Journal, attention on campuses is drown to the fact that cyberattacks shift now from mobile devices to IoT and campus often are struggling even with their capability to guarantee cybersecurity of mobile devices on campus. Further, the use of third-party application might be in conflict with the FERPA campus-mandated policies. Such policies are lengthy and complex to absorb, both by faculty and students and often are excessively restrictive in terms of innovative ways to improve methodology and pedagogy of teaching and learning. The current procedure of faculty and students proposing new applications is a lengthy and cumbersome bureaucratic process, which often render the end-users’ proposals obsolete by the time the process is vetted.

Where/what is the balance between safeguarding privacy on campus and fostering security without stifling innovation and creativity? Can the library be the campus hub for education about privacy and security, the sandbox for testing and innovation and the body to expedite decision-making?

Abstract

The pace of changes in teaching and learning is becoming impossible to sustain: equipment evolves in accelerated pace, the methodology of teaching and learning cannot catch up with the equipment changes and atop, there are constant content updates. In an even-shrinking budget, faculty, students and IT staff barely can address the issues above, less time and energy left to address the increasing concerns about privacy and security.

In an unprecedented burgeoning amount of applications, specifically for mobile devices, it is difficult to constraint faculty and students to use campus IT sanctioned applications, especially considering the rapid pace of such applications becoming obsolete. Faculty and students often “stray” away and go with their own choice. Such decision exposes faculty and students, personally, and the campus, institutionally, at risk. In a recent post by THE Journal (https://blog.stcloudstate.edu/ims/2017/06/06/cybersecurity-and-students/), attention on campuses is drawn to the fact of cyberattacks shifting from mobile devices to IoT but campus still struggling to guarantee cybersecurity of mobile devices on campus. Further, the use of third-party applications might be in conflict with the FERPA campus-mandated policies. Such policies are lengthy and complex to absorb, both by faculty and students and often are excessively restrictive in terms of innovative ways to improve methodology and pedagogy of teaching and learning. The current procedure of faculty and students proposing new applications is a lengthy and cumbersome bureaucratic process, which often render the end-users’ proposals obsolete by the time the process is vetted.

Where/what is the balance between safeguarding privacy on campus and fostering security without stifling innovation and creativity? Can the library be the campus hub for education about privacy and security, the sandbox for testing and innovation and the body to expedite decision-making?

https://blog.stcloudstate.edu/ims/2017/06/06/cybersecurity-and-students/

Anything else you would like to add

3 take-aways from this session:

  • Discuss and form an opinion about the education-pertinent issues of privacy and security from the broad campus perspective, versus the narrow library one
  • Discuss and form an opinion about the role of the library on campus in terms of the greater issues of privacy and security

Re-examine the thin red line of the balance between standardization and innovation; between the need for security and privacy protection a

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presentation:
https://www.slideshare.net/aidemoreto/the-virtuality-of-privacy-and-security-on-the 

chat – slide 4, privacy. please take 2 min and share your definition of privacy on campus. Does it differ between faculty and students?  what are the main characteristics to determine privacy

chat – slide 5, security. please take 2 min and share your definition of security on campus regarding electronic activities. Who’s responsibility is security? IT issue [only]?

poles: slide 6, technology unsupported by campus IT, is it worth considering? 1. i am a great believer in my freedom of choice 2. I firmly follow rules and this applies to the use of computer tools and applications 3. Whatever…

chat –  slide 6, why third party applications? pros and cons. E.g. pros – familiarity with third party versus campus-required

pole, slide 6, appsmashing. App smashing is the ability to combine mobile apps in your teaching process. How do you feel about it? 1. The force is with us 2. Nonsense…

pole slide 7 third party apps and the comfort of faculty. How do you see the freedom of using third party apps? 1. All I want, thank you 2. I would rather follow the rules 3. Indifference is my middle name

pole slide 8 Technology standardization? 1. yes, 2. no, 3. indifferent

chat slide 9 if the two major issues colliding in this instance are: standardization versus third party and they have impact on privacy and security, how would you argue for the one or the other?

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notes from the conference

 

 

Measuring Library Vendor Cyber Security: Seven Easy Questions Every Librarian Can Ask

http://journal.code4lib.org/articles/11413

Bill Walker: http://www.amigos.org/innovating_metadata

 

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

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

ALA Annual Tech Wrap-Up

Free Webinar: ALA Annual Tech Wrap-Up

Friday, July 7, 2017 

Friday, July 7, 2017 12:00 pm, Central Daylight Time (Chicago, GMT-05:00)

 

Event number: 665 225 170

Registration ID: This event does not require a registration ID

Event password: This event does not require a password.

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To join the online event

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Go to https://alapublishing.webex.com/alapublishing/onstage/g.php?MTID=ef1b8d098d5012296574c5622b5557379

Academic Librarianship Today

Academic Librarianship Today

Tuesday, July 18, 2017 1:00 PM Central

Hosted by Yale University Library’s Todd Gilman, this webinar offers multiple expert perspectives on the transformation of libraries as information organizations, the influence of technology on how we provide academic information resources and services in a digital and global environment, and the various career opportunities available for academic librarians now and in the future. The speakers offer broad and diverse views, ranging from those of senior administrators and practitioners working in North American academic libraries large and small to thought leaders from recognized non-profit organizations devoted to research and strategic guidance for libraries in the digital age, to library school faculty. What emerges is a library landscape at once full of promise and exciting initiatives yet beset by seemingly insurmountable challenges-how to attract and retain the talent needed for current and future professional roles, how to keep up with ever-advancing computer technology, and how to pay for all this along with the vast quantity of research materials our ambitious and accomplished patrons demand.

FERPA for Faculty

FERPA for Faculty

http://www.academicimpressions.com/webcast/ferpa-faculty

Join us for an online training program that will provide faculty with critical information about FERPA, the federal statute that governs nearly all student records. Beginning with an overview of the FERPA framework, we will address issues that faculty commonly face—often without realizing the implications and risks—including:

  • Posting grades
  • Emailing with, and about, students
  • Writing recommendation letters
  • Using online tools and collaborative pedagogies
  • Speaking with (helicopter) parents
  • Administrators requesting student information

If you are searching for relevant scenarios and practical tips for better understanding how FERPA applies to everyday work of faculty, this online training is right for you.

Bonus Training Material and Quiz

Included in registration is a bonus lesson covering specific nuances of FERPA as it relates to faculty and an accompanying quiz which will provide a chance for you and your team to test your knowledge immediately before or after the webcast. This 20-minute training will cover:

  • Taking attendance, posting grades, and other course communication
  • The Do’s and Don’ts of identifying students online, in person, and on paper

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

mindfulness librarians

Free Webinar: Mindfulness for Librarians

Friday, June 16, 2017  12 p.m. Central

Do you ever find yourself feeling overwhelmed at work? Increasingly, professionals are turning to the practice of mindfulness as a tool to help staff members and themselves manage stress. In our next episode of American Libraries Live, we’ll discuss how to use mindfulness to better handle stress and become more mindful in the workplace. We will also discuss burnout theory and the overall impact it has on you, your library users, and your organization as a whole. You’ll be introduced to mindfulness as we discuss its significance and how it relates to the library profession.
Please join us for this free hour-long webcast on Friday, June 16 at 1:00 p.m. Eastern.

Don’t miss out! Register today.

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

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