Nov
2016
flexibility of distance learning
Students appreciate flexibility of distance learning
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more on hybrid learning in this IMS blog:
https://blog.stcloudstate.edu/ims?s=hybrid+learning
Digital Literacy for St. Cloud State University
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more on hybrid learning in this IMS blog:
https://blog.stcloudstate.edu/ims?s=hybrid+learning
http://blog.commlabindia.com/elearning-design/elearning-development-aspects-to-consider-infographic
http://www.teachthought.com/learning/blended-flipped-learning/6-types-of-blended-learning/
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online learning
http://blog.teachable.com/the-ultimate-guide-to-launching-your-online-course
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more on elearning in this IMS blog:
https://blog.stcloudstate.edu/ims?s=elearning
New book: Implementing Mobile Language Learning Technologies in Japan
by Steve McCarty, Hiroyuki Obari, and Takeshi Sato
Publisher: Springer Singapore / SpringerBriefs in Education (107 pages)
Table of Contents
Chapter 1 Introduction: Contextualizing Mobile Language Learning in Japan
Chapter 2 Mobile Language Learning Pedagogy: A Sociocultural Perspective
Chapter 3 Tokyo University of Agriculture and Technology Case Study:
Smartphone App LINE for EFL Peer Learning
Chapter 4 Osaka Jogakuin University Case Study:
Mobilizing the EFL Curriculum and Campus Infrastructure with iPods and iPads
Chapter 5 Aoyama Gakuin University Case Study:
Blended Learning and Flipped Classrooms utilizing Mobile Devices
Chapter 6 Conclusion: Implementing Language Learning in a Mobile-Oriented Society
Abstract
This book explores theoretical and practical aspects of implementing mobile language learning in university classrooms for English as a Foreign Language in Japan. The technologies utilized, such as smartphones, iPads, and wi-fi, integrate students’ hand-held devices into the campus network infrastructure. The pedagogical aims of ubiquitous mobile learning further incorporate social media, blended learning, and flipped classroom approaches into the curriculum. Chapter 1 defines mobile language learning within dimensions of e-learning and technology-assisted language learning, prior to tracing the development of mobile learning in Japan. Chapter 2 documents the sociocultural theory underpinning the authors’ humanistic approach to implementation of mobile technologies. The sociocultural pedagogy represents a global consensus of leading educators that also recognizes the agency of Asian learners and brings out their capability for autonomous learning. Case studies of universities, large and small, public and private, are organized similarly in Chapters 3 to 5. Institutional/pedagogical and technological context sections are followed by detailed content on the implementation of initiatives, assessment of effectiveness, and recommendations for other institutions. Distinct from a collection of papers, this monograph tells a story in brief book length about theorizing and realizing mobile language learning, describing pioneering and original initiatives of importance to practitioners in other educational contexts.
Authors
Steve McCarty lectures for Kansai University, Osaka Jogakuin University, KIC Graduate School of IT, and the government agency JICA.
Hiroyuki Obari, PhD in Computer Science, is a Professor at the Aoyama Gakuin University College of Economics in Tokyo.
Takeshi Sato is an Associate Professor at the Division of Language and Culture Studies, Tokyo University of Agriculture and Technology.
Ordering information from Springer
Paperback (ISBN: 978-981-10-2449-8):
http://www.springer.com/us/book/9789811024498
eBook (ISBN: 978-981-10-2451-1) or individual chapters:
http://link.springer.com/book/10.1007/978-981-10-2451-1
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more on mobile technologies in this IMS blog
https://blog.stcloudstate.edu/ims?s=mobile+devices
3. For anatomy and dissection: Said one Extreme Networks survey respondent, “Our students have been developing a VR model of a cow’s anatomy for dissection and study. You have the ability to drill down to the circulatory system, brain, muscle, skeleton, etc. Our applied tech program is using VR in conjunction with Autocad for models of projects they design.”
4. For engagement: A whopping 68 percent of survey respondents said the major benefit of using VR in education is to excite students about the subject matter. 39 percent said it’s great for encouraging creativity.
5. For field trips: Google has eliminated restrictions on Expeditions, their VR field trips program. Google Expeditions was cited in the survey as one of the most popular sources of VR content, but with the complaint that it was a restricted program.
comment:
Thomas S. McDonald ·
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more on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
A course for librarians who want to explore the institutional application of social media. Based on an established academic course at St. Cloud State University “Social Media in Global Context” (more information at http://web.stcloudstate.edu/pmiltenoff/lib290/ ).
Critically examine the institutional need of social media and juxtapose it to its private use. Discussion about the mechanics of choice for recent and future SM tools. Theoretical introduction to the subculture of social media. How to streamline library SM policies with the goals and mission of the institution. Hands-on exercises on creation and dissemination of textual and multimedia content and patrons’ engagement. Brainstorming on suitable for the institution strategies regarding resources, human and technological, workload share, storytelling, and branding.
This is a blended format web course:
The course will be delivered as 4 separate live webinar lectures, one per week on:
Wednesdays, September 21, 28, October 5 and 12
2:00 – 3:00 pm Central
You do not have to attend the live lectures in order to participate. The webinars will be recorded and distributed through the web course platform, Moodle for asynchronous participation. The web course space will also contain the exercises and discussions for the course.
Thursday, October 13 at 3:00 pm EST with guest Joelle Pitts from Kansas State University Libraries.
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more on instructional design in this IMS blog
This year we’d like to involve a wider segment of the teaching and learning community to help us design the survey. Please join us online for one of two 30-minute discussion sessions:
Sept 14 at 12pm ET OR Sept 15 at 2pm ET
To join, just go to https://educause.acms.com/eliweb on the date and time of the session and join as a guest. No registration or login needed.
http://www.educause.edu/eli/initiatives/key-issues-in-teaching-and-learning
1. Academic Transformation
3. Assessment of Learning
4. Online and Blended Learning
5. Learning Analytics
6. Learning Space Design
8. Open Educational Resources & Content
9. Working with Emerging Technology
10. Next Gen Digital Learning Environments (NGDLE) & Services
11. Digital & Informational Literacies
12. Adaptive Learning
13. Mobile Learning
14. Evaluating Tech-Based Instructional Innovations
15. Evolution of the Profession
Last fall, the Organization for Economic Co-operation and Development published its first-ever, and one of the largest-ever, international analyses of student access to computers and how that relates to student learning. (The OECD administers the PISA test, the world-famous international academic ranking.)
“Students who use computers very frequently at school do a lot worse in most learning outcomes, even after controlling for social background and student demographics.”
In April, the research firm SRI published a report at the behest of the Bill & Melinda Gates Foundation (which is a supporter of NPR Ed). It looked at college courses that are using so-called “adaptive learning” software as an enhancement to blended courses.
Finally, a study published in July looked at high-achieving eighth-graders across North Carolina who had the opportunity to take Algebra I online. The study found that they did much worse than students who took the course face-to-face — about a third of a letter grade worse, in fact.
Implementation is really important, yet it’s often ignored.
Imperfect data and inadequate evaluation make it hard to understand or improve the use of ed-tech.
Computers are enhancing access. There’s less evidence that they’re enhancing learning.
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more on the relationship between technology and learning in this IMS blog
GAME-BASED LEARNING AND GAME CONSTRUCTION AS AN E- LEARNING STRATEGY IN PROGRAMMING EDUCATION. Available from: https://www.researchgate.net/publication/304490353_GAME-BASED_LEARNING_AND_GAME_CONSTRUCTION_AS_AN_E-_LEARNING_STRATEGY_IN_PROGRAMMING_EDUCATION [accessed Jun 28, 2016].
more on GBL in this blog:
http://www.nrocnetwork.org/professional-development/webinar
“Colorado’s Digital Badging Initiative: A New Model of Credentialing Technical Math Skills and More”.
Educators and innovative industry leaders agree that digital badges are evolving into a key credential that can be used to meet current education and workforce needs. As part of its TAACCCT grant, the Colorado Community College System is leading a collaborative effort to develop micro-credentials or digital badges to serve post-secondary and workforce in partnership. Learn about early pilot uses of digital badges in technical math and advanced manufacturing, as well as plans for the future. The presenter will also share perspectives garnered from her participation in the Badge Alliance/OPEN badges workgroup that is shaping the national conversation on this emerging topic.
Presenter: Brenda Perea, Instructional Design Project Manager, Colorado Community College System
Plan to log on 15 MINUTES BEFORE THE HOUR so you will be up and running before the webinar begins. (It may take a few minutes to download the software to your computer.)
We will begin the webinar promptly at 2:00 PM ET (1 CT/12 MT/11 PT) on Thursday, June 23.
Please send your questions, comments and feedback to: memberservices@theNROCproject.org
How To Join The Webinar
Thu, Jun 23, 2016 1:00 PM – 2:00 PM CDT
Add to Calendar: Outlook® Calendar | Google Calendar™ | iCal®
1. Click the link to join the webinar at the specified time and date:
https://global.gotowebinar.com/join/7204276536935317252/397462206
Before joining, be sure to check system requirements to avoid any connection issues.
Note: This link should not be shared with others; it is unique to you.
2. Choose one of the following audio options:
TO USE YOUR COMPUTER’S AUDIO:
When the webinar begins, you will be connected to audio using your computer’s microphone and speakers (VoIP). A headset is recommended.
–OR–
TO USE YOUR TELEPHONE:
If you prefer to use your phone, you must select “Use Telephone” after joining the webinar and call in using the numbers below.
United States: +1 (914) 614-3221
Access Code: 330-025-475
Audio PIN: Shown after joining the webinar
Webinar ID: 148-791-923
If you are new to GoToWebinar, we suggest that you click the link below and run the GoToWebinar configuration test to ensure your computer is ready to access this online meeting environment.
If you are using older operating systems, you may need to use GTW web access rather than the desktop application and possibly phone in for audio. See http://bit.ly/1VVCeno for more info.
If you experience problems entering the GoToWebinar room, or with the online tools during the session, please send an email to memberservices@thenrocproject.org.
This webinar will be archived in the “Professional Development” area of the NROC Network at http://www.nrocnetwork.org/professional-development/webinar.
We look forward to your participation.
Sincerely
The NROC Team
badges are integrated with the industry partners of the educational institution
how to determine the value of a badge.
Faculty writing a competencies, online and blended environment. All agree that this means competency. Need to faculty buy in, if issuing badges. Objective versus subjective measures. Faculty member is the one who tells students how to earn badges. Not punitive, but a reward.
building the eco system in Colorado. But it can be taken on a national level. Employers in other states to accept. MS, Sisco are issuing badges, which will be internationally.
how does it fit in the bigger picture of credentials. Lumina Foundations. Next project. https://www.luminafoundation.org/
MOOC (Canvas)
Microsoft badging system. https://education.microsoft.com/ViewAll/Badges
brenda.perea@cccs.edu
NROCnetwork.org http://nrocnetwork.org/
badges are transferable. not person to person, but repository
of 200 issues badges, they were shared 6K+ times over social media: LinkedIn, FB etc. by employers.
backpack, or stored in Mozilla backpack. Most of LMS developing badging capabilities.
some LMS want to create their own badging, gatekeep in LMS, but losing
Canvas allows any badging
LCI in any LMS. LMS allow the vehicle to be issued, but does not create it.